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Chapter 43: Primary and Secondary Data Sources

Learn Grade 4 mathematics with very-beginner explanations, original worked examples, practice, reasoning, and review.

Grade 4Beginner Friendly10 Examples Per Topic30 Q&APractice + Review
Estimated reading time0% read
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Chapter Overview

This chapter teaches Primary and Secondary Data Sources in original, simple language with step-by-step reasoning, worked examples, practice exercises, common mistakes, and review questions.

43.1 Primary data

Data are collected to answer questions. Organize them clearly, choose a suitable display, and explain what the evidence shows. Work one step at a time, use a model or number sentence when useful, and check whether the answer is reasonable.

Beginner Explanation

First identify what is given and what must be found. Then choose a strategy, show the steps clearly, and check the final answer.

10 Worked Examples with Answers

Worked Example 1

Problem: A data set is [14, 10, 5, 4, 11]. What is the greatest value?

  1. Read all the values.
  2. Choose the largest number.

Very beginner explanation: Data questions should be answered from the recorded values or display.

Answer: 14

Worked Example 2

Problem: A data set is [2, 12, 13, 8, 4]. What is the greatest value?

  1. Read all the values.
  2. Choose the largest number.

Very beginner explanation: Data questions should be answered from the recorded values or display.

Answer: 13

Worked Example 3

Problem: A data set is [6, 13, 4, 7, 4]. What is the greatest value?

  1. Read all the values.
  2. Choose the largest number.

Very beginner explanation: Data questions should be answered from the recorded values or display.

Answer: 13

Worked Example 4

Problem: A data set is [8, 15, 13, 9, 2]. What is the greatest value?

  1. Read all the values.
  2. Choose the largest number.

Very beginner explanation: Data questions should be answered from the recorded values or display.

Answer: 15

Worked Example 5

Problem: A data set is [10, 8, 9, 14, 4]. What is the greatest value?

  1. Read all the values.
  2. Choose the largest number.

Very beginner explanation: Data questions should be answered from the recorded values or display.

Answer: 14

Worked Example 6

Problem: A data set is [3, 8, 14, 15, 15]. What is the greatest value?

  1. Read all the values.
  2. Choose the largest number.

Very beginner explanation: Data questions should be answered from the recorded values or display.

Answer: 15

Worked Example 7

Problem: A data set is [5, 10, 2, 11, 14]. What is the greatest value?

  1. Read all the values.
  2. Choose the largest number.

Very beginner explanation: Data questions should be answered from the recorded values or display.

Answer: 14

Worked Example 8

Problem: A data set is [11, 12, 14, 2, 14]. What is the greatest value?

  1. Read all the values.
  2. Choose the largest number.

Very beginner explanation: Data questions should be answered from the recorded values or display.

Answer: 14

Worked Example 9

Problem: A data set is [7, 4, 2, 15, 7]. What is the greatest value?

  1. Read all the values.
  2. Choose the largest number.

Very beginner explanation: Data questions should be answered from the recorded values or display.

Answer: 15

Worked Example 10

Problem: A data set is [12, 11, 9, 14, 8]. What is the greatest value?

  1. Read all the values.
  2. Choose the largest number.

Very beginner explanation: Data questions should be answered from the recorded values or display.

Answer: 14

Practice Exercise

Create and solve one new example of Primary data. Show the steps and explain how you checked it.

Common Mistake

Do not rush into a calculation before understanding the question. Check place values, labels, units, and whether your answer fits the situation.

43.2 Secondary data

Data are collected to answer questions. Organize them clearly, choose a suitable display, and explain what the evidence shows. Work one step at a time, use a model or number sentence when useful, and check whether the answer is reasonable.

Beginner Explanation

First identify what is given and what must be found. Then choose a strategy, show the steps clearly, and check the final answer.

10 Worked Examples with Answers

Worked Example 1

Problem: A data set is [4, 2, 7, 8, 13]. What is the greatest value?

  1. Read all the values.
  2. Choose the largest number.

Very beginner explanation: Data questions should be answered from the recorded values or display.

Answer: 13

Worked Example 2

Problem: A data set is [15, 5, 15, 9, 3]. What is the greatest value?

  1. Read all the values.
  2. Choose the largest number.

Very beginner explanation: Data questions should be answered from the recorded values or display.

