The Victorian Curriculum - Mathematics: Statistics and Probability (Sub-Strands with Elaborations) (F-7)

Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials | (Date PDF created: June 5, 2016)

Victorian Curriculum: Mathematics - Statistics and Probability (SUB-STRANDS WITH ELABORATIONS)

PROGRESSION IS HIGHLIGHTED IN THE FOLLOWING DOCUMENT VIA BOLDED TEXT.

Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials

Sub-strands
Year Level
Level descriptions Chance Data representation and interpretation
Indicators
Content descriptions Elaborations Content descriptions Elaborations
In Foundation level, students play with objects N/A N/A Answer yes/no questions to collect * Posing questions about themselves
and draw pictures to develop links between their information and familiar objects and events, for
immediate environment, everyday language and example, 'Do you have any pets?'
mathematical activity...' (VCMSP083)
* Answering questions that have exactly
'...Students investigate situations requiring data two mutually exclusive possible
collection and presentation in simple displays, responses
and recognise unpredictability and uncertainty in
some events.'
Organise answers to yes/no *Representing responses to questions
questions into simple data displays using simple displays, including
using objects and drawings grouping students according to their
answers
Foundation (VCMSP084)

Interpret simple data displays about * Using data displays to answer simple
yes/no questions questions such as ‘how many students
answered “yes” to having pets?’
(VCMSP085)

N/A N/A Students sort familiar categorical

NOTE: The standards are not divided into sub- data into sets and use these to
strands in the Victorian Curriculum documents.
Foundation Level answer yes/no questions and make
However, logic would dictate that the standards
Achievement Standard simple true/false statements about
could be put into sub-strands, as demonstrated
the data
to the right.

'In Level 1, students use mathematical Identify outcomes of familiar * Justifying that some events are Choose simple questions and * Determining which questions will
symbols and language as well as materials events involving chance and certain or impossible gather responses gather appropriate responses for a
and drawings in their mathematical describe them using everyday simple investigation
explorations of daily life...,' language such as ‘will happen’, (VCMSP101)
‘won’t happen’ or ‘might happen’ Represent data with objects and * Understanding one-to-one
',...Students use one-to-one correspondences correspondence
drawings where one object or
to display categorical data obtained from a (VCMSP100)
drawing represents one data
Level 1 simple investigation. * Describing displays by identifying
value.
categories with the greatest or least
They identify chance events in familiar number of objects
Describe the displays
contexts and use everyday language such as
‘will happen’, won’t happen’ or ‘might
(VCMSP102)
happen’ in relation to these.'

Students describe outcomes of Students describe data displays.

familiar events using everyday
language.
Level 1 Achievement
Standard They ask questions to collect data
and draw simple data displays.

,…'Students use questions of interest to gather Identify practical activities and * Classifying a list of everyday events Identify a question of interest * Determining the variety of birdlife in
and display data for a single categorical everyday events that involve according to how likely they are to based on one categorical variable. the playground and using a prepared
variable and interpret it. chance. happen, using the language of table to record observations
chance, and explaining reasoning Gather data relevant to the question
They identify chance in a range of activities and Describe outcomes as ‘likely’ or
describe related outcomes as ‘likely’ or ‘unlikely’ and identify some events (VCMSP126)
‘unlikely’.' as ‘certain’ or ‘impossible’

(VCMSP125) Collect, check and classify data * Recognising the usefulness of tally
Level 2 marks
(VCMSP127)
* Identifying categories of data and
using them to sort data
Create displays of data using lists, * Creating picture graphs to represent
table and picture graphs and data using one-to-one
interpret them correspondence

(VCMSP128) * Comparing the usefulness of different

data displays
They describe outcomes for Students collect data from relevant
everyday events using everyday questions to create lists, tables and
NOTE: The standards are not divided into sub- language. picture graphs with and without the
strands in theVictorian Curriculum documents. use of digital technology.
Level 2
However, logic would dictate that the standards
Achievement Standard
could be put into sub-strands, as demonstrated They interpret data in context.
to the right.

