Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

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MATHEMATICS 5 CURRICULUM GUIDE 2015
Specific Outcomes
DATA RELATIONSHIPS
Suggestions for Teaching and Learning
Students will be expected to:
Statistics and Probability
5SP1 Differentiate between
first-hand and second-hand data. 
[C, R, T, V]
In Grades 3 and 4, students collected data, kept a tally, and created and 
interpreted single bar graphs. This will be their first introduction to the 
terms first- and second-hand data.
Discuss various situations that warrant data collecting. Introduce the 
key terms first-hand data and second-hand data.
First-hand data is collected by the researcher (in this case, the students) 
and is best used when looking for answers to questions about people, 
places or objects found in everyday life. First-hand data is required 
when this information is not readily available from existing credible 
sources or when data is limited. It will be necessary to review first-hand 
data gathering techniques such as surveys, observations, interviews and 
experiments.
Second-hand data is information that has been collected by someone 
else. It can be found in print and on the Internet. Some secondary 
sources include 
The World Almanac for Kids
TM
, Guinness World 
Records
TM
,
 
 The World Almanac &Book of Facts
TM 
and Statistics Canada.
Second-hand data sources also include newspapers and resource books. 
Curriculum areas such as Science, Health and Social Studies have many 
opportunities for investigating second-hand data. 
Provide students with examples of first- and second-hand data and ask 
them to identify the type of data provided. Hockey statistics found 
in the newspaper or the population of Canada found on the Statistics 
Canada website are both examples of second-hand data. Students are 
collecting first-hand data when they survey the class on their preference 
in popcorn seasonings or record how many fish they caught during a 
weekend at the cabin. Encourage students to reflect on the meaning of 
first- and second-hand data and record this reflection in their journals.
Have a class discussion on the two types of data. Students could create 
four shutterfold flash cards and glue them horizontally onto a exercise 
page to the right of the following questions:
• Who collected the data?
• Where was the data found?
• What is the role of the student?
• What kind of questions are used?
The two covers of each of the shutterfold flashcards would be labelled 
first-hand data and second-hand data. The flaps underneath would read: