Year 2 Mathematics · AC9M2ST02

Create different graphical representations of data using software where appropriate

create different graphical representations of data using software where appropriate; compare the different representations, identify and describe common and distinctive…

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Learning goalsSay it simply

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
Key conceptTeach from the board

Turn a table into a graph

Cats: 5Dogs: 8Birds: 3

A graph should keep the same category counts as the table.

Compare two displays

picture graphbar graphtable

Different displays can show the same data but make different features easier to see.

Clean visual examplesOne-page board

Clean one-page examples

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
Example 1

picture graph bar graph table

Example 2

table picture graph bar graph

Example 3

Picture graph Use one symbol for each response to show favourite pets. cat ●●●●● dog ●●●●●●●●

Example 4

Bar graph Use software or grid paper to create matching bars. Cats 5 Dogs 8 Birds 3

Curriculum examplesCurriculum examples

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
Questions and answersWith answers

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.

Practice and reviewReady for practice
  • 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.

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.

Curriculum alignmentStart here

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
Related resourcesKeep teaching

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