BC Education - Appendix G: Illustrative Examples

Statistics and Probability (Data Analysis)

Students collect, display, and analyse data to make predictions about a population.

Prescribed Learning Outcomes

Illustrated Examples

It is expected that students will:

formulate questions and categories for data collection and actively collect first-hand information

What is one thing you would like to learn about your classmates? Will you get your information by counting, by measuring, or by surveying? How do you plan to keep a record of the information you gather?

use a variety of methods to collect and record data, including measuring devices, printed resources, and tallies

Collect and record data about how much time you spend each day on a variety of activities. Colour a rectangle, or part of a rectangle, for each whole or part hour you spend on that activity.

What can you say about how you use your time?

Aldo surveyed two Grade 3 classes to find their favourite movies or videos. This is his tally chart.

Complete the tally chart. How many children did Aldo survey? How many children voted for the second favourite? How many did not vote for the second favourite? How are the two answers related?

Show the results of Aldo's survey on a bar graph, then make a pictograph to show Aldo's information. Let one picture represent two votes. Which display do you think best shows Aldo's information? Explain your answer.

What five movies or videos do you suppose would be the favourites in your class? Predict the tally you would get, if you surveyed your class with your list of five favourite movies or videos. Explain your prediction.

sort and organize data by one or more attributes and by using graphic organizers such as lists and charts

The students in Room 10 conducted a mathematics experiment. Each person shook and spilled a pair of two-colour counters. They recorded how the counters landed, using R for red and Y for yellow.

R,R	R,Y	R,Y
R,Y	Y,Y	R,R
R,Y	Y,Y	Y,Y
R,R	R,Y	R,Y
Y,Y	R,Y	R,Y
Y,Y	R,Y	R,Y
R,Y	R,R	R,R
R,R	Y,Y	R,R

Organize and make a chart to show the results of the class experiment.

identify attributes and rules in pre-sorted sets

Ron sorted pattern blocks, shown in the diagram Sort 1. Name Ron's sorting rule. He re-sorted the blocks, shown in Sort 2. What might be Ron's new sorting rule?

display data in more than one way, including graphs, pictographs, bar graphs, and rank ordering

Order the activities in Ron's chart from the most to the least. Display your data in the new order.

discuss data, communicate conclusions, and make predictions and inferences to solve similar problems

generate new questions from displayed data

Look at Billy's graph.

What do you think Billy wanted to learn about marbles?
Which student had the most marbles? the fewest marbles?
How many more marbles does Dave have than Billy? How do you know?
Who has more, Dave or Anna? How many more?
How many students did Billy survey? How many were girls? Do you think Billy should have asked more girls?
Will Billy's graph look the same if he gathers the information again tomorrow? Next week?

obtain new information by performing arithmetic operations on the data

Five friends each recorded the total number of minutes they spent getting to and from school in one week. Here is what each one recorded:

Ron	70
Dan	100
Juan	450
Beth	200
Dana	90

About how many minutes per day does each student spend getting to and from school? What might Juan say about the total time his four friends spent getting to and from school? What might be the reason?

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Revised: October 20, 1997

BC Ministry of Education