Anton Reiter and James Parker

Updated: July 2, 2016
Licensed under Creative Commons-Attribution-Non-Commercial-Share Alike 3.0 Australia (CC-BY-NC-SA) accessible from http://creativecommons.org/licenses/by-nc-sa/3.0/au Page 1 of 4
 The Victorian Curriculum - Mathematics: Statistics and Probability (Sub-Strands with Elaborations) (F-7)
Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials | (Date PDF created: June 5, 2016)

Sub-strands
Year Level
Level descriptions Chance Data representation and interpretation
Indicators
Content descriptions Elaborations Content descriptions Elaborations
'In Level 3, students increasingly use Conduct chance experiments, * Conducting repeated trials of Identify questions or issues for * Refining questions and planning
mathematical terms and symbols to describe identify and describe possible chance experiments such as tossing categorical variables. investigations that involve collecting
computations, measurements and outcomes and recognise variation a coin or drawing a ball from a bag data, and carrying out the investigation.
characteristics of objects...,' in results and identifying the variations Identify data sources and plan For example narrowing the focus of a
between trials methods of data collection and question such as ‘which is the most
',...Students carry out investigations, collect (VCMSP147) recording popular breakfast cereal?’ to ‘which is
and organise data into categories and use the most popular breakfast cereal
different methods with and without (VCMSP148) among Level 3 students in our class?’
technology to display the data.

They conduct experiments involving chance, Collect data, organise into * Exploring meaningful and increasingly
Level 3 describe possible outcomes and recognise categories and create displays using efficient ways to record data, and
variability in results.' lists, tables, picture graphs and representing and reporting the results of
simple column graphs, with and investigations
without the use of digital
technologies * Collecting data to investigate features
in the natural environment
(VCMSP149)

Interpret and compare data * Comparing various student-generated

displays data representations and describing
their similarities and differences
(VCMSP150)
Students conduct chance They interpret and compare data
NOTE: The standards are not divided into sub- experiments and list possible displays.
strands in the Victorian Curriculum documents. outcomes and recognise variations in
Level 3
However, logic would dictate that the standards results.
Achievement Standard Students carry out simple data
could be put into sub-strands, as demonstrated
to the right. investigations for categorical
variables.
',...Students select and trial different methods Describe possible everyday events * Using lists of events familiar to Select and trial methods for data * Comparing the effectiveness of
for collecting data, including surveys. and order their chances of students and ordering them from collection, including survey different methods of collecting data
occurring ‘least likely’ to ‘most likely’ to occur questions and recording sheets
They construct suitable data displays with and * Choosing the most effective way to
without the use of technology, where there is (VCMSP175) (VCMSP178) collect data for a given investigation
a many-to-one relationship between elements
of graphs and data, and evaluate the
effectiveness of different displays. Identify everyday events where one * Using examples such as weather, Construct suitable data displays, * Exploring ways of presenting data and
cannot happen if the other which cannot be dry and wet at the with and without the use of digital showing the results of investigations
They identify relative likelihood of everyday happens same time technologies, from given or
events, and identify events that are mutually collected data. * Investigating data displays using many-
exclusive and events that are independent.' (VCMSP176) to-one correspondence
Level 4 Include tables, column graphs and
picture graphs where one picture
can represent many data values

(VCMSP179)
Identify events where the chance of * Explaining why the probability of a Evaluate the effectiveness of * Interpreting data representations in the
one will not be affected by the new baby being either a boy or a girl different displays in illustrating data media and other forums in which
occurrence of the other does not depend on the sex of the features including variability symbols represent more than one data
previous baby value
(VCMSP177) (VCMSP180)
* Suggesting questions that can be
answered by a given data display and
using the display to answer questions
Students identify dependent and Students describe different methods
independent events. for data collection and
NOTE: The standards are not divided into sub-
representation, and evaluate their
strands in the Victorian Curriculum documents.
Level 4 effectiveness.
However, logic would dictate that the standards
Achievement Standard Students list the probabilities of They construct data displays from
could be put into sub-strands, as demonstrated
everyday events. given or collected data, with and
to the right.
without the use of digital technology.

