Lesson Notes By Weeks and Term v5 - Grade 5

Lesson Video

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Performance objectives

• Collect and organise data using tally marks and tables.
• Represent data using bar graphs and pictographs.
• Answer questions about data in graphs and pictographs.
• Describe the likelihood of events using words like 'certain' or 'impossible'.
• Conduct simple probability experiments.

Lesson summary

Data handling is all about collecting, organising, representing, and interpreting information. It helps us make sense of the world around us by finding patterns and trends in data. Probability helps us understand how likely something is to happen. These skills are important in our everyday lives in South Africa. For example, we can use data handling to understand which fruits are most popular in our community and probability to predict the chances of rain. Farmers use weather data (a form of data handling) to plan their crops. Businesses use data to decide what products to sell and where to sell them.

Lesson notes

2.1 Collecting and Organising Data: Data is information. We collect data by observing things, asking questions, or conducting surveys. We use tally marks and tables to organise this data so it's easier to understand.

Tally Marks: Tally marks are a quick way to count. Each group of five tally marks is represented as four vertical lines with a diagonal line across them. (||||).

Tables: A table is a way to organise data using rows and columns.

Example 1: Collecting Data on Favourite Fruits Let's say we want to find out which fruits are most popular in our class. We can ask each learner their favourite fruit and record the results using tally marks in a table. | Fruit | Tally Marks | Number of Learners | | --------- | ----------- | ------------------ | | Apples | |||| || | 7 | | Bananas | |||| | 5 | | Oranges | |||| | | 6 | | Mangoes | ||| | 3 | | Watermelon| |||| |||| | 9 | 2.2 Representing Data: Bar Graphs and Pictographs Once we've organised our data, we can represent it visually using bar graphs or pictographs.

Bar Graph: A bar graph uses bars of different lengths to represent data. The length of each bar corresponds to the quantity it represents. Remember to label the axes! The horizontal axis is usually for the category (e.g. fruits), and the vertical axis for the count (e.g. number of learners).

Pictograph: A pictograph uses pictures to represent data. Each picture represents a certain number of items. A key tells you what each picture represents.

Example 2: Creating a Bar Graph from the Fruit Data Using the fruit data from Example 1, we can create a bar graph. The horizontal axis will be the names of the fruits (Apples, Bananas, Oranges, Mangoes, Watermelon), and the vertical axis will be the number of learners. The height of each bar will correspond to the number of learners who chose that fruit.

Example 3: Creating a Pictograph from the Fruit Data Let's create a pictograph where each fruit symbol represents 2 learners. | Fruit | Number of Learners | Pictograph | | --------- | ------------------ | ----------------------------------------------------------------------- | | Apples | 7 | 🍎🍎🍎👤 (3 full apples and one partial apple to represent 1 learner) | | Bananas | 5 | 🍌🍌👤 (2 full bananas and one partial banana) | | Oranges | 6 | 🍊🍊🍊 | | Mangoes | 3 | 🥭👤 (1 full mango and one partial mango) | | Watermelon| 9 | 🍉🍉🍉👤 (3 full watermelons and one partial watermelon) | Key: 🍎 = 2 learners, 🍌 = 2 learners, 🍊 = 2 learners, 🥭 = 2 learners, 🍉 = 2 learners. The partial symbols represent a single learner. 2.3 Interpreting Data: Interpreting data means looking at the graphs and tables to answer questions and draw conclusions.

Example 4: Interpreting the Fruit Data From the bar graph or pictograph, we can answer questions like: Which fruit is the most popular? (Watermelon) Which fruit is the least popular? (Mangoes) How many more learners like apples than bananas? (7 - 5 = 2 learners) How many learners are there in total in the class? (7 + 5 + 6 + 3 + 9 = 30 learners) 2.4 Probability: Describing Chance Probability is about how likely something is to happen. We use words like "certain," "likely," "unlikely," and "impossible" to describe the chance of something happening.

Certain: Something that will definitely happen.

Example: The sun will rise tomorrow.

Likely: Something that has a good chance of happening.

Example: It is likely to be hot in Durban in December.

Unlikely: Something that has a small chance of happening.

Example: It is unlikely to snow in Cape Town in January.

Impossible: Something that cannot happen.

Example: A cow will fly to the moon. 2.5 Simple Probability Experiments We can conduct simple experiments to explore probability. Examples include flipping a coin, rolling a die, or drawing a marble from a bag.

Example 5: Flipping a Coin If we flip a coin, there are two possible outcomes: heads or tails. We can flip the coin many times and record the results to see how often each outcome occurs. Guided Practice (With Solutions)

Question 1: The following data shows the number of rainy days in different months in Johannesburg: January (5), February (6), March (7), April (3). Represent this data in a bar graph.

Solution: Draw a bar graph with the months (January, February, March, April) on the horizontal axis and the number of rainy days on the vertical axis. Draw a bar for each month, with the height of the bar corresponding to the number of rainy days. January will have a bar of height 5, February a bar of height 6, March a bar of height 7, and April a bar of height

3. Make sure to label the axes.

Question 2: Consider a bag containing 3 red marbles and 1 blue marble. Is it certain, likely, unlikely, or impossible to pick a green marble?

Solution: It is impossible to pick a green marble because there are no green marbles in the bag.

Question 3: Thando asked 20 learners what their favorite sport was. 8 chose soccer, 6 chose rugby, 4 chose netball, and 2 chose cricket.