Untitled

Mathematics

# Grade 3: 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 charts and graphs, including vertical and horizontal bar graphs, with labels ordered appropriately along horizontal axes, as needed;

• read, describe, and interpret primary data presented in charts and graphs, including vertical and horizontal bar graphs;

• predict and investigate the frequency of a specific outcome in a simple probability experiment.

Specific Expectations

Collection and Organization of Data

– demonstrate an ability to organize objects into categories, by sorting and classifying objects using two or more attributes simultaneously (Sample problem: Sort a collection of buttons by size, colour, and number of holes.);

– collect data by conducting a simple survey about themselves, their environment, issues in their school or community, or content from another subject;

– collect and organize categorical or discrete primary data and display the data in charts, tables, and graphs (including vertical and horizontal bar graphs), with appropriate titles and labels and with labels ordered appropriately along horizontal axes, as needed, using many-to-one correspondence (e.g., in a pictograph, one car sticker represents 3 cars; on a bar graph, one square represents 2 students) (Sample problem: Graph data related to the eye colour of students in the class, using a vertical bar graph. Why does the scale on the vertical axis include values that are not in the set of data?).

Data Relationships

– read primary data presented in charts, tables, and graphs (including vertical and horizontal bar graphs), then describe the data using comparative language, and describe the shape of the data (e.g., “Most of the data are at the high end.”; “All of the data values are different.”);

– interpret and draw conclusions from data presented in charts, tables, and graphs;

– demonstrate an understanding of mode (e.g., “The mode is the value that shows up most often on a graph.”), and identify the mode in a set of data.

Probability

– predict the frequency of an outcome in a simple probability experiment or game (e.g., “I predict that an even number will come up 5 times and an odd number will come up 5 times when I roll a number cube 10 times.”), then perform the experiment, and compare the results with the predictions, using mathematical language;

– demonstrate, through investigation, an understanding of fairness in a game and relate this to the occurrence of equally likely outcomes.

Student Name:

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