D1. Data Literacy:
manage, analyse, and use data to make convincing arguments and informed decisions, in various contexts drawn from real life
sort sets of data about people or things according to one attribute, and describe rules used for sorting
Have students sort a collection of things (e.g., buttons, leaves, containers) by one attribute at a time, such as colour, shape, number of holes, size, and so on. Repeat for other single attributes.
Have students describe the sorting rule for an already sorted collection of objects or data.
collect data through observations, experiments, and interviews to answer questions of interest that focus on a single piece of information; record the data using methods of their choice; and organize the data in tally tables
Have students track one type of weather condition each day for a month and record their observations on a calendar. For example, they can record whether it snowed that day or not. When the collection period is over, guide students through the process of organizing their collected data in categories and then in a tally table.
display sets of data, using one-to-one correspondence, in concrete graphs and pictographs with proper sources, titles, and labels
Have students create a concrete graph, and then a pictograph, about a topic of interest, such as the favourite type of fruit among the students in Grade 1:
order categories of data from greatest to least frequency for various data sets displayed in tally tables, concrete graphs, and pictographs
Ask students to rearrange the data in a concrete graph so that the categories are in order from greatest (highest) frequency to least (lowest) frequency.
Next, give students the same information in a pictograph. Ask them which category has the greatest (highest) frequency and to describe how they know – for example, “kiwi” on the pictograph has the greatest frequency because it has the longest line. Similarly, ask them which category has the lowest frequency and how they know.
Finally, give students the same information in a tally chart. Ask them which category has the greatest (highest) frequency and to describe how they know – for example, “kiwi” on the tally chart has the greatest frequency because it has a group of five like the apple category, and one more. Similarly, ask them which category has the lowest frequency and how they know.
analyse different sets of data presented in various ways, including in tally tables, concrete graphs, and pictographs, by asking and answering questions about the data and drawing conclusions, then make convincing arguments and informed decisions
Provide students with familiar representations of new data, such as tally tables, concrete graphs, or pictographs, and ask them what questions they have about the data. Model the act of posing questions to support students in posing their own questions. Model asking questions using the three types outlined in the examples, and have students pose and answer their own questions, requiring them to think critically about the data.
Have students revisit previously collected and organized data. Ask them to pose questions that will require others to think critically about this data.