What students learn in AC9M2ST02
This unit helps students build a clear, usable understanding of Different graphical representations of data using software where appropriate; compare.... The goal is not to memorise one answer pattern. Students should be able to explain the idea, recognise it in a new example and apply it in a short practice or worksheet task.
- Start with the main idea: 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.
- Use concrete examples, pictures, oral explanation and short written responses before moving to independent practice.
- 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 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
- Finish with mixed questions so students must choose the correct strategy rather than copy the last example.
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 but may not appear in the initial eight-question activity.
- 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
How to use this unit
Read the topic guide, use the teacher slide for instruction, then complete the Worksheet, Practice and Test. These three activities use the same eight-question unit bank.
Teacher resource
AC9M2ST02 teacher slide
Use this one-page PDF to introduce the key idea, vocabulary and teaching sequence before students begin the activities.
Open teacher slide (PDF)Common mistakes to watch for
- Rushing to a rule before checking the concrete model, drawing or number sentence.
- Using the correct answer once but not being able to explain why it works.
- Mixing up similar vocabulary such as more/less, before/after, longer/shorter or equal groups/sharing.
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.
| Region | Curriculum | Closest mapping |
|---|---|---|
| Australia | Australian Curriculum v9.0 | 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 |
| Victoria | Victorian Curriculum F-10 | Year 2 Maths: closest match in Statistics. Use this page as a VIC-aligned practice and worksheet reference. |
| NSW | NSW Curriculum | Stage 1 Maths: closest content focus for Different graphical representations of data using software where appropriate; compare... and related outcomes. |
| United States | Common Core / NGSS | Grade 2 Common Core Mathematics/ELA closest topic match for Different graphical representations of data using software where appropriate; compare.... |
| England / UK | National Curriculum | Key Stage 1 / Year 2: closest programme-of-study match for Different graphical representations of data using software where appropriate; compare.... |
| Canada | Provincial and territory curricula | Grade 2 closest topic match. Canada varies by province, so use this as a broad Ontario/BC-style learning outcome reference. |
| New Zealand | New Zealand Curriculum | Level 1 Maths: closest achievement-objective topic for Different graphical representations of data using software where appropriate; compare.... |
| India | NCERT / CBSE | Class 2 closest NCERT/CBSE topic match for Different graphical representations of data using software where appropriate; compare.... |