AC9MFST01: Collect, sort and compare data represented by objects and images...

Start with a question and a rule

For “Do more of these toys have wheels or no wheels?”, place each toy in exactly one of the two groups. Use one counter or picture for each toy, then compare the groups.

Check the display against the collection

A collection has 3 toys with wheels and 2 without wheels. A display shows 3 counters for wheels and 3 for no wheels. What needs fixing?

Spacing does not change the count

One row has 4 counters close together. Another has 3 counters spread far apart. Does the wider row have more responses?

Use evidence, including a tie

A class display has 4 votes for apples and 4 for bananas, with one counter per vote. A child says apples won because they like apples. What does the display show?

Ready to move on

Give a small collection of toys. Ask the child to sort by wheels or no wheels, show one counter for each toy and say which group has more, fewer or the same.

1. Check the display against the collection

A collection has 3 toys with wheels and 2 without wheels. A display shows 3 counters for wheels and 3 for no wheels. What needs fixing?

2. Spacing does not change the count

One row has 4 counters close together. Another has 3 counters spread far apart. Does the wider row have more responses?

3. Use evidence, including a tie

A class display has 4 votes for apples and 4 for bananas, with one counter per vote. A child says apples won because they like apples. What does the display show?

E1

collecting, and sorting data collected through everyday activities or events; for example, sorting toys into categories, such as “toys that move” and “toys that don’t move”

Teaching example: Sort a small toy collection by a clear observable rule, such as wheels or no wheels. Check each toy appears once and compare the groups.

E2

collecting and deciding how to organise data to answer “Yes/No” questions; for example, “Do more people in our class today have shoes with laces than without?”; explaining that lining up, and matching shoes with and without laces one-to-one will answer the question

Teaching example: Ask each participating child for one yes/no response to a familiar question. Use one counter per response and pair counters across groups to compare.

E3

creating classroom charts and rosters using stickers to represent data; comparing and interpreting representations

Teaching example: Make a sticker chart with one equal-sized sticker per response. Label the groups and check the chart against the responses before interpreting it.

E4

role-playing being a robot that sorts objects into groups based on a set of instructions; for example, imitating a robot designed to pack things away in the classroom or an industrial robot programmed to sort products on an assembly line by colour or shape

Teaching example: Give a pretend sorting robot the rule wheels or no wheels. Deliberately misplace one toy and ask the class to use the rule to correct it.

E5

role-playing, as a class, at training an artificial intelligence system to recognise objects, asking yes/no questions to gather data to make the best guess about the identification of a mystery object

Teaching example: Role-play a mystery-object guesser. Record answers to observable yes/no questions, such as has wheels, and use the evidence to narrow the possibilities. Explain that this is a simplified classroom model.

E6

investigating statistical contexts after reading a story, such as "The Waterhole" by Graeme Base; asking and responding to questions like “What different animals did you see?”, “How many different types of animals were there?” or “Were there more tigers or kangaroos?”

Teaching example: After reading an available story, collect observations from its actual pictures. Choose a specified page or set of pages, count consistently and compare the observed animal groups without inventing story counts.

E7

exploring what and how information from the environment is collected and used by First Nations Australians to predict weather events

Teaching example: Use a community-approved account from named Peoples and Country/Place to explore observations used in local weather knowledge. Describe what the source records without treating one example as universal.