Mathematics
Grade 4: Data Management and Probability 
Planning: Term # Tracking: Ach. Level 

Overall Expectations 
1 
2 
3 
4 
•
collect and organize discrete primary data and display the data using charts
and graphs, including stemandleaf plots and double bar graphs; 




•
read, describe, and interpret primary data and secondary data presented in
charts and graphs,including stemandleaf plots and double bar graphs; 




•
predict the results of a simple probability experiment, then conduct the experiment
and compare the prediction to the results. 




Specific Expectations 




Collection and Organization of Data 




–
collect data by conducting a survey (e.g., “Choose your favourite meal from
the following list: breakfast, lunch, dinner, other.”) or an experiment to do
with themselves, their environment, issues in their school or the community,
or content from another subject, and record observations or measurements; 




–
collect and organize discrete primary data and display the data in charts,
tables, and graphs (including stemandleaf plots and double bar graphs) that
have appropriate titles, labels (e.g., appropriate units marked on the axes),
and scales (e.g., with appropriate increments) that suit the range and
distribution of the data, using a variety of tools (e.g., graph paper, simple
spreadsheets, dynamic statistical software). 




Data Relationships 




–
read, interpret, and draw conclusions from primary data (e.g., survey
results, measurements, observations) and from secondary data (e.g.,
temperature data in the newspaper, data from the Internet about endangered
species), presented in charts, tables, and graphs (including stemandleaf
plots and double bar graphs); 




–
demonstrate, through investigation, an understanding of median (e.g.,“ The median
is the value in the middle of the data. If there are two middle values, you
have to calculate the middle of those two values.”), and determine the median
of a set of data (e.g., “I used a stemandleaf plot to help me find the
median.”); 




–
describe the shape of a set of data across its range of values, using charts,
tables, and graphs (e.g. “The data values are spread out evenly.”; “The set
of data bunches up around the median.”); 




–
compare similarities and differences between two related sets of data, using
a variety of strategies (e.g., by representing the data using tally charts,
stemandleaf plots, or double bar graphs; by determining the mode or the
median; by describing the shape of a data set across its range of values). 




Probability 




–
predict the frequency of an outcome in a simple probability experiment,
explaining their reasoning; conduct the experiment; and compare the result
with the prediction (Sample problem: If you toss a pair of number cubes 20
times and calculate the sum for each toss, how many times would you expect to
get 12? 7? 1? Explain your thinking. Then conduct the experiment and compare
the results with your predictions.); 




–
determine, through investigation, how the umber of repetitions of a probability experiment can
affect the conclusions drawn (Sample problem: Each student in the class
tosses a coin 10 times and records how many times tails comes up. Combine the
individual student results to determine a class result, and then compare the
individual student results and the class result.). 




Student Name: 




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