Mathematics
Grade 5: Data Management and Probability 
Planning: Term # Tracking: Ach. Level 

Overall Expectations 
1 
2 
3 
4 
•
collect and organize discrete or continuous primary data and secondary data
and display the data using charts and graphs, including brokenline graphs; 




•
read, describe, and interpret primary data and secondary data presented in
charts and graphs, including brokenline graphs; 




•
represent as a fraction the probability that a specific outcome will occur in
a simple probability experiment, using systematic lists and area models. 




Specific Expectations 




Collection and Organization of Data 




–
distinguish between discrete data (i.e., data organized using numbers that
have gaps between them, such as whole numbers, and often used to represent a
count, such as the number of times a word is used) and continuous data (i.e.,
data organized using all numbers on a number line that fall within the range
of the data, and used to represent measurements such as heights or ages of
trees); 




–
collect data by conducting a survey or an experiment (e.g., gather and record
air temperature over a twoweek period) to do with themselves, their
environment, issues in their school or community, or content from another
subject, and record observations or measurements; 




–
collect and organize discrete or continuous primary data and secondary data
and display the data in charts, tables, and graphs (including brokenline
graphs) that have appropriate titles, labels (e.g., appropriate units marked
on the axes), and scales that suit the range and distribution of the data (e.g.,
to represent precipitation amounts ranging from 0 mm to 50 mm over the school
year, use a scale of 5 mm for each unit on the vertical axis and show months
on the horizontal axis), 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.,
precipitation or temperature data in the newspaper, data from the Internet
about heights of buildings and other structures), presented in charts,
tables, and graphs including brokenline graphs); 




–
calculate the mean for a small set of data and use it to describe the shape
of the data set across its range of values, using charts, tables, and graphs
(e.g., “The data values fall mainly into two groups on both sides of the
mean.”; “The set of data is not spread out evenly around the mean.”); 




–
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, double bar graphs, or brokenline graphs; by determining
measures of central tendency [i.e., mean, median, and mode]; by describing
the shape of a data set across its range of values). 




Probability 




–
determine and represent all the possible outcomes in a simple probability
experiment (e.g., when tossing a coin, the possible outcomes are heads and
tails; when rolling a number cube, the possible outcomes are 1, 2, 3, 4, 5,
and 6), using systematic lists and area models (e.g., a rectangle is divided into
two equal areas to represent the outcomes of a coin toss experiment); 




–
represent, using a common fraction, the probability that an event will occur
in simple games and probability experiments (e.g., “My spinner has four equal
sections and one of those sections is coloured red. The probability that I
will land on red is 1/4 .”); 




–
pose and solve simple probability problems, and solve them by conducting
probability experiments and selecting appropriate methods of recording the
results (e.g., tally chart, line plot, bar graph). 




Student Name: 




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