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Covers common chart types such as tally charts, pictograms, block graphs, bar and line graphs, pie charts, scatter graphs, Carroll diagrams, and Venn diagrams, including discrete versus continuous data. Includes key points, vocabulary, scale selectors, information mats, and references to support misconceptions correction and effective teaching.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/ensuring-progress-and-dealing-with-misconceptions-in-data-handling/657397/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/ensuring-progress-and-dealing-with-misconceptions-in-data-handling/657397.png","ImageObject",300,407,{"name":92,"@type":93},"Mimi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-26",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Which data representation methods are introduced in the curriculum progression?","Question",{"text":112,"@type":113},"The content lists tally charts, pictograms (1 symbol=1 unit and 1 symbol=more than 1 unit), block graphs, bar line graphs, bar charts, grouped bar charts, histograms (frequency graphs), pie charts, scatter graphs, Carroll diagrams, and Venn diagrams.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are misconceptions addressed for Carroll diagrams?",{"text":117,"@type":113},"It explains that Carroll diagrams sort items based on two criteria using the premise that items fit the criteria or do not fit, and highlights errors such as binary sorting and incorrect inclusion of all items.",{"name":119,"@type":110,"acceptedAnswer":120},"What supports interpreting information as learners progress?",{"text":121,"@type":113},"The material includes guidance on using different scales to extract and interpret information from diagrams, tables, and graphs, and provides resources like scale selectors and information mats along with vocabulary and further references.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},657397,1792997302,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336477974920,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Ensuring progress and dealing with misconceptions in data  \nhandling  \nContents  \n1. Handling data and statistics in the national curriculum  \n2. Representing data and ensuring progression with:-•Carroll Diagram  \n•Venn Diagram  \n•Pictogram  \n•Discrete or continuous data?  \n•Block Graph  \n•Bar and Bar line Graph  \n•Line Graph  \n•Pie Chart  \n•Scattergraph  \n3. Salute– Key points to remember  \n4. Scale selectors  \n5. Information mats  \n6. Vocabulary  \n7. Further reading, resources and references  \nHandling data and statistics in the national curriculum  \nRepresenting data  \nWhere are these introduced in the current curriculum?  \n•Tally charts  \n•Pictograms-where 1 symbol represents 1 unit using a key  \n•Pictograms-where 1 symbol represents more than 1 unit using a key  \n•Block graphs  \n•Bar line graphs labelled in 2,5,10  \n•Bar charts labelled in 2,5,10  \n•Bar charts varying scales  \n•Grouped bar charts  \n•Histograms (frequency graphs) (y3 > depending on the type of data)  \n•Pie charts (interpreting data not making a pie chart)  \n•Scatter graphs  \n•Carroll Diagrams  \n•Venn Diagrams  \nRepresenting data-Answers  \nWhere are these introduced in the current curriculum?  \n•Tally charts (y3)  \n•Pictograms-where 1 symbol represents 1 unit using a key (y2)  \n•Pictograms-where 1 symbol represents more than 1 unit using a key (y3)  \n•Block graphs (y2)  \n•Bar line graphs labelled in 2,5,10 (y3)  \n•Bar charts labelled in 2,5,10 (y3)  \n•Bar charts varying scales (y5)  \n•Grouped bar charts (y5)  \n•Histograms (frequency graphs) (y3 > depending on the type of data)  \n•Pie charts (interpreting data not making a pie chart) (y5)  \n•Scatter graphs (not in ks2 curriculum)  \n•Carroll Diagrams (y3)  \n•Venn Diagrams (y3)  \n| Statistics in Curriculum for Wales – Which progression step? |  |  |\n| --- | --- | --- |\n| I can collect different types of data to answer a variety of questions that have been posed, demonstrating an understanding of the importance of collecting relevant data. | I can collect and organise data to ask and answer questions in relevant situations. | I can investigate, collect and record data found in my environment |\n| I can explore outcomes and chance, using appropriate language, and I am beginning to use numerical values to represent probability. | I can group sets into categories and I am beginning to communicate the rule(s) I have used. | I can sort and classify using more than one criterion, including the use of Venn diagramsand Carroll diagrams. |\n| I am beginning to represent and interpret data, using a range of methods. | I am beginning to interpret and analyse simple graphs, charts and data. | I can find and use the mean of a simple set of data to explain how the statistics do, or do not, support an argument. I can recognise how anomalies affect the mean. |\n| I can explain my findings and I am beginning to evaluate how well my method worked. | I can use different scales to extract and interpret information from a range of diagrams, tables and graphs, including pie charts with simple fractions and proportions. I can recognise any trends that are seen. | I am beginning to record and represent data in a variety of ways, including the use of tally charts, frequency tables and block graphs, when appropriate axes and scales are provided. |\n|  |  | I can represent information by creating a variety of appropriate charts of increasing complexity, including tally charts, frequency tables, bar graphs and line graphs. |\n\n| Statistics in Curriculum for Wales – Which progression step? Answers |  |  |\n| --- | --- | --- |\n| 1 | 2 | 3 |\n| I can investigate, collect and record data found in my environment. | I can collect and organise data to ask and answer questions in relevant situations. | I can collect different types of data to answer a variety of questions that have been posed, demonstrating an understanding of the importance of collecting relevant data. |\n| I can group sets into categories and I am beginning to communicate the rule(s) I","cbCainhZqg4HV4gf","https://ap.wps.com/l/cbCainhZqg4HV4gf","pdf",1355723,49,"English","# Handling data and statistics in the national curriculum\n## Representing data and ensuring progression with\n## Salute– Key points to remember\n## Scale selectors\n## Information mats\n## Vocabulary\n## Further reading, resources and references","[{\"question\":\"Which data representation methods are introduced in the curriculum progression?\",\"answer\":\"The content lists tally charts, pictograms (1 symbol=1 unit and 1 symbol=more than 1 unit), block graphs, bar line graphs, bar charts, grouped bar charts, histograms (frequency graphs), pie charts, scatter graphs, Carroll diagrams, and Venn diagrams.\"},{\"question\":\"How are misconceptions addressed for Carroll diagrams?\",\"answer\":\"It explains that Carroll diagrams sort items based on two criteria using the premise that items fit the criteria or do not fit, and highlights errors such as binary sorting and incorrect inclusion of all items.\"},{\"question\":\"What supports interpreting information as learners progress?\",\"answer\":\"The material includes guidance on using different scales to extract and interpret information from diagrams, tables, and graphs, and provides resources like scale selectors and information mats along with vocabulary and further references.\"}]","Ensuring progress and dealing with misconceptions in data handling | PDF",1792978566,123]