Anton Reiter and James Parker

Updated: July 2, 2016
Licensed under Creative Commons-Attribution-Non-Commercial-Share Alike 3.0 Australia (CC-BY-NC-SA) accessible from http://creativecommons.org/licenses/by-nc-sa/3.0/au Page 2 of 4
 The Victorian Curriculum - Mathematics: Statistics and Probability (Sub-Strands with Elaborations) (F-7)
Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials | (Date PDF created: June 5, 2016)

Sub-strands
Year Level
Level descriptions Chance Data representation and interpretation
Indicators
Content descriptions Elaborations Content descriptions Elaborations
',...Students pose questions to collect List outcomes of chance experiments * Commenting on the likelihood of Pose questions and collect * Posing questions about insect diversity
categorical and numerical data by involving equally likely outcomes winning simple games of chance by categorical or numerical data by in the playground, collecting data by
observation and survey, and represent the data and represent probabilities of considering the number of possible observation or survey taping a one-metre-square piece of
in a variety of ways with and without the use of those outcomes using fractions outcomes and the consequent paper to the playground and observing
technology. chance of winning in simple games (VCMSP205) the type and number of insects on it
(VCMSP203) of chance such as jan-ken-pon (also over time
They describe and interpret data sets in context. known as rock-paper-scissors)

Students recognise that probabilities are

measured on a scale of 0 to 1 (inclusive), and Recognise that probabilities range * Investigating the probabilities of all Construct displays, including column * Identifying the best methods of
Level 5
represent the probability of events from simple from 0 to 1 outcomes for a simple chance graphs, dot plots and tables, presenting data to illustrate the results
experiments using fractions.' experiment and verifying that their appropriate for data type, with and of investigations and justifying the
(VCMSP204) sum equals 1 without the use of digital technologies choice of representations

(VCMSP206)

Describe and interpret different data * Using and comparing data

sets in context representations for different data sets to
help decision making
(VCMSP207)
Students list outcomes of chance They compare and interpret different
experiments with equally likely data sets.
NOTE: The standards are not divided into sub-
outcomes and assign probabilities as
strands in the Victorian Curriculum documents. Students pose questions to gather
Level 5 a number from 0 and 1.
However, logic would dictate that the standards data and construct various displays
Achievement Standard
could be put into sub-strands, as demonstrated appropriate for the data, with and
to the right. without the use of digital technology.

',...Students carry out experiments involving Describe probabilities using * Investigating games of chance Construct, interpret and compare a * Comparing different student-generated
chance with and without technology, compare fractions, decimals and popular in different cultures range of data displays, including diagrams, tables and graphs, describing
variation in frequencies across experiments percentages side-by-side column graphs for their similarities and differences and
with expected frequencies, and use fractions, two categorical variables commenting on the usefulness of each
decimals and percentages to describe (VCMSP232) representation for interpreting the data
probabilities. (VCMSP235)
* Understanding that data can be
They interpret a range of data displays, including represented in different ways,
those for two categorical variables, and interpret sometimes with one symbol
data presented in the media.' representing more than one piece of
data, and that it is important to read all
information about a representation
before making judgments

Conduct chance experiments with * Conducting repeated trials of Interpret secondary data presented * Investigating data representations in
both small and large numbers of chance experiments, identifying the in digital media and elsewhere the media and discussing what they
trials using appropriate digital variation between trials and realising illustrate and the messages the people
technologies that the results tend to the prediction (VCMSP236) who created them might want to convey
Level 6 with larger numbers of trials
(VCMSP233) * Identifying potentially misleading data
representations in the media, such as
graphs with broken axes or non-linear
Compare observed frequencies * Predicting likely outcomes from a scales, graphics not drawn to scale,
across experiments with expected run of chance events and data not related to the population about
frequencies distinguishing these from surprising which the claims are made, and pie
results charts in which the whole pie does not
(VCMSP234) represent the entire population about
which the claims are made

Pose and refine questions to collect * Narrowing or broadening a question to

categorical or numerical data by be posed for an observation or survey,
observation or survey for example, ‘which of these ice cream
flavours – vanilla or chocolate?’ to ‘do
(VCMSP237) you like ice cream, if yes what is your
favourite flavour?’

