# Data – Mystery graph

Students create displays of data using lists, tables and picture graphs and interpret them.

 Verbal recording Teacher observation Individual Collaboration

## Statistics and probability – Data 2

A student:

• describes mathematical situations and methods using everyday and some mathematical language, actions, materials, diagrams and symbols MA1-1WM
• supports conclusions by explaining or demonstrating how answers were obtained MA1-3WM
• gathers and organises data, displays data in lists, tables and picture graphs, and interprets the results MA1-17SP

## Content

• Create displays of data using lists, tables and picture graphs and interpret them.

## National Numeracy Learning Progression mapping to the NSW mathematics syllabus

When working towards the outcome MA1‑17SP the sub-elements (and levels) of Interpreting and representing data (IRD1-IRD3) describe observable behaviours that can aid teachers in making evidence-based decisions about student development and future learning.

## Teacher instructions

The purpose of this task is for students to:

• analyse an unlabelled data display and
• form conclusions about the graph.

Students may work independently or in small groups.

When presenting the graph, advise students that it is about a Year 2 class and encourage them to make as many observations and interpretations as they can.

Students may record their responses in writing, by video or as a voice recording. Teachers may also choose to interview students about their responses.

## Student instructions

This graph was created by a Year 2 class.

Enabling prompt: What information is displayed?

How do you know?

What else could this graph be about?

Enabling prompt: Why would a class use these symbols?

How do you know?

How many children could be in this class? Why do you think this?

Extending prompts:

What would be a good title for this graph?

Label the parts of the graph.

How could you show that each symbol indicates more than one student?

## Possible areas for further exploration

Possible misconceptions:

• Requires support to see the significance of categories
• Does not recognise one-to-one representation of data
• Only recognises one-to-one representation of data
• Interpretation based only one numerical observation for example, 3 people like skiing.

## Where to next?

Involve students in the creation of human graphs based on obvious categories such as; type of shoes, long or short-sleeved shirt. Photograph these human graphs and discuss.

Jointly construct graphs of many-to-one correspondence using familiar collections and within the students’ skip counting range, for example, feet, toes

Teacher models vocabulary through think-alouds, for example, There are more bike riders than swimmers. The least popular sport is soccer.

Adapted from Sullivan P, & Lilburn, P (1997) Open-ended Maths Activities Second edition. Oxford, New York.