Lesson Notes By Weeks and Term v5 - Grade 5

Lesson Video

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Performance objectives

• Construct and interpret pictograms with a key.
• Draw and interpret bar graphs to represent data.
• Explain probability using terms like 'certain', 'likely', 'unlikely', and 'impossible'.
• Identify possible outcomes of simple experiments.

Lesson summary

Data handling and probability are essential life skills. Imagine planning a braai with your family. You need to know how many people are coming (data collection), what food to buy based on what people like (data analysis), and even estimate the chances of rain (probability) so you know whether to have it indoors or outdoors! Understanding these concepts helps us make informed decisions based on information around us every day. In South Africa, where we face many challenges, the ability to analyze data and understand probabilities empowers us to participate more effectively in our communities and make better choices.

Lesson notes

2.1 Pictograms A pictogram uses pictures or symbols to represent data. Each picture or symbol represents a certain number of items. It's crucial to pay attention to the key, which tells you what each picture stands for.

Example 1: Imagine we asked Grade 5 learners which sport they prefer.

Here are the results: Soccer: 12 learners Netball: 8 learners Rugby: 6 learners We can represent this using a pictogram. Let's use a soccer ball symbol to represent 2 learners. | Sport | Pictogram | | -------- | --------------------------------------------- | | Soccer | ⚽⚽⚽⚽⚽⚽ | | Netball | ⚽⚽⚽⚽ | | Rugby | ⚽⚽⚽ | Key: ⚽ = 2 learners Explanation: For Soccer, we have 12 learners, and each soccer ball represents 2 learners, so we need 12 / 2 = 6 soccer balls. Similarly, for Netball, we need 8 / 2 = 4 soccer balls, and for Rugby, we need 6 / 2 = 3 soccer balls. 2.2 Bar Graphs A bar graph uses bars of different heights to represent data. The height of each bar corresponds to the quantity or value it represents. Bar graphs are very useful for comparing different categories of data. It is important to remember that bar graphs must have a title, labeled axes, and an appropriate scale.

Example 2: Using the same data from Example 1, let's create a bar graph.

Title: Favourite Sports of Grade 5 Learners X-axis (horizontal): Sport (Soccer, Netball, Rugby)

Y-axis (vertical): Number of Learners (We need to choose a scale. In this case, going up in 2s is suitable.) The bar graph would have a bar for Soccer reaching the height of 12, a bar for Netball reaching the height of 8, and a bar for Rugby reaching the height of

6. Important considerations when making a bar graph: Choosing a scale: The scale must be consistent. If you're going up in 2s, stick to it. Make sure the scale is large enough to accommodate all the data.

Labeling axes: The axes must be clearly labeled so anyone looking at the graph knows what the bars represent.

Bar width and spacing: The bars should have equal width and equal spacing between them. 2.3 Probability Probability is how likely something is to happen. We use words like "certain," "likely," "unlikely," and "impossible" to describe probability.

Certain: It will happen. (e.g., The sun will rise tomorrow).

Likely: It probably will happen. (e.g., You are likely to pass your Maths test if you study hard).

Unlikely: It probably won't happen. (e.g., It is unlikely to snow in Durban in December).

Impossible: It cannot happen. (e.g., A cow jumping over the moon).

Example 3: Consider a bag containing 5 red marbles and 1 blue marble. What is the probability of picking a red marble? It's likely because there are more red marbles than blue marbles. What is the probability of picking a blue marble? It's unlikely because there are fewer blue marbles. What is the probability of picking a green marble? It's impossible because there are no green marbles in the bag. 2.4 Possible Outcomes When we do something like flip a coin or roll a dice, there are different possible outcomes.

Example 4: Flipping a coin: The possible outcomes are Heads or Tails.

Rolling a standard six-sided die: The possible outcomes are 1, 2, 3, 4, 5, or

6. Guided Practice (With Solutions)

Question 1: A survey was conducted to find out the favourite fruit of Grade 5 learners.

The results are: Apples: 10 learners Bananas: 15 learners Oranges: 5 learners Mangoes: 20 learners Represent this data using a pictogram. Let one fruit symbol represent 5 learners.

Solution: | Fruit | Pictogram | | --------- | -------------------------------------------------------------------------- | | Apples | 🍎🍎 | | Bananas | 🍎🍎🍎 | | Oranges | 🍎 | | Mangoes | 🍎🍎🍎🍎 | Key: 🍎 = 5 learners Explanation: We divided the number of learners for each fruit by 5 to determine the number of fruit symbols required. For example, for apples: 10 / 5 =

2. Question 2: Using the same data from Question 1, draw a bar graph to represent the favourite fruits.

Solution: Title: Favourite Fruits of Grade 5 Learners X-axis: Fruit (Apples, Bananas, Oranges, Mangoes)

Y-axis: Number of Learners (Scale: Going up in 5s). The bar for Apples will reach the height of 10, Bananas to 15, Oranges to 5 and Mangoes to

2

0. Explanation: We chose a suitable scale (increments of 5) for the Y-axis to clearly represent the data. The height of each bar corresponds to the number of learners who prefer that fruit.

Question 3: You have a spinner with four equal sections colored red, blue, green, and yellow. What is the probability of landing on the color red? Describe it using the terms "certain," "likely," "unlikely," or "impossible." Solution: The probability of landing on red is unlikely.

Explanation: There are four possible outcomes (red, blue, green, yellow), and only one of them is red.

Therefore, it's unlikely to land on red. It's not impossible because there is a red section.

Question 4: List all the possible outcomes when rolling a dice with faces numbered 1 to

6. Solution: The possible outcomes are 1, 2, 3, 4, 5, and 6.