Students compare observed and Students interpret and compare a

expected frequencies of events, variety of data displays, including
including those where outcomes displays for two categorical variables.
NOTE: The standards are not divided into sub-
of trials are generated with the use
strands in the Victorian Curriculum documents.
Level 6 of digital technology.
However, logic would dictate that the standards
Achievement Standard They specify, list and communicate They analyse and evaluate data from
could be put into sub-strands, as demonstrated
probabilities of events using simple secondary sources.
to the right.
ratios, fractions, decimals and
percentages.

Anton Reiter and James Parker

Updated: July 2, 2016
Licensed under Creative Commons-Attribution-Non-Commercial-Share Alike 3.0 Australia (CC-BY-NC-SA) accessible from http://creativecommons.org/licenses/by-nc-sa/3.0/au Page 3 of 4
 The Victorian Curriculum - Mathematics: Statistics and Probability (Sub-Strands with Elaborations) (F-7)
Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials | (Date PDF created: June 5, 2016)

Sub-strands
Year Level
Level descriptions Chance Data representation and interpretation
Indicators
Content descriptions Elaborations Content descriptions Elaborations
,...Students construct sample spaces for simple Construct sample spaces for single- * Discussing the meaning of Identify and investigate issues * Obtaining secondary data from
experiments involving chance, and assign step experiments with equally likely probability terminology. For example, involving numerical data collected newspapers, the Internet and the
probabilities to outcomes. outcomes probability, sample space, favourable from primary and secondary sources Australian Bureau of Statistics
outcomes, trial, events and
They use data from primary and secondary (VCMSP266) experiments (VCMSP268) * Investigating secondary data relating
sources to investigate issues of interest, and to the distribution and use of non-
employ data displays such as dots plots and * Distinguishing between equally renewable resources around the world
stem and leaf plots to compare data sets, and likely outcomes and outcomes that
calculate measures of centre and simple are not equally likely
measures of spread to analyse and
interpret the data.' Assign probabilities to the outcomes * Expressing probabilities as Construct and compare a range of * Understanding that some data
of events and determine decimals, fractionals and data displays including stem-and- representations are more appropriate
probabilities for events percentages leaf plots and dot plots than others for particular data sets, and
answering questions about those data
(VCMSP267) (VCMSP269) sets

* Using ordered stem-and-leaf plots to

record and display numerical data
collected in a class investigation, such
as constructing a class plot of height in
Level 7 centimetres on a shared stem-and-leaf
plot for which the stems 12, 13, 14, 15,
16 and 17 have been produced

Calculate mean, median, mode and * Understanding that summarising data

range for sets of data. by calculating measures of centre and
spread can help make sense of the data
Interpret these statistics in the
context of data

(VCMSP270)

Describe and interpret data * Using mean and median to compare

displays using median, mean and data sets and explaining how outliers
range may affect the comparison

(VCMSP271) * Locating mean, median and range on

graphs and connecting them to real life

Students determine the sample Students identify issues involving the

space for simple experiments with collection of discrete and continuous
equally likely outcomes, and assign data from primary and secondary
probabilities outcomes. sources.

NOTE: The standards are not divided into sub- Students identify or calculate mean,
strands in the Victorian Curriculum documents. mode, median and range for data
Level 7 sets, using digital technology for
However, logic would dictate that the standards
Achievement Standard larger data sets.
could be put into sub-strands, as demonstrated
to the right. They describe the relationship
between the median and mean in
data displays.
They construct stem-and-leaf plots
and dot plots.

Anton Reiter and James Parker

Updated: July 2, 2016
Licensed under Creative Commons-Attribution-Non-Commercial-Share Alike 3.0 Australia (CC-BY-NC-SA) accessible from http://creativecommons.org/licenses/by-nc-sa/3.0/au Page 4 of 4