These curriculum examples extend the central model into varied contexts. They are learning contexts, not extra definitions to memorise.
E1
creating a pictograph with objects or drawings; discussing the possible categories for the pictograph, arranging the objects or drawings into the categories, then reflecting on the chosen categories and deciding whether they were helpful
Try and explain: Make a one-picture-per-child display for four apples, two pears and one banana as favourite-fruit responses. How many pictures are needed?
Answer and teaching point
Seven pictures in three labelled categories. Keep symbols the same size and use one picture for each response.
E2
translating data from a list or pictorial display into a tally chart to make counting easier; describing what the tally chart is showing, by referring to the categories; using skip counting by fives to compare the numbers within each category and explaining how the tally chart answers the question
Try and explain: Convert dog, cat, dog, dog, cat, bird into a tally chart. Which category has the greatest frequency?
Answer and teaching point
Dog has 3, cat 2 and bird 1. Dog has the greatest frequency because it has the most recorded responses.
E3
recognising that when there is no data for a particular category you may choose whether or not to include it in your data display, and use a zero or blank for that category depending on the purpose of the data collection or presentation; for example, creating a birthday calendar for the class and discussing that there are no students born in May and therefore there are no names listed
Try and explain: No child in a class has a birthday in June. A birthday chart includes June. What should its count be?
Answer and teaching point
Zero. No names or marks in that labelled month can show zero, but a written 0 makes the meaning especially clear.
E4
representing data with objects and drawings where one object or drawing represents one data value; describing the displays and explaining patterns that have been created using counting strategies to determine the frequency of responses
Try and explain: One-to-one rows show six circles for walking and four for cycling. How many more children walk?
Answer and teaching point
Two more. Match four circles from each row; two walking circles remain unmatched.
E5
discussing what data frequency means in terms of the total count for a particular category and relating the highest frequency to being the most popular category in the collected data
Try and explain: A vote has art 7, music 5 and drama 7. Is there one most popular option?
Answer and teaching point
No. Art and drama tie for the highest frequency, with seven votes each.
E6
exploring First Nations Australian children’s instructive games; for example, Kolap from Mer Island in the Torres Strait region, recording the outcomes, representing and discussing the results
Cultural safety: Use a community-approved source, name the specific Nation or community where the source does, and avoid presenting diverse First Nations knowledges as one generic tradition. Follow local cultural and intellectual property protocols before inviting community participation.