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Mathematics
The Australian Curriculum addresses learning about food and fibre predominantly in Design and Technologies and F-6/7HASS/Geography, however there are opportunities to make connections with aspects of Mathematics, particularly Measurement and geometry and Statistics and probability.
Year 5
Measurement and geometry
Location and transformation
Content description with elaborations:
Use a grid reference system to describe locations. Describe routes using landmarks and directional language (ACMMG113)
- comparing aerial views of Country, desert paintings and maps with grid references
Statistics and probability
Data representation and interpretation
Content descriptions with elaborations:
Pose questions and collect categorical or numerical data by observation or survey (ACMSP118)
- posing questions
- posing questions about insect diversity in the playground, collecting data by taping a one metre square piece of paper to the playground and observing the type and number of insects on it over time
Construct displays, including column graphs, dot plots and tables, appropriate for data type, with and without the use of digital technologies (ACMSP119)
- identifying the best methods of presenting data to illustrate the results of investigations and justifying the choice of representations
Describe and interpret different data sets in context (ACMSP120)
- using and comparing data representations for different data sets to help decision making
Year 6
Statistics and probability
Data representation and interpretation
Content descriptions with elaborations:
Interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables (ACMSP147)
- understanding that data can be represented in different ways, sometimes with one symbol representing more than one piece of data, and that it is important to read all information about a representation before making judgements
Interpret secondary data presented in digital media and elsewhere (ACMSP148)
- investigating data representations in the media and discussing what they illustrate and the messages the people who created them might want to convey
- identifying potentially misleading data representations in the media, such as graphs with broken axes or non-linear scales, graphics not drawn to scale, data not related to the population about which the claims are made, and pie charts in which the whole pie does not represent the entire population about which the claims are made