Colourful kits
Lesson 1
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.
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.
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.
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.
Lesson 2
Science & Technology
What Matters
Design thinking and engineering offer technical and creative ways to meet society’s needs and wants.
Progression Step 2 (ages 7-9)
- I can produce designs to communicate my ideas in response to particular contexts.
- I can make design decisions, using my knowledge of materials and existing products, and suggest design improvements.
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.
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.
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.
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.