Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

Achievement Indicator:
5SP1.1 Explain the difference 
between first-hand and
second-hand data.

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109
MATHEMATICS 5 CURRICULUM GUIDE 2015
Suggested Assessment Strategies
Resources/Notes
DATA RELATIONSHIPS
General Outcome: Collect, display and analyze data to solve problems.
Authorized Resource
Math Focus 5
Getting Started
Teacher Resource (TR): pp. 9-11
Student Book (SB): pp. 118-119
Performance
• Ask students to create a collage showcasing various sources of
second-hand data such as clippings from newspapers, the Internet 
and/or magazines. 
(5SP1.1)
• Present the whole class with various types of first- and second-hand 
data. Ask students to respond using personal whiteboards or 
coloured paddles to indicate whether the sample displayed is
first- or second-hand data.
(5SP1.1)
• Provide small groups of students with various examples of 
first-and second-hand data. Students could sort them into two
groups: first- or second-hand data, and defend their decisions.
(5SP1.1)
• Give each student a sticky note on which to write examples of data 
sources. Ask students to stick all of their examples on a wall, white 
board, etc. Students will then have opportunity to choose any sticky 
note and move it to the part of the board/wall designated for first- or 
second-hand data. A gallery walk of the sorted examples will lead to 
discussion, questioning, and perhaps some clarification or correction.
(5SP1.1)
Journal
• Ask students to explain the difference between first-hand and
second-hand data and give examples.
(5SP1.1)
Lesson 1 (optional): Exploring 
Types of Data
TR: pp. 13-15
SB: pp. 120-121
Note
This lesson serves as a beginning 
discussion on differentiating 
between first-hand and second 
hand data. It is not necessary to 
explore all of the optical illusion 
examples on page 121 of the