Everyday Data

Overview

In this first lesson of the unit “Understanding Data and Probability”, students explore data in everyday life. They identify common data sources and discuss why data is collected, building the foundation for later lessons on representing and interpreting data.

Learning intentions

• Students will identify common examples of data in everyday life from familiar contexts (school, home, community).
• Students will explain reasons why people collect data (to inform decisions, describe patterns, or evaluate outcomes).

Success criteria

• Students can identify three sources of everyday data (e.g., surveys, counting, devices/records).
• Students can explain one reason why data might be collected using complete sentences and relevant vocabulary (data, collect, reason, decision).

Curriculum links

• Mathematics — MA-LS-14: Students interpret a range of data representations in everyday contexts.
• Mathematics — MA-LS-13: Students represent data from a range of contexts (previewing ideas about how data comes from different sources).
• Mathematics — MA-LS-15: Students use the language and concepts of probability (introduced later; today focuses on “data” language and purpose).
• Life Skills context: focus on practical everyday examples and meaningful interpretation.

Lesson structure (60 minutes)

1. 0–5 min · Welcome and routine. Teacher greets students and displays a question: “Where do we see data in daily life?” Students do a quick think-write (one example each).

2. 5–15 min · Hook: “Data or Not?” sorting. Teacher shows 8 short scenario cards (for example: bus timetable updates, school attendance, supermarket loyalty points, weather app forecast updates, class count of books, choices in a canteen menu). Students sort into two columns: “Data” and “Not data”, then explain one choice with a sentence starter.

3. 15–25 min · Direct teach: What “data” means. Teacher explicitly defines data as information recorded or collected (numbers, categories, or counts) and models identifying the source and purpose in one example (e.g., “Attendance records show how many days students came to school”). Students copy a simple class definition and underline key words: data, collect, record, source.

4. 25–40 min · Guided discussion: everyday data sources. Teacher leads a structured discussion using prompts:

• “Who collects it?”
• “How is it collected (count, survey, device, record)?”
• “What is it used for?” Students contribute using a turn-taking routine and complete a “Source + Reason” card for 2 scenarios (teacher provides sentence frames). Target responses: students name sources like counting people/items, surveys/interviews, school records, device logs/apps.

5. 40–52 min · Task: My data map (small group). Teacher gives each student a worksheet with a diagram: “Everyday data around me”. Students choose 3 sources and fill in:

• Source (what collects the data)
• Example (what the data looks like, e.g., number of days, rating out of 5, counts)
• Reason (why someone collected it) Teacher circulates, prompts for clarity, and checks for complete sentences.

6. 52–58 min · Share and check understanding. Students take turns sharing one of their “Source + Reason” responses. Teacher listens for the success criteria and restates correct ideas using consistent language.

7. 58–60 min · Exit ticket. Teacher asks two questions (students answer individually):

• “Name 3 sources of everyday data.”
• “Explain one reason why data might be collected.”

Resources

• Scenario cards for “Data or Not?”
• Board or poster: “Data = information recorded/collected”
• “Source + Reason” sentence starter cards (e.g., “Data is collected by… to help….”)
• Worksheet: “Everyday data around me” (3 boxes)
• Markers, sticky notes, timer
• Visual support: icons for counting, survey/question, device/app, records

Assessment

• Formative checks during “Data or Not?” sorting: teacher observes whether students correctly identify data and can give a reason.
• Teacher checks the “Source + Reason” cards/worksheet for the success criteria (3 sources; one clear reason).
• Exit ticket confirms understanding of sources and purpose with a brief written response.

Differentiation

• Support: provide sentence starters, word bank (data, collect, record, survey, count, device, reason, decision), and a visual icon set for each type of source.
• Support: reduce cognitive load by limiting scenarios to familiar contexts (school/canteen/weather/bus/sports scores).
• Extension (for students who finish early): add a fourth box asking “What decision could someone make using this data?”
• Communication needs: allow students to underline key words, circle the correct column, and use short written sentences rather than long paragraphs; offer verbal options before writing if needed.