Math K-7 IRP 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:
  • select an appropriate sample or population and organize the collection of data

  • manipulate data to create an interval graph or table for display purposes
    		• -> How Tall Will I Be?

    These activities allow you to complete information about your height expectations and answer questions about the heights of your family members. The table displays average heights for children. Family records might furnish data on a particular family. Other resources such as an encyclopedia, an almanac, or the Guiness Book of World Records can yield interesting related information. Have fun with these real-life mathematics activities.

    Average Height For Children

    Predictions about Height

    Use the table Average Height for Children to answer the following questions.
    • Would you say that most members of your family are tall or short? Explain your answer.
    • Ravi noted that he was 150cm tall at age ten. Do you think he would be 300cm tall at age twenty? Explain your response.
    • Do you expect to be about average, taller than average, or shorter than average by age twenty? Explain your response.
    • How likely are you to grow to be over 160cm tall? Explain your answer.
    • Make a bar graph comparing the heights of everyone living in your house. Order the heights according to the ages of the persons measured, beginning with the youngest.
    Adapted from the Arithmetic Teacher, September 1991.

    Vital Statistics

    My height at birth: ____.
    My height at age six: ____.
    My age today is: ____.
    I am ____cm tall.
    I am ____cm taller than I was at age six.


    I am taller/shorter than average (circle one)
    I predict that my height will be ____cm when I am fourteen.
    I predict that my height will be ____cm in ten years.
  • construct a bar graph and a pictograph using many-to-one correspondence and justify the choice of intervals and correspondence used
    		• -> What might the following graph represent? Label the axes and show the scale(s) being used.

  • evaluate the process by which the data was collected
    		• -> Shinobu and her brother were arguing about whether Grade 4 students would rather watch hockey or figure skating on TV. Shinobu asked the first 20 students she saw in the morning. From the results, she decided about half the school would prefer watching hockey and half would prefer figure skating. Her brother Kelly asked 40 boys from Grade 4 and Grade 5. He concluded that all 200 students in the school would rather watch hockey on TV.

    Which person had the better plan for collecting reliable data? What would be a better way to collect this data?
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    Revised: October 20, 1997

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