AC9M3ST01: Acquire data for categorical and discrete numerical variables to address a question of interest or purpose by observing, collecting and accessing data sets; record the data using appropriate methods including frequency tables and spreadsheets

Data collection should answer a clear question. Categorical data uses labels, while discrete numerical data uses countable numbers.

Learning routine: Ask question → Identify variable → Collect fairly → Tally → Frequency table → Check total

Success looks like

• Ask data questions
• Identify variable types
• Collect data
• Use tallies and frequency tables
• Use spreadsheets

Success criteria:

• Ask data questions
• Identify variable types
• Collect data
• Use tallies and frequency tables
• Use spreadsheets

Students should be able to sort information into categories, read simple tables or displays and compare counts. Revisit what each label, category and scale represents before analysing a data display.

Key idea: Data collection should answer a clear question. Categorical data uses labels, while discrete numerical data uses countable numbers.

Learning routine: Ask question → Identify variable → Collect fairly → Tally → Frequency table → Check total

categorical data

information sorted into named groups

discrete numerical data

counted number data with separate values

frequency table

a table showing how often each value occurs

What is the big idea in this topic?

Data collection should answer a clear question. Categorical data uses labels, while discrete numerical data uses countable numbers.

What routine should I use?

Ask question → Identify variable → Collect fairly → Tally → Frequency table → Check total

How do I know I am ready to move on?

You can ask data questions, identify variable types, collect data, use tallies and frequency tables, use spreadsheets and explain how your model or calculation supports the answer.

• Question too vague — State exactly what data will answer.
• Double counting — Record each observation or person once.
• Variable types mixed — Categories are labels; discrete numbers are counts.

1. Which is categorical data?

   • favourite fruit
   • number of pets
   • number of books
   • number of steps

2. Complete the frequency.

   Prompt: A tally of ||||| || represents □.

3. Which is discrete numerical data?

   • number of siblings
   • eye colour
   • transport type
   • favourite sport

4. Write a clear survey question that would collect categorical data.

5. Match the term to its meaning.

   Match: category • frequency • tally ↔ count in a group • quick recording marks • labelled group

6. Complete the total.

   Prompt: Frequencies 4, 6 and 3 give □ responses.

1. Plan a small investigation that collects both categorical and discrete numerical data.

2. Design a spreadsheet layout for a survey and explain how it helps check totals.

Explain the reasoning, not only the final answer.

1. Explain why every response should be recorded once.

2. A student asks 'What do you like?' for a transport survey. Rewrite the question to be precise.

Review hint: Follow the routine “Ask question → Identify variable → Collect fairly → Tally → Frequency table → Check total” and use the worked model to check whether your answer is reasonable.

• I can ask data questions.
• I can identify variable types.
• I can collect data.
• I can use tallies and frequency tables.
• I can use spreadsheets.

Quick check: Give a categorical variable. • Give a discrete numerical variable. • Why use a tally?

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.

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

• Content description: acquire data for categorical and discrete numerical variables to address a question of interest or purpose by observing, collecting and accessing data sets; record the data using appropriate methods including frequency tables and spreadsheets
• E1: using efficient ways to collect and record data; for example, written surveys, online surveys, polling the class using interactive digital mediums, and representing and reporting the results of investigations
• E2: developing questions of interest and using surveys, observations or experiments to collect categorical, discrete numerical or qualitative data sets and discussing what kind of data can be used to help inform or answer the question in a statistical investigation
• E3: using lists, tallies, symbols and digital data tables to record and display data collected during a chance experiment for interpretation
• E4: using different online sources to access data; for example, using online query interfaces to select and retrieve data from an online database such as weather records, Google Trends or the World Health Organization
• E5: using software to sort and calculate data when solving problems; for example, sorting discrete numerical and categorical data in ascending or descending order and automating simple arithmetic calculations using nearby cells and the Sum function in spreadsheets to calculate total frequencies of collected data

Australian, Victorian and NSW alignment retained from the previous page

• Australian Curriculum Version 9.0 — ACARA
• Victorian Curriculum — VCAA
• NSW Curriculum — NESA

Official curriculum sites are the source of record.

• AC9M3SP02 — Maps and Two-Dimensional Representations
• AC9M3ST02 — Creating and Comparing Data Displays
• All Year 3 Mathematics topics

Curriculum equivalents for Acquire data for categorical and discrete numerical variables to address...

Mapped skill: acquire data for categorical and discrete numerical variables to address a question of interest or purpose by observing, collecting and accessing data sets; record the data using appropriate methods including frequency tables and spreadsheets

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.