### Teacher’s notes

- Records votes, using tally marks, and totals them to create a frequency table.
- Independently constructs bar chart where one unit on the vertical axis represents one child.
- Answers questions such as ‘How many pets altogether?’ ‘How many more dogs than snakes?’

### Next steps

- Label and title graph.
- Construct bar charts where the vertical axis goes up in twos.
- Use the mathematical convention of leaving a space between bars that represent discrete data.

## What the teacher knows about David’s attainment in Ma4

David sorts shapes and numbers using a Carroll diagram. He collects information and records it, putting it into a list, given a table or a computer database. He creates block graphs and pictograms where one symbol represents one unit. He makes appropriate choices for collecting data, such as tally charts, but needs support to decide the best way to present the information, for example using a pictogram or a bar chart.

He answers questions about the data such as ‘How many more…?’ David extracts and interprets information from a range of bar charts. He reads scales labelled in twos, fives and tens and is beginning to read in between labelled divisions, for example between 10 and 12. He interprets pictograms where the symbol represents 2 or 10, including half symbols, but is not yet able to construct them independently.