Lesson Notes By Weeks and Term v5 - Grade 5

Lesson Video

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Performance objectives

• Construct pictographs and bar graphs.
• Read and interpret data from graphs.
• Describe the likelihood of events using 'certain', 'likely', 'unlikely', and 'impossible'.
• Perform simple probability experiments.

Lesson summary

Data handling and probability are crucial skills for navigating the world around us. In South Africa, being able to understand and interpret data helps us make informed decisions about everything from budgeting our family expenses to understanding statistics about crime or health in our community. Understanding probability helps us assess risks and make predictions, whether it's about the chances of rain for a school sports day or the likelihood of winning a raffle. This week, we will focus on representing data using pictographs and bar graphs, and interpreting simple probabilities.

Lesson notes

2.1 Data Handling: Pictographs and Bar Graphs What is Data? Data is information. It can be about anything, like the number of learners in each class, the types of fruits people like the most, or the scores of a cricket team. Why Represent Data? Representing data in a visual way makes it easier to understand. Pictographs and bar graphs help us see patterns and trends in the data.

Pictographs: A pictograph uses pictures or symbols to represent data. Each picture represents a certain number of items.

Example: Imagine we asked 20 learners what their favorite South African animal is.

The results are: Elephant (8), Lion (6), Springbok (4), and Zebra (2). We can represent this data using a pictograph. Let's say each picture of an animal represents 2 learners.

Elephant: 🐘🐘🐘🐘 (8 learners / 2 learners per elephant = 4 elephants)

Lion: 🦁🦁🦁 (6 learners / 2 learners per lion = 3 lions)

Springbok: 🦌🦌 (4 learners / 2 learners per springbok = 2 springboks)

Zebra: 🦓 (2 learners / 2 learners per zebra = 1 zebra) Remember to include a key so everyone knows what each picture represents (e.g., "Each animal picture = 2 learners").

Bar Graphs: A bar graph uses bars of different lengths to represent data. The length of each bar corresponds to the quantity it represents.

Key Elements of a Bar Graph: Title: Describes what the graph is about.

Axes: The horizontal axis (x-axis) and the vertical axis (y-axis).

Labels: The x-axis shows the categories (e.g., types of animals). The y-axis shows the number of items (e.g., number of learners).

Scale: The y-axis has a scale that shows the units (e.g., counting by 1s, 2s, 5s, or 10s). Choose a scale appropriate for the data.

Bars: Rectangular bars, all of the same width, with lengths proportional to the quantities they represent.

Example: Using the same animal data, let's create a bar graph.

Title: Favorite South African Animals of Grade 5 Learners X-axis: Elephant, Lion, Springbok, Zebra Y-axis: Number of Learners (Scale: 0, 1, 2, 3, 4, 5, 6, 7, 8)

Draw the Bars: Elephant bar goes up to

8. Lion bar goes up to

6. Springbok bar goes up to

4. Zebra bar goes up to

2. Choosing a Suitable Scale: The scale you choose for the y-axis is important. If your data ranges from 0 to 100, counting by 1s would make the graph too long. Counting by 10s or even 20s would be more suitable. If your data ranges from 0 to 10, counting by 1s or 2s is best. 2.2 Probability: Describing Likelihood Probability is the chance of something happening. We can describe the likelihood of events using words like: Certain: It will definitely happen (100% chance).

Example: The sun will rise tomorrow.

Likely: It has a good chance of happening.

Example: If you study hard, you are likely to pass your test.

Unlikely: It has a small chance of happening.

Example: It is unlikely to snow in Durban in December.

Impossible: It cannot happen (0% chance).

Example: A cow flying to the moon without a spaceship.

Simple Probability Experiments: We can do experiments to test probabilities.

Example: Flipping a coin.

There are two possible outcomes: heads or tails. Each outcome is equally likely. We can flip a coin 20 times and record how many times we get heads and how many times we get tails. This will give us an idea of the probability of getting heads or tails. Guided Practice (With Solutions)

Question 1: A survey was conducted in a Grade 5 class to find out their favorite flavour of Mageu.

The results are: Vanilla (12), Banana (8), Strawberry (6), Cream (4). Represent this data using a bar graph.

Solution: Title: Favourite Mageu Flavours of Grade 5 Learners X-axis: Vanilla, Banana, Strawberry, Cream Y-axis: Number of Learners (Scale: 0, 2, 4, 6, 8, 10, 12)

Draw the Bars: Vanilla bar goes up to

1

2. Banana bar goes up to

8. Strawberry bar goes up to

6. Cream bar goes up to

4. Commentary: This question tests the ability to create a bar graph from given data. The key is to choose an appropriate scale for the y-axis and accurately represent the data with bars of the correct height.* Question 2: Look at the following pictograph which shows the number of vetkoek sold at a local market on four different days: (Imagine a pictograph here)

Monday: 🌞🌞🌞🌞 Tuesday: 🌞🌞 Wednesday: 🌞🌞🌞🌞🌞🌞 Thursday: 🌞🌞🌞 Key: 🌞 = 5 vetkoek How many vetkoek were sold on Wednesday?

Solution: Each sun represents 5 vetkoek. On Wednesday, there are 6 suns. So, 6 x 5 = 30 vetkoek were sold on Wednesday.

Commentary: This question tests the ability to read and interpret a pictograph. Learners need to understand the key and use it to calculate the values.* Question 3: Describe the likelihood of the following events: a) Rolling a 7 on a standard 6-sided die. b) The sun setting tonight. c) Picking a red sweet out of a bag containing only blue sweets.

Solution: a) Impossible b) Certain c) Impossible

Commentary: This question tests understanding of probability terms.