AC9M2ST02: Create different graphical representations of data using software where appropriate; compare the different representations, identify and describe common and distinctive features in response to questions

The same data can be shown in different ways. Students compare displays by checking labels, categories, counts and how easy it is to answer the question.

Learning sequence: Use data → Choose graph → Compare displays → Answer questions

Success looks like

• Create graphs
• Use digital tools when suitable
• Compare displays
• Read features
• Answer questions from data

Turn a table into a graph

Compare two displays

Curriculum coverage and elaborations

The content description and elaborations below show the curriculum ideas taught in this unit. Items marked as teaching context support lesson planning.

• Content description: create different graphical representations of data using software where appropriate; compare the different representations, identify and describe common and distinctive features in response to questions
• E1: collecting data from a limited list of choices, creating 2 different graphical representations of the data, discussing and comparing the different representations; for example, asking the class to choose their favourite colour from a given set, then co-creating a picture graph with colours on the horizontal axis and comparing to a column graph with colours on the horizontal axis and numbers on the vertical axis
• E2: creating different data displays; for example, lists, tally charts, jointly created column graphs and picture graphs to represent a data set; describing the information that each display represents and discussing how easy or hard they are to interpret and why
• E3: using digital tools, including generative artificial intelligence tools, to create picture graphs to represent data using one-to-one correspondence, deciding on an appropriate title for the graph and considering whether the categories of data are appropriate for the context
• E4: comparing picture graphs with one-to-one column graphs of the same data, interpreting the data in each and saying how they are the same and how they are different; for example, collecting data on the country of birth of each student and creating different pictographs to represent classroom data
• E5: using dot plots, sticker charts, picture graphs, bar charts and column graphs to represent data

Key idea: The same data can be shown in different ways. Students compare displays by checking labels, categories, counts and how easy it is to answer the question.

Remember

• Create graphs
• Use digital tools when suitable
• Compare displays
• Read features
• Answer questions from data

Quick questions

• What must stay the same from table to graph?
• Why do graphs need labels?
• Which display best shows the most popular category?
• Compare a table and picture graph.

If an answer is uncertain, return to the model and explain what each part represents before calculating or drawing a conclusion.

How to use this unit

Read the topic guide and use the teacher slide for instruction. Students can then use the worksheet for written work, open Practice for supported feedback, or take the Test when they are ready.

• Changing counts — Every display must match the original data.
• No labels — Graphs need category names and counts or scale.
• Choosing by looks only — Choose the display that answers the question clearly.

International curriculum mapping

This table gives closest-topic mapping for search and planning. The Australian Curriculum code is exact; overseas entries are broad equivalents because each jurisdiction structures outcomes differently.

Curriculum equivalents for Different graphical representations of data using software where appropriate; compare...

Mapped skill: create different graphical representations of data using software where appropriate; compare the different representations, identify and describe common and distinctive features in response to questions

These references identify matching or closely related learning. Curriculum sequence, terminology and depth vary, so teachers should use the mapped skill and lesson difficulty to confirm suitability.

Australian Curriculum v9.0 is the canonical source for this SkillrHub lesson. Victoria and NSW entries name the closest published state codes or outcomes; international entries are planning references rather than claims of identical curricula.

Official curriculum references

• Australian Curriculum Version 9.0
• Victorian Curriculum F-10
• NSW Curriculum
• Common Core State Standards
• Next Generation Science Standards
• England National Curriculum
• New Zealand Curriculum
• NCERT textbooks

Related Year 2 Maths topics

• AC9M2N01: Recognise, represent and order numbers to at least 1000 using physical and virtual materials, numerals and number lines
• AC9M2N02: Partition, rearrange, regroup and rename two- and three-digit numbers using standard and non-standard groupings; recognise the role of a zero digit in place value notation
• AC9M2N03: Recognise and describe one-half as one of 2 equal parts of a whole and connect halves, quarters and eighths through repeated halving
• AC9M2N04: Add and subtract one- and two-digit numbers, representing problems using number sentences, and solve using part-part-whole reasoning and a variety of calculation strategies
• AC9M2N05: Multiply and divide by one-digit numbers using repeated addition, equal grouping, arrays, and partitioning to support a variety of calculation strategies
• AC9M2N06: Use mathematical modelling to solve practical problems involving additive and multiplicative situations, including money transactions; represent situations and choose calculation strategies; interpret and communicate solutions in terms of the situation
• AC9M2A01: Recognise, describe and create additive patterns that increase or decrease by a constant amount, using numbers, shapes and objects, and identify missing elements in the pattern
• AC9M2A02: Recall and demonstrate proficiency with addition facts to 20; extend and apply facts to develop related subtraction facts