Mathematics

Grade 2: Data Management and Probability	Planning: Term # Tracking: Ach. Level
Overall Expectations	1	2	3	4
• collect and organize categorical or discrete primary data and display the data, using tally charts, concrete graphs, pictographs, line plots, simple bar graphs, and other graphic organizers, with labels ordered appropriately along horizontal axes, as needed;
• read and describe primary data presented in tally charts, concrete graphs, pictographs, line plots, simple bar graphs, and other graphic organizers;
• describe probability in everyday situations and simple games.
Specific Expectations
Collection and Organization of Data
– demonstrate an ability to organize objects into categories, by sorting and classifying objects using two attributes simultaneously (e.g., sort attribute blocks by colour and shape at the same time);
– gather data to answer a question, using a simple survey with a limited number of responses (e.g., What is your favourite season?; How many letters are in your first name?);
– collect and organize primary data (e.g., data collected by the class) that is categorical or discrete (i.e., that can be counted, such as the number of students absent), and display the data using one-to-one correspondence in concrete graphs, pictographs, line plots, simple bar graphs, and other graphic organizers (e.g., tally charts, diagrams), with appropriate titles and labels and with labels ordered appropriately along horizontal axes, as needed (Sample problem: Record the number of times that specific words are used in a simple rhyme or poem.).
Data Relationships
– read primary data presented in concrete graphs, pictographs, line plots, simple bar graphs, and other graphic organizers(e.g., tally charts, diagrams), and describe the data using mathematical language (e.g., “Our bar graph shows that 4 more students walk to school than take the bus.”);
– pose and answer questions about class generated data in concrete graphs, pictographs, line plots, simple bar graphs, and tally charts (e.g., Which is the least favourite season?);
– distinguish between numbers that represent data values (e.g.,“I have 4 people in my family.”) and numbers that represent the frequency of an event (e.g., “There are 10 children in my class who have 4 people in their family.”);
– demonstrate an understanding of data displayed in a graph (e.g., by telling a story, by drawing a picture), by comparing different parts of the data and by making statements about the data as a whole (e.g., “I looked at the graph that shows how many students were absent each month. More students were away in January than in September.”).
Probability
– describe probability as a measure of the likelihood that an event will occur, using mathematical language (i.e., impossible, unlikely, less likely, equally likely, more likely, certain) (e.g., “If I take a new shoe out of a box without looking, it’s equally likely that I will pick the left shoe or the right shoe.”);
– describe the probability that an event will occur (e.g., getting heads when tossing a coin, landing on red when spinning a spinner), through investigation with simple games and probability experiments and using mathematical language (e.g., “I tossed 2 coins at the same time, to see how often I would get 2 heads. I found that getting a head and a tail was more likely than getting 2 heads.”) (Sample problem: Describe the probability of spinning red when you spin a spinner that has one half shaded yellow, one fourth shaded blue, and one fourth shaded red. Experiment with the spinner to see if the results are what you expected.).
Student Name:

Expectations: Copyright The Queen's Printer for Ontario, 2005.  Format: Copyright B.Phillips, 1998.