Content descriptions Examples 1.5.1 identify and describe the purpose of simple discuss the common use of graphs and tables to tables and graphs, involving whole numbers, represent data and information from everyday life and in everyday contexts work 1.5.2 describe the purpose of the key features, discuss the key features, conventions and symbols of conventions and symbols of tables and graphs graphs on utility invoices and tables in a hardware found in various texts and media from catalogue everyday life and work 1.5.3 read and interpret information from a range of simple data displays from real life contexts interpret the information from a table in a hardware (involving whole numbers), including lists, one catalogue; graphs on utility invoices; a diagram and two-way tables, column/bar and line showing flight paths graphs, venn and arrow/network diagrams collect and record data in simple one-way and 1.5.4 collect and record data in one-way and tables which the student could use to help make two-way tables decisions in their personal life; for example, dosage and frequency information for two or more medications 1.5.5 construct vertical and horizontal column/bar construct graphs using data from the growth of plants graphs and line graphs (including both over time, daily temperature, or hours of casual work measurement and frequency graphs), using per week for a group of students simple scales labelled with whole numbers 1.5.6 determine whether interpretations from discuss answers to questions about the information in tables and graphs are reasonable for the a feed chart which is based on the weight of a pet, or a context graph showing road accident statistics, 1.5.7 communicate information and conclusions using language such as, “My dog is more than 12 from graphs and tables consistent with the months old and weighs between 10 and 15kg, so his language of the context feed should not exceed 235g per day” Unit 2 Unit description This unit provides students with the mathematical knowledge, understanding and skills relating to fractions and decimals, solving problems relating to multiplication and division, perimeter, area and volume and qualitative probability from everyday contexts. Teachers are encouraged to apply the content of this unit in contexts which are meaningful and of interest to their students. The number formats for this unit are whole numbers, money, fractions and decimals. This unit includes five content areas. 2.1: Understanding fractions and decimals 2.2: Multiplication and division with whole numbers and money
Content descriptions Examples 1.5.1 identify and describe the purpose of simple tables and graphs, involving whole numbers, in everyday contexts discuss the common use of graphs and tables to represent data and information from everyday life and work 1.5.2 describe the purpose of the key features, conventions and symbols of tables and graphs found in various texts and media from everyday life and work discuss the key features, conventions and symbols of graphs on utility invoices and tables in a hardware catalogue 1.5.3 read and interpret information from a range of simple data displays from real life contexts (involving whole numbers), including lists, one and two-way tables, column/bar and line graphs, venn and arrow/network diagrams interpret the information from a table in a hardware catalogue; graphs on utility invoices; a diagram showing flight paths 1.5.4 collect and record data in one-way and two-way tables collect and record data in simple one-way and tables which the student could use to help make decisions in their personal life; for example, dosage and frequency information for two or more medications 1.5.5 construct vertical and horizontal column/bar graphs and line graphs (including both measurement and frequency graphs), using simple scales labelled with whole numbers construct graphs using data from the growth of plants over time, daily temperature, or hours of casual work per week for a group of students 1.5.6 determine whether interpretations from tables and graphs are reasonable for the context discuss answers to questions about the information in a feed chart which is based on the weight of a pet, or a graph showing road accident statistics, 1.5.7 communicate information and conclusions from graphs and tables consistent with the language of the context using language such as, “My dog is more than 12 months old and weighs between 10 and 15kg, so his feed should not exceed 235g per day” Unit 2 Unit description This unit provides students with the mathematical knowledge, understanding and skills relating to fractions and decimals, solving problems relating to multiplication and division, perimeter, area and volume and qualitative probability from everyday contexts. Teachers are encouraged to apply the content of this unit in contexts which are meaningful and of interest to their students. The number formats for this unit are whole numbers, money, fractions and decimals. This unit includes five content areas. 2.1: Understanding fractions and decimals 2.2: Multiplication and division with whole numbers and money