Lesson Notes By Weeks and Term v5 - Grade 2

Lesson Video

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Performance objectives

• Collect and organize data using tally tables.
• Create and read bar graphs.
• Create and read pictographs.
• Answer questions about your data.
• Practice addition and subtraction up to 20.

Lesson summary

Data handling is all about collecting information, organizing it, and then showing it in a way that makes it easy to understand. It helps us answer questions about the world around us! In South Africa, we can use data handling to understand things like which fruits are most popular in our school tuck shop, or what kinds of animals we see most often in a game reserve. By learning data handling, we can become better problem-solvers and decision-makers, just like scientists and business people! This week, we will revise bar graphs and pictographs, building on what you already know to prepare for more advanced data handling later in the year.

Lesson notes

What is Data? Data is just information. It could be about anything! For example, the colour of everyone’s shoes in the class is data. The number of pets that each learner in the class has is also data. How to Collect Data We can collect data by: Asking questions: We can ask our friends and family what their favorite ice cream flavour is.

Observing: We can watch birds in our garden and count how many of each type we see.

Counting: We can count the number of red cars that pass by our house.

Organizing Data: Tally Tables A tally table helps us organize our data. We use tally marks (lines) to show how many of each thing we counted. For every five tally marks, we draw a line across the four vertical lines. This makes it easy to count in groups of five.

Example: Let’s say we asked 10 learners what their favorite fruit is. Here’s how we can make a tally table: | Fruit | Tally Marks | Number | | ----------- | ----------- | ------ | | Apple | || 2 | | Banana | IIII | 4 | | Orange | III | 3 | | Mango | I | 1 | Representing Data: Bar Graphs A bar graph uses bars to show the data. The taller the bar, the more of that thing there is.

Example: Using the data from our tally table above, we can make a bar graph. Draw two lines that make a corner (L shape). Along the bottom line, write the names of the fruits (Apple, Banana, Orange, Mango). Along the side line, write numbers from 0 to 5 (because the highest number in our tally table is 4). Draw a bar above each fruit name. The bar should go up to the number that shows how many learners chose that fruit. So, the bar for Apple will go up to 2, the bar for Banana will go up to 4, the bar for Orange will go up to 3, and the bar for Mango will go up to

1. Remember to label the axes: the x-axis labels the types of fruit, and the y-axis shows the number of learners.

Representing Data: Pictographs A pictograph uses pictures to show the data. Each picture stands for a certain number of things.

Example: Using the same fruit data, we can make a pictograph. Let's say each picture of a fruit stands for 1 learner. Draw a table with the names of the fruits on one side. Next to each fruit, draw the number of fruit pictures that shows how many learners chose that fruit. | Fruit | Pictograph | Number | | ----------- | --------------------------- | ------ | | Apple | 🍎🍎 | 2 | | Banana | 🍌🍌🍌🍌 | 4 | | Orange | 🍊🍊🍊 | 3 | | Mango | 🥭 | 1 | Key: 🍎 = 1 Learner. Ensure learners understand that one picture can represent more than one data point if necessary. Interpreting Data Interpreting data means reading and understanding what the graph or table tells us.

We can answer questions like: Which fruit is the most popular? (The one with the tallest bar in the bar graph or the most pictures in the pictograph). Which fruit is the least popular? (The one with the shortest bar in the bar graph or the fewest pictures in the pictograph). How many learners like bananas? (Look at the height of the banana bar or count the banana pictures).

Revision: Addition and Subtraction (Up to 20)

Addition: Putting two or more numbers together to find the total.

Example: 12 + 5 = 17 Subtraction: Taking away one number from another to find the difference.

Example: 18 – 6 = 12 Guided Practice (With Solutions)

Question 1: A Grade 2 class voted for their favorite pet.

Here are the results: Dog: 6, Cat: 8, Bird: 3, Fish:

5. Draw a tally table to organize this data.

Solution: | Pet | Tally Marks | Number | | ----- | ----------- | ------ | | Dog | IIII I | 6 | | Cat | IIII III | 8 | | Bird | III | 3 | | Fish | IIII | 5 |

Commentary: We used tally marks to easily count the number of votes for each pet. Remember to group tally marks in fives.

Question 2: Using the data from Question 1, create a simple bar graph.

Solution: Draw the axes.

Label the bottom axis: Dog, Cat, Bird, Fish.

Label the side axis: Numbers 0 to

9. Draw a bar for each pet: Dog (height 6), Cat (height 8), Bird (height 3), Fish (height 5). (A visual representation would be beneficial here, but difficult to render in Markdown)

Commentary: The height of each bar represents the number of votes for that pet. Make sure your bar graph is neat and easy to read.

Question 3: Look at the following bar graph showing the number of different colour cars parked outside the school: Red (7), Blue (4), White (9), Silver (5).

Answer these questions: a) Which colour car is most common? b) How many blue cars are there? c) How many more white cars are there than red cars?

Solution: a) White. b) 4. c) 9 - 7 =

2. There are 2 more white cars than red cars.

Commentary: This question requires interpreting the information displayed on a bar graph to answer specific questions. Independent Practice (Questions Only) Ask 10 of your friends or family members what their favorite colour is. Make a tally table to record your findings. Using the data from question 1, create a pictograph. Let each picture of a colour stand for 1 vote. A group of learners counted the number of animals they saw on a farm.