Lesson Notes By Weeks and Term v5 - Grade 3

Lesson Video

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Performance objectives

• This week, we will explore the exciting world of Data Handling! Data handling is a special way mathematicians collect, sort, show, and understand information. Think of it as being a detective for numbers and facts. In our daily lives in South Africa, we are surrounded by data. For example, we might want to know the most popular flavour of NikNaks at the school tuck shop, how many rainy days we had in Durban last month, or which team, the Springboks or the Proteas, more people in our class support. By learning to handle data, we can make smart choices, understand our world better, and share what we've found in a clear way. This week also focuses on exam preparation, using our data handling skills to review concepts and practise answering questions carefully.
• By the end of this week's lessons, learners will be able to:
• Collect and organise data: Collect data about themselves and their surroundings using tally marks and organise it into a simple table.
• Represent data: Draw a simple pictograph and a bar graph using one-to-one correspondence (one picture or block represents one item).
• Interpret data: Read and answer questions about data presented in tables, pictographs, and bar graphs, using words like 'most', 'least', 'more than', and 'less than'.

Lesson summary

This week, we will explore the exciting world of Data Handling! Data handling is a special way mathematicians collect, sort, show, and understand information. Think of it as being a detective for numbers and facts. In our daily lives in South Africa, we are surrounded by data. For example, we might want to know the most popular flavour of NikNaks at the school tuck shop, how many rainy days we had in Durban last month, or which team, the Springboks or the Proteas, more people in our class support. By learning to handle data, we can make smart choices, understand our world better, and share what we've found in a clear way.

Lesson notes

What is Data? Data is a collection of information, usually facts or numbers. For example, the number of learners in our class is data. The different colours of cars in the school parking lot is data. We collect data to answer questions.

Question: What is the most common way learners in our class travel to school?

Data to collect: Ask each learner if they come by walking, car, bus, or taxi.

Step 1: Collecting Data with Tally Marks When we ask many people a question, we need a quick way to record their answers. We use tally marks. A tally is a single vertical line (|) for each answer. When we get to the fifth answer, we draw a line across the first four to make a 'gate' (||||). This makes it easy to count in fives!

Example: Favourite Fruits Let's say we ask 15 friends what their favourite fruit is.

The answers are: Apple, Banana, Apple, Orange, Banana, Apple, Grape, Apple, Banana, Orange, Apple, Banana, Grape, Banana, Orange. To make a tally chart, we list the fruits and make a mark for each answer: Apple: ||||| (5)

Banana: ||||| (5)

Orange: ||| (3)

Grape: || (2)

Step 2: Organising Data in a Table Once we have our tallies, we can create a neat table to show the final numbers. This makes the data much easier to read.

Example Table: Favourite Fruits | Fruit | Tally Marks | Total Number | |---------|-------------|--------------| | Apple | ||||| | 5 | | Banana | ||||| | 5 | | Orange | ||| | 3 | | Grape | || | 2 | Step 3: Representing Data (Making it Visual) We can show our data using pictures or graphs. This helps people understand the information instantly. A. Pictographs A pictograph uses pictures to represent the data. The most important part is the key, which tells us what each picture stands for.

Example: Our Favourite Fruits Pictograph Title: Our Favourite Fruits | Fruit | Pictures | |---------|-----------------------------------| | Apple | 🍎 🍎 🍎 🍎 🍎 | | Banana | 🍌 🍌 🍌 🍌 🍌 | | Orange | 🍊 🍊 🍊 | | Grape | 🍇 🍇 | Key: Each picture (🍎, 🍌, 🍊, 🍇) = 1 learner B. Bar Graphs A bar graph uses bars (rectangles) to show the data. The taller the bar, the larger the number.

A good bar graph needs: A Title (e.g., Our Favourite Fruits). Labels for the bottom (horizontal axis) and the side (vertical axis). A Scale on the side that counts up evenly (e.g., 0, 1, 2, 3...).

Example: Our Favourite Fruits Bar Graph Title: Our Favourite Fruits ``` 6 | 5 | ███ ███ 4 | ███ ███ 3 | ███ ███ ███ 2 | ███ ███ ███ ███ 1 | ███ ███ ███ ███ 0 +---------------------------------- Apple Banana Orange Grape (Vertical Axis Label: Number of Learners) (Horizontal Axis Label: Type of Fruit) ``` Step 4: Interpreting Data (Answering Questions) This is where we become data detectives! We look at our tables and graphs to find answers. Which fruit is the most popular? We look for the tallest bar or the most pictures.

Answer: Apple and Banana are equally popular. Which fruit is the least popular? We look for the shortest bar or the fewest pictures.

Answer: Grape. How many more learners chose Banana than Orange? We find the number for Banana (5) and the number for Orange (3).

We calculate the difference: 5 - 3 =

2. Answer: 2 more learners. How many learners did we ask altogether?

We add all the totals: 5 + 5 + 3 + 2 =

1

5. Answer: 15 learners. Guided Practice (With Solutions)

Question 1: At the Kruger National Park A tour guide saw different animals on a morning drive.

She saw: 4 lions, 6 elephants, 2 rhinos, and 5 zebras. a) Complete the tally table for the animals she saw. b) How many animals did she see in total?

Solution 1: a) First, we list the animals. Then, for each animal, we draw the correct number of tally marks. | Animal | Tally Marks | Total Number | |-----------|-------------|--------------| | Lion | |||| | 4 | | Elephant | |||| | | 6 | | Rhino | || | 2 | | Zebra | ||||| | 5 |

Commentary: We use four vertical lines and one diagonal line for the 5 zebras to create a 'gate'. For 6 elephants, we make one 'gate' and add one more tally mark. b) To find the total, we add the numbers from the last column: 4 + 6 + 2 + 5. 4 + 6 = 10 10 + 2 = 12 12 + 5 = 17 The guide saw 17 animals in total.

Commentary: Always double-check your addition to make sure the total is correct.

Question 2: Spaza Shop Sales The table below shows how many loose sweets a spaza shop sold in one hour. | Sweet Type | Number Sold | |------------|-------------| | Fizz Pop | 8 | | Chappie | 10 | | Wicks | 5 | | Toff-o-Luxe| 7 | Draw a bar graph to show this information. Remember to include a title, labels, and a scale.

Solution 2: Title: Spaza Shop Sweet Sales ``` 10 | ███ 9 | ███ 8 | ███ ███ 7 | ███ ███ ███ 6 | ███ ███ ███ 5 | ███ ███ ███ ███ 4 | ███ ███ ███ ███ 3 | ███ ███ ███ ███ 2 | ███ ███ ███ ███ 1 | ███ ███ ███ ███ 0 +---------------------------- FizzPop Chappie Wicks Toff-o-Luxe (Vertical Axis Label: Number Sold) (Horizontal Axis Label: Sweet Type) ```

Commentary: First, we draw our axes. The vertical axis needs a scale that goes up to at least 10.