Data Collection, Organization… · B4 Mathematics

Lesson notes

Learning Objectives

Indicator: B4.4.1.1.2 - Use an understanding of many-to-one correspondence to display or construct graphs

By the end of the lesson, learners can:

Explain what a key (or legend) is and why a graph needs one when using many-to-one correspondence.
Determine how many cut-outs or symbols are needed to represent a given number of items when one symbol stands for 2, 5, or 10 items.
Construct a pictograph from a data table by pasting or drawing the correct number of symbols above each category.
Label the title, axes, and key correctly when constructing a pictograph.
Check their own and others’ graphs for accuracy, counting carefully to make sure each column matches the data in the table.

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Curriculum details

Strand: Data (Strand 4)
Sub-strand: Data Collection, Organization, Presentation, Interpretation and Analysis (4.1)
Content standard: B4.4.1.1 - Demonstrate an understanding of many-to-one correspondence in displaying, and reading or interpreting, graphs
Indicator: B4.4.1.1.2 - Use an understanding of many-to-one correspondence to display or construct graphs
Suggested placement: Term 3, Week 10 (Week 34 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

exemplars - p.48
Curriculum reference: Mathematics Curriculum for Primary Schools (Basic 4-6), 2019, p. 48
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

E.g. 1. Display a table for of illnesses P4 pupils have had in school last academic year. Discuss with pupils how many objects/cut-outs will be required to display or construct a graph of the illnesses in the table if [] represents 2 pupils

Wide black-and-white mathematical teaching visual is organised as a table with horizontal divisions, vertical... — A wide black-and-white mathematical teaching visual is organised as a table with horizontal divisions, vertical divisions. Visible labels, values, and notation include: Illness; Diarrhoea; Fever; Toothache; Headache; Stomach-ache; Cold; Number of pupils; visiting hospital; with illnesses; 10; 16; 4; 6; 8; 14; Number of objects; * in graph; 5; 2; •.

E.g. 2. Put a chart with labelled axes on the board; places several card cut-outs of the object "[]" on the table. Ask pupils to go in turns to construct the graph of the illnesses in the chart by pasting the right number of cut-outs in the columns above each illness as in the figure below

E.g. 3. Ask questions for pupils to read and interpret graphs. Ask pupils also to write questions based on the graph for their friends to answer
E.g. 4. Give learners tables with data that require the use an understanding of many-to-one correspondence to construct their graphs The pictograph key is a small drawing of a person, written here as []. The illnesses table (Diarrhoea 10/5, Fever 16/8, Toothache 4/2, Headache 6, Stomach-ache 8, Cold 14) is set below E.g. 1 and its cells interleave with the exemplar in the text layer; figure p48-1.png shows it, and p49-1.png shows the pictograph grid and KEY on printed p.49.