Mathematics
Grade 6: 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 continuous line
graphs; 




•
read, describe, and interpret data, and explain relationships between sets of
data; 




•
determine the theoretical probability of an outcome in a probability
experiment, and use it to predict the frequency of the outcome. 




Specific Expectations 




Collection and Organization of Data 




–
collect data by conducting a survey (e.g., use an Internet survey tool) or an
experiment 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
(e.g., electronic data from websites such as EStat or Census At Schools) and
display the data in charts, tables, and graphs (including continuous line
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, spreadsheets, dynamic statistical software); 




–
select an appropriate type of graph to represent a set of data, graph the
data using technology, and justify the choice of graph (i.e., from types of
graphs already studied, such as pictographs, horizontal or vertical bar
graphs, stemandleaf plots, double bar graphs, brokenline graphs, and
continuous line graphs); 




–
determine, through investigation, how well a set of data represents a
population, on the basis of the method that was used to collect the data
(Sample problem: Would the results of a survey of primary students about
their favourite television shows represent the favourite shows of students in
the entire school? Why or why not?). 




Data Relationships 




–
read, interpret, and draw conclusions from primary data (e.g., survey
results, measurements, observations) and from secondary data (e.g., sports
data in the newspaper, data from the Internet about movies), presented in
charts, tables, and graphs (including continuous line graphs); 




–
compare, through investigation, different graphical representations of the
same data (Sample problem: Use technology to help you compare the different
types of graphs that can be created to represent a set of data about the number
of runs or goals scored against each team in a tournament. Describe the
similarities and differences that you observe.); 




–
explain how different scales used on graphs can influence conclusions drawn from
the data; 




–
demonstrate an understanding of mean (e.g., mean differs from median and mode
because it is a value that “balances” a set of data – like the centre point
or fulcrum in a lever), and use the mean to compare two sets of related data,
with and without the use of technology (Sample problem: Use the mean to
compare the masses of backpacks of students from two or more Grade 6
classes.); 




–
demonstrate, through investigation, an understanding of how data from charts,
tables, and graphs can be used to make inferences and convincing arguments
(e.g., describe examples found in newspapers and magazines). 




Probability 




–
express theoretical probability as a ratio of the number of favourable
outcomes to the total number of possible outcomes, where all outcomes are
equally likely (e.g., the theoretical probability of rolling an odd number on
a sixsided number cube is 3/6
because, of six equally likely outcomes, only three are favourable – that is,
the odd numbers 1, 3, 5); 




–
represent the probability of an event (i.e., the likelihood that the event
will occur), using a value from the range of 0 (never happens or impossible)
to 1 (always happens or certain); 




–
predict the frequency of an outcome of a simple probability experiment or
game, by calculating and using the theoretical probability of that outcome
(e.g., “The theoretical probability of spinning red is ¼ since there are four
differentcoloured areas that are equal. If I spin my spinner 100 times, I
predict that red should come up about 25 times.”). (Sample problem: Create a
spinner that has rotational symmetry. Predict how often the spinner will land
on the same sector after 25 spins. Perform the experiment and compare the prediction
to the results.). 




Student Name: 




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