Year 1 Mathematics · AC9M1ST02
Collected data can be represented with one-to-one displays where each mark or symbol stands for one response. Frequencies help compare categories
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Collected data can be represented with one-to-one displays where each mark or symbol stands for one response. Frequencies help compare categories.
Learning routine: Use collected data → Make display → Count frequencies → Compare → Discuss
Because each dot means one person, orange has the highest frequency.
Use the display to support what you say about the data.
Explain your thinking: Say what each part of the model represents, then explain why the answer or conclusion follows.
apple: ●●● banana: ●● orange: ●●●●
most least same as difference
Build a display Use counters to show data with one counter per response. Model: one counter = one vote
Compare categories Find which category has the most, least or same number. Model: most / least / equal
These curriculum examples extend the central model into varied contexts. They are learning contexts, not extra definitions to memorise.
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?
Seven pictures in three labelled categories. Keep symbols the same size and use one picture for each response.
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?
Dog has 3, cat 2 and bird 1. Dog has the greatest frequency because it has the most recorded responses.
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?
Zero. No names or marks in that labelled month can show zero, but a written 0 makes the meaning especially clear.
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?
Two more. Match four circles from each row; two walking circles remain unmatched.
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?
No. Art and drama tie for the highest frequency, with seven votes each.
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.
Use one symbol for each response and compare category frequencies.
A picture display shows four circles for walking to school and two circles for cycling. Each circle represents one child.
| Method | Children |
|---|---|
| Walking | ● ● ● ● |
| Cycling | ● ● |
Watch for this mistake: Bigger pictures do not represent more children. In a one-to-one display, count the symbols and keep them the same size.
A display shows 3 square symbols for cats and 5 for dogs. One square means one pet. How many more dogs than cats?
Match three symbols from each group.
2 more dogs.
Two categories each have four symbols. What can you conclude?
Compare the counts, not the labels.
Both categories have the same frequency: four each.
Key idea: Collected data can be represented with one-to-one displays where each mark or symbol stands for one response. Frequencies help compare categories.
Return to the concept model if an answer is uncertain. Use the model to explain, not just to guess.
Use the Practice Sheet for written or hands-on work, Practice for supported feedback, and Test when the student is ready to demonstrate independent mastery.
Collected data can be represented with one-to-one displays where each mark or symbol stands for one response. Frequencies help compare categories.
Learning routine: Use collected data → Make display → Count frequencies → Compare → Discuss
AC9M1ST02: represent collected data for a categorical variable using one-to-one displays and digital tools where appropriate; compare the data using frequencies and discuss the findings
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