## Survey

Grade | Work Samples |
---|---|

Midway through Stage 3 (end of Year 5) | |

Grade C | Sascha Chris |

Grade D | Marley Xiang Kim |

## Foundation Statement strands

*The following strands are covered in this activity:*

## Description of activity

Students survey the class on their favourite sport, food, colour etc. They determine what type of graph is the best to display their set of data and use the data to draw their graph on a computer. Students answer questions based on their graph.

**Questions**:

- What type of graph did you select? Why?
- What are the advantages and disadvantages of different types of graphs to display this data?
- Could you have used a different type of graph?

## Suggested materials

Paper, computer

## Prior learning

Students have interpreted graphs and used a scale to make generalisations about data. They have determined a suitable scale for data on a picture, column or line graph and created a data display.

Board of Studies NSW, *Mathematics K–6 Sample Units of Work*, p 136

## Outcomes

**Data (DS3.1)**

Displays and interprets data in graphs with scales of many-to-one correspondence.

**Applying Strategies (WMS3.2)**

Selects and applies appropriate problem-solving strategies, including technological applications, in undertaking investigations.

**Communicating (WMS3.3)**

Describes and represents a mathematical situation in a variety of ways using mathematical terminology and some conventions.

**Reflecting (WMS3.5)**

Links mathematical ideas and makes connections with, and generalisations about, existing knowledge and understanding in relation to Stage 3 content.

## Criteria for assessing learning

Students will be assessed on their ability to:

- gather and display data
- explain their choice of graph to display a set of data.