**Data Dash – Collecting data, calculating speed and Converting to Mph - Lesson 1, 2 and 3**

**Science and Technology**

**What Matters**

Computation is the foundation of our digital world.

Progression Step 2 (ages 7-9)

- I am beginning to explain the importance of accurate and reliable data to ensure a desired outcome.

Progression Step 3 (ages 9-11)

- I can explain how data is stored and processed.
- I can effectively store and manipulate data to produce and give a visual form to useful information.

Mathematics and Numeracy

**What Matters**

Statistics represent data, probability models chance, and both support informed inferences and decisions.

Progression Step 2 (ages 7-9)

- I can collect and organise data to ask and answer questions in relevant situations.
- I am beginning to record and represent data in a variety of ways, including the use of tally charts, frequency tables and block graphs, when appropriate axes and scales are provided.

Progression Step 3 (ages 9-11)

- I can collect different types of data to answer a variety of questions that have been posed, demonstrating an understanding of the importance of collecting relevant data.
- I can represent information by creating a variety of appropriate charts of increasing complexity, including tally charts, frequency tables, bar graphs and line graphs.

**What Matters**

The number system is used to represent and compare relationships between numbers and quantities.

Progression Step 3 (ages 9-11)

- I can use a range of representations to extend my understanding of the number system to include negative values, decimals and fractions. I can accurately place integers, decimals and fractional quantities on a number line. I can apply my understanding of number value to round and approximate appropriately.

**National Numeracy Framework**

Strand: Developing mathematical proficiency

Element: Conceptual Understanding

Progression Step 2 (ages 7-9)

- I can interpret answers within the context of the problem and consider whether answers are sensible.

Progression Step 3 (ages 9-11)

- I can interpret answers within the context of the problem and consider whether answers, including calculator, analogue and digital displays, are sensible.

Strand: Learning that statistics represent data and that probability models chance helps us make informed inferences and decisions.

Element: Collecting data

Progression Step 3 (ages 9-11)

- I can collect relevant data to answer posed questions.

Strand: Learning that statistics represent data and that probability models chance helps us make informed inferences and decisions

Element: Representing data

Progression Step 2 (ages 7-9)

- I can sort and classify objects using more than one criterion.

- I can present work orally, in objects, pictorially and in written form, and use a variety of ways to represent collected data with suitable scales including: lists, tally charts, tables and diagrams.

Progression Step 3 (ages 9-11)

- I can select and construct appropriate charts, diagrams and graphs with suitable scales.
- I can represent data using: lists, tally charts, tables, diagrams and frequency tables.

Strand: Learning that statistics represent data and that probability models chance helps us make informed inferences and decisions

Element: Interpreting data

Progression Step 2&3 (ages 7-11) (same statement)

- I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.

Strand: Understanding the number system helps us to represent and compare relationships between numbers and quantities

Element: The Number System

Progression Step 3 (ages 9-11)

- I can read and write numbers to 1 million and numbers to 3 decimal places.

**Digital Competence Framework**

Element: Data and computational thinking

Strand: Data and information literacy

Progression Step 2 (ages 7-9)

- I can collect, enter, organise and analyse data into different groups or formats, e.g. tables, charts, databases and spreadsheets.

Progression Step 3 (ages 9-11)

- I can construct, refine and interrogate data sets within tables, charts, spreadsheets and databases to test or support an investigation.
- I can use a range of spreadsheet formulae, e.g. + - / x, sum, average, max, min.