Mathematics Data & Statisticsusually ages 11–13

Pictograms and tally charts (age 11+)

Construct and interpret frequency tables, bar charts, pie charts, pictograms, and vertical line charts for both categorical and grouped numerical data, choosing appropriate representations for the data type

How to tell they’ve got it

Tick these off as you see them — no test required.

Construct a grouped frequency table from raw continuous data, choosing appropriate class intervals
Draw a pie chart by calculating the angle for each category
Interpret a bar chart comparing two data sets and draw a conclusion about the difference

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Try this together

When your child collects data for a project, can they choose the right type of chart to display it — and draw it accurately with correct labels and a suitable scale?

Where this sits on the map

Stuck here? Check the skills it builds on first. Confident? Here’s what it unlocks.

Builds on

Reading tablesages 9–10Frequency tables extend KS2 table interpretation to grouped numerical data

Line graphs (age 10+)ages 10–11KS3 chart construction extends KS2 pie charts and line graphs to grouped data

Statistical Analysis Vocabularyages 9–11Constructing and interpreting frequency tables and charts draws on frequency and distribution vocabulary

Percentages (age 12+)ages 12–14Pie chart construction requires calculating percentages/fractions for angle calculation

Pictograms and tally charts (age 11+)this skill · ages 11–13

Unlocks

Comparing measurementsages 11–13Describing and comparing statistical distributions requires constructing and reading frequency tables, bar charts, and pie charts

solid = must come firstdashed = helps

Curriculum alignment

Candidate matches to official curriculum codes — machine-suggested, unreviewed (v0.1).

Show candidate curriculum codes · 3 ACARA · 2 NSW · 3 VIC

Australian Curriculum v9 candidate

AC9M5ST01high confidenceYear 5 · Statistics

acquire, validate and represent data for nominal and ordinal categorical and discrete numerical variables to address a question of interest or purpose using software including spreadsheets; discuss and report on data distributions in terms of highest frequency (mode) and shape, in the context of the data

AC9M6ST01medium confidenceYear 6 · Statistics

interpret and compare data sets for ordinal and nominal categorical, discrete and continuous numerical variables using comparative displays or visualisations and digital tools; compare distributions in terms of mode, range and shape

AC9M5ST02low confidenceYear 5 · Statistics

interpret line graphs representing change over time; discuss the relationships that are represented and conclusions that can be made

NSW syllabus codes & stages only

MA3-DATA-02medium confidenceMathematics K-10 · Stage 3

MA3-DATA-01low confidenceMathematics K-10 · Stage 3

Victorian Curriculum 2.0 codes & levels only

VC2M5ST01medium confidenceMathematics · Level 5 · Statistics strand

VC2M6ST01medium confidenceMathematics · Level 6 · Statistics strand

VC2M6ST03low confidenceMathematics · Level 6 · Statistics strand

These are candidate alignments generated by semantic matching — machine-suggested and unreviewed (v0.1), not official or verified mappings. For official curriculum content see australiancurriculum.edu.au, curriculum.nsw.edu.au and f10.vcaa.vic.edu.au. Don’t rely on them for registration or compliance purposes.

Nearby on the map

Comparing measurementsages 11–13 Calculating the Meanages 10–11 Line graphs (age 10+)ages 10–11 Understanding fractionsages 10–11

All Data & Statistics skills →