Strand Overviews
Data – Junior Division
OVERALL EXPECTATION D1.
manage, analyse, and use data to make convincing arguments and informed decisions, in various contexts drawn from real life
| Grade 4 | Grade 5 | Grade 6 |
|---|---|---|
| Data Collection and Organization | title |
title |
| D1.1 describe the difference between qualitative and quantitative data, and describe situations where each would be used | D1.1 explain the importance of various sampling techniques for collecting a sample of data that is representative of a population | D1.1 describe the difference between discrete and continuous data, and provide examples of each |
| D1.2 collect data from different primary and secondary sources to answer questions of interest that involve comparing two or more sets of data, and organize the data in frequency tables and stem-and-leaf plots | D1.2 collect data, using appropriate sampling techniques as needed, to answer questions of interest about a population, and organize the data in relative-frequency tables | D1.2 collect qualitative data and discrete and continuous quantitative data to answer questions of interest about a population, and organize the sets of data as appropriate, including using intervals |
| Data Visualization | title |
title |
| D1.3 select from among a variety of graphs, including multiple-bar graphs, the type of graph best suited to represent various sets of data; display the data in the graphs with proper sources, titles, and labels, and appropriate scales; and justify their choice of graphs | D1.3 select from among a variety of graphs, including stacked-bar graphs, the type of graph best suited to represent various sets of data; display the data in the graphs with proper sources, titles, and labels, and appropriate scales; and justify their choice of graphs | D1.3 select from among a variety of graphs, including histograms and broken-line graphs, the type of graph best suited to represent various sets of data; display the data in the graphs with proper sources, titles, and labels, and appropriate scales; and justify their choice of graphs |
| D1.4 create an infographic about a data set, representing the data in appropriate ways, including in frequency tables, stem-and-leaf plots, and multiple-bar graphs, and incorporating any other relevant information that helps to tell a story about the data | D1.4 create an infographic about a data set, representing the data in appropriate ways, including in relative-frequency tables and stacked-bar graphs, and incorporating any other relevant information that helps to tell a story about the data | D1.4 create an infographic about a data set, representing the data in appropriate ways, including in tables, histograms, and broken-line graphs, and incorporating any other relevant information that helps to tell a story about the data |
| Data Analysis | title |
title |
| D1.5 determine the mean and the median and identify the mode(s), if any, for various data sets involving whole numbers, and explain what each of these measures indicates about the data | D1.5 determine the mean and the median and identify the mode(s), if any, for various data sets involving whole numbers and decimal numbers, and explain what each of these measures indicates about the data | D1.5 determine the range as a measure of spread and the measures of central tendency for various data sets, and use this information to compare two or more data sets |
| D1.6 analyse different sets of data presented in various ways, including in stem-and-leaf plots and multiple-bar graphs, by asking and answering questions about the data and drawing conclusions, then make convincing arguments and informed decisions | D1.6 analyse different sets of data presented in various ways, including in stacked-bar graphs and in misleading graphs, by asking and answering questions about the data, challenging preconceived notions, and drawing conclusions, then make convincing arguments and informed decisions | D1.6 analyse different sets of data presented in various ways, including in histograms and broken-line graphs and in misleading graphs, by asking and answering questions about the data, challenging preconceived notions, and drawing conclusions, then make convincing arguments and informed decisions |
OVERALL EXPECTATION D2.
describe the likelihood that events will happen, and use that information to make predictions
| Grade 4 | Grade 5 | Grade 6 |
|---|---|---|
| Probability | title |
title |
| D2.1 use mathematical language, including the terms “impossible”, “unlikely”, “equally likely”, “likely”, and “certain”, to describe the likelihood of events happening, represent this likelihood on a probability line, and use it to make predictions and informed decisions | D2.1 use fractions to express the probability of events happening, represent this probability on a probability line, and use it to make predictions and informed decisions | D2.1 use fractions, decimals, and percents to express the probability of events happening, represent this probability on a probability line, and use it to make predictions and informed decisions |
| D2.2 make and test predictions about the likelihood that the mean, median, and mode(s) of a data set will be the same for data collected from different populations | D2.2 determine and compare the theoretical and experimental probabilities of an event happening | D2.2 determine and compare the theoretical and experimental probabilities of two independent events happening |