Mathematics · Year 1 · Week 21

Classify data (primary and secondary) as quantitative (discrete and continuous) qualitative (nominal and ordinal), numerical, categorical, grouped, ungrouped, etc

Strand

Making sense of and using data

Sub-strand

Statistical reasoning and its application in real life

Content standard

Demonstrate conceptual understanding of data organisation and presentation for grouped and ungrouped data, including 3D graphs/charts with appropriate digital technology. | MATHEMATICS 136 (cid:3)

Learning outcome

enable learners develop and implement innovative and mathematics classroom and beyond. (cid:521) creative actions that reflect their level for application of Managing emotions and conflicts as they engage in Organise and present data Initiate mathematical Learners having experienced a teaching Technology Literacy Skills: GESI: using frequency tables, line graphs, pie charts, multiple bar a mathematical discourse. (grouped/ungrouped) using thinking process to solve challenging problems using approach that ensures gender equality and social (cid:521) graphs, and infographics. Showing empathy and cooperation in a frequency tables, line graphs, pie frequency tables, line graphs, pie charts, multiple bar inclusion, where they work with each other in an mathematical problem-solving situation. charts, multiple bar graphs, graphs, and infographics using appropriate IT tools to inclusive way; cross-sharing knowledge and (cid:521) infographics, etc.; generate 3D boost their interest and desire to solve algebraic understanding among groups and individuals lead These may be done by the facilitator through graphs/charts with appropriate expressions using patterns to create and model problems them to: modelling emotional self-regulation and decision- digital technology (where available) on their own. Respect individuals of different backgrounds in and solve problems on them. making, promoting positive self-talk with self-made their groups as they discuss and solve problems portraits, creating a vision board, creating respectful (cid:521) Make conscious efforts to based on using frequency tables, line graphs, pie Strategic Competency: icebreakers for healthy debates, encouraging diversity enable learners to collectively develop and implement charts, multiple bar graphs, and infographics. presentations, and learners writing on the sequence innovative actions that promote sustainability at their Interrogate their stereotypes and biases about of their activities. level, leading to developing various strategies for using the roles and abilities of different individuals in (cid:521) frequency tables, line graphs, pie charts, multiple bar learning and applying mathematics. National Core Values: graphs, and infographics using patterns to create models Examine and dispel misconceptions/ myths about Leadership and Respect for others’ views: and their applications to lifelong learning and further gender as they engage in a sustainable discourse Inculcate the habit of leadership through teamwork; (cid:521) studies. while learning mathematics. respect for individuals’ views, beliefs, religions, and Value and promote justice as they develop and cultures through interactive and collaborative/group Create sustainable discourse for Critical Thinking: implement innovative actions in the mathematics work in the course of learning about frequency (cid:521) learners to question norms, practices, and opinions; to classroom and beyond. tables, line graphs, pie charts, multiple bar graphs, reflect on one’s own values, perceptions and actions for infographics. decision-making as they engage in group and individual Creating opportunities for learners to build SEL: activities using frequency tables, line graphs, pie charts, their Social Emotional Learning Competencies - Self- (cid:3) (cid:3) MATHEMATICS | 129 (cid:3) (cid:3)

Learning indicator

Use mathematical arguments to support personal choices as well as incorporate the views and perspectives of others to assess and make inferences from data presented in everyday life (including class discussions, school debates, textbooks, school clubs, etc.) Group discussions and debates, oral and written presentations, and enquiry project activities