Year 3 Mathematics · AC9M3ST02

Create and compare different graphical representations of data sets including using software where appropriate; interpret the data in terms of the context

The same data can be represented in tables, picture graphs or column graphs. Good displays preserve the data and make the question easier to answer

Ready to project and teach

Learning goalsSay it simply

The same data can be represented in tables, picture graphs or column graphs. Good displays preserve the data and make the question easier to answer.

Learning routine: Check data → Choose display → Label axes/key → Plot accurately → Compare → Interpret

Success looks like

  • Create graphs
  • Use labels and scale
  • Compare displays
  • Use software appropriately
  • Interpret in context

Success criteria:

  • Create graphs
  • Use labels and scale
  • Compare displays
  • Use software appropriately
  • Interpret in context
Key conceptTeach from the board

Key idea: The same data can be represented in tables, picture graphs or column graphs. Good displays preserve the data and make the question easier to answer.

Learning routine: Check data → Choose display → Label axes/key → Plot accurately → Compare → Interpret

data display
a visual representation of collected information
scale
the values marked along a graph axis
interpret
use a display to explain what the data shows
Clean visual examplesOne-page board

Clean one-page examples

AC9M3ST02 - Create and compare different graphical representations of data sets including using software where appropriate; interpret the data in terms of the context
Example 1

table gives exact values graph shows comparison quickly both use same data

Example 2

picture graph column graph frequency table

Example 3

correct scale missing title wrong bar height

Example 4

Turn a frequency table into a column graph 4 Walk 6 Bus 3 Car Bar heights must match the frequencies and categories need labels. Read every label and identify what each quantity or feature represents. Describe the relationship shown by the model. Check that the conclusion answers the original question.

Curriculum examplesCopied content

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 and compare different graphical representations of data sets including using software where appropriate; interpret the data in terms of the context
  • E1: comparing various student-generated data representations and describing their similarities and differences
  • E2: using digital tools, including generative artificial intelligence tools or graphing software, to construct graphs of data acquired through experiments or observation and interpreting the data and making inferences; for example, graphing data from a science experiment and interpreting the results
  • E3: selecting appropriate formats or layout styles to present data as information, depending on the type of data and the audience; for example, lists, tables, graphs and infographics
  • E4: using newspapers or magazines to find examples of different displays of data, interpreting and describing the information they present

Australian, Victorian and NSW alignment retained from the previous page

RegionCurriculumClosest mapping
AustraliaAustralian Curriculum v9.0AC9M3ST02 — create and compare different graphical representations of data sets including using software where appropriate; interpret the data in terms of the context
VictoriaVictorian Curriculum F-10Year 3 Maths: closest match in Statistics. Use this page as a VIC-aligned practice and worksheet reference.
NSWNSW CurriculumStage 2 Maths: closest content focus for Create and compare different graphical representations of data sets including using software where appropriate; interpret the data in terms of the context and related outcomes.
Questions and answersWith answers
What is the big idea in this topic?
The same data can be represented in tables, picture graphs or column graphs. Good displays preserve the data and make the question easier to answer.
What routine should I use?
Check data → Choose display → Label axes/key → Plot accurately → Compare → Interpret
How do I know I am ready to move on?
You can create graphs, use labels and scale, compare displays, use software appropriately, interpret in context and explain how your model or calculation supports the answer.
Practice and reviewReady for practice
  • Graph changes the data — Every value must match the source.
  • No title or labels — Readers need context and scale.
  • Unequal spacing or scale — Use consistent intervals.

  1. Describe a column graph for values 3, 7, 5 and 2, including a suitable scale.

  2. A graph shows 9 for a category whose table value is 6. Explain the error.

Review hint: Follow the routine “Check data → Choose display → Label axes/key → Plot accurately → Compare → Interpret” and use the worked model to check whether your answer is reasonable.

Curriculum alignmentStart here

The same data can be represented in tables, picture graphs or column graphs. Good displays preserve the data and make the question easier to answer.

Learning routine: Check data → Choose display → Label axes/key → Plot accurately → Compare → Interpret

Success looks like

  • Create graphs
  • Use labels and scale
  • Compare displays
  • Use software appropriately
  • Interpret in context

Success criteria:

  • Create graphs
  • Use labels and scale
  • Compare displays
  • Use software appropriately
  • Interpret in context
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