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Pictograms and tally charts

REPRESENTATIONAL
Mathematics›Data & Statistics|Ages 6—8|ID: mt_c29FaCTNsx

Interpret and construct simple pictograms, tally charts, block diagrams, and simple tables

Mastery Evidence

  • Read a pictogram where each symbol represents one item
  • Construct a tally chart from collected data
  • Draw a block diagram to represent data from a survey

Assessment Prompt

“Can [child] read a simple chart or pictogram — like one showing how many children chose each favourite fruit — and answer questions like "which was most popular"?”

Curriculum Standards2 alignments

Ma/KS2/Y3/S/1The national curriculum in England
Interpret and present data

interpret and construct simple pictograms, tally charts, block diagrams and simple tables

Mathematics · Key Stage 2
Maths/Y2/S/1The national curriculum in England
Interpret and construct charts

Interpret and construct simple pictograms, tally charts, block diagrams and simple tables.

Mathematics · Key Stage 1

Prerequisites3

Show full prerequisite tree
  • Pictograms and tally charts (age 6+) hard

    Constructing pictograms, tally charts, and bar charts requires these display vocabulary terms

  • Sorting into categories hard

    Constructing pictograms and tally charts requires classifying and counting objects first

    • Comparing groups: more or fewer soft

      Sorting categories by count benefits from ability to compare quantities

      • Counting objects to 20 soft

        Counting a set helps when comparing groups, but younger children (GB age 4) can compare using matching without formal counting to 20

        • How Many in Total? hard

          Answering 'how many?' requires the cardinality principle

          • One-to-one counting hard

            Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

        • One-to-one counting hard

          Counting objects to answer 'how many?' requires one-to-one correspondence

    • Counting objects to 20 hard

      Counting objects in each category requires being able to count sets of objects

      • How Many in Total? hard

        Answering 'how many?' requires the cardinality principle

        • One-to-one counting hard

          Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

      • One-to-one counting hard

        Counting objects to answer 'how many?' requires one-to-one correspondence

  • Sorting Data into Categories soft

    Data representation formats (pictograms, tally charts) support organising data

    • How Many in Total? soft

      Counting data in categories requires understanding cardinality

      • One-to-one counting hard

        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

    • Pictograms and tally charts (age 6+) hard

      Organising and representing data requires data, tally, frequency, and category vocabulary

    • Sorting into categories hard

      Organising data in categories builds on classifying and counting objects in categories

      • Comparing groups: more or fewer soft

        Sorting categories by count benefits from ability to compare quantities

        • Counting objects to 20 soft

          Counting a set helps when comparing groups, but younger children (GB age 4) can compare using matching without formal counting to 20

          • How Many in Total? hard

            Answering 'how many?' requires the cardinality principle

            • One-to-one counting hard

              Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

          • One-to-one counting hard

            Counting objects to answer 'how many?' requires one-to-one correspondence

      • Counting objects to 20 hard

        Counting objects in each category requires being able to count sets of objects

        • How Many in Total? hard

          Answering 'how many?' requires the cardinality principle

          • One-to-one counting hard

            Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

        • One-to-one counting hard

          Counting objects to answer 'how many?' requires one-to-one correspondence

Unlocks3