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 onetoone 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.