Answer: 15

Worked Example 3

Problem: A data set is [9, 7, 12, 15, 12]. What is the greatest value?

  1. Read all the values.
  2. Choose the largest number.

Very beginner explanation: Data questions should be answered from the recorded values or display.

Answer: 15

Worked Example 4

Problem: A data set is [4, 6, 13, 13, 3]. What is the greatest value?

  1. Read all the values.
  2. Choose the largest number.

Very beginner explanation: Data questions should be answered from the recorded values or display.

Answer: 13

Worked Example 5

Problem: A data set is [5, 4, 11, 7, 11]. What is the greatest value?

  1. Read all the values.
  2. Choose the largest number.

Very beginner explanation: Data questions should be answered from the recorded values or display.

Answer: 11

Worked Example 6

Problem: A data set is [7, 2, 15, 13, 2]. What is the greatest value?

  1. Read all the values.
  2. Choose the largest number.

Very beginner explanation: Data questions should be answered from the recorded values or display.

Answer: 15

Worked Example 7

Problem: A data set is [11, 4, 7, 12, 7]. What is the greatest value?

  1. Read all the values.
  2. Choose the largest number.

Very beginner explanation: Data questions should be answered from the recorded values or display.

Answer: 12

Worked Example 8

Problem: A data set is [4, 13, 6, 15, 11]. What is the greatest value?

  1. Read all the values.
  2. Choose the largest number.

Very beginner explanation: Data questions should be answered from the recorded values or display.

Answer: 15

Worked Example 9

Problem: A data set is [7, 12, 4, 8, 9]. What is the greatest value?

  1. Read all the values.
  2. Choose the largest number.

Very beginner explanation: Data questions should be answered from the recorded values or display.

Answer: 12

Worked Example 10

Problem: A data set is [14, 7, 7, 5, 12]. What is the greatest value?

  1. Read all the values.
  2. Choose the largest number.

Very beginner explanation: Data questions should be answered from the recorded values or display.

Answer: 14

Practice Exercise

Create and solve one new example of Secondary data. Show the steps and explain how you checked it.

Common Mistake

Do not rush into a calculation before understanding the question. Check place values, labels, units, and whether your answer fits the situation.

43.3 Surveys

Surveys is an important Grade 4 mathematics idea in Primary and Secondary Data Sources. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense. Work one step at a time, use a model or number sentence when useful, and check whether the answer is reasonable.

Beginner Explanation

First identify what is given and what must be found. Then choose a strategy, show the steps clearly, and check the final answer.

10 Worked Examples with Answers

Worked Example 1

Problem: Create a simple Grade 4 example about Surveys using the numbers 8 and 4.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Surveys.

Worked Example 2

Problem: Create a simple Grade 4 example about Surveys using the numbers 6 and 11.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Surveys.

Worked Example 3

Problem: Create a simple Grade 4 example about Surveys using the numbers 17 and 3.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Surveys.

Worked Example 4

Problem: Create a simple Grade 4 example about Surveys using the numbers 13 and 10.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Surveys.

Worked Example 5

Problem: Create a simple Grade 4 example about Surveys using the numbers 20 and 8.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Surveys.

Worked Example 6

Problem: Create a simple Grade 4 example about Surveys using the numbers 9 and 13.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Surveys.

Worked Example 7

Problem: Create a simple Grade 4 example about Surveys using the numbers 18 and 12.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Surveys.

Worked Example 8

Problem: Create a simple Grade 4 example about Surveys using the numbers 19 and 8.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Surveys.

Worked Example 9

Problem: Create a simple Grade 4 example about Surveys using the numbers 2 and 12.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Surveys.

Worked Example 10

Problem: Create a simple Grade 4 example about Surveys using the numbers 17 and 4.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Surveys.

Practice Exercise

Create and solve one new example of Surveys. Show the steps and explain how you checked it.

Common Mistake

Do not rush into a calculation before understanding the question. Check place values, labels, units, and whether your answer fits the situation.

43.4 Observations

Observations is an important Grade 4 mathematics idea in Primary and Secondary Data Sources. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense. Work one step at a time, use a model or number sentence when useful, and check whether the answer is reasonable.

Beginner Explanation

First identify what is given and what must be found. Then choose a strategy, show the steps clearly, and check the final answer.

10 Worked Examples with Answers

Worked Example 1

Problem: Create a simple Grade 4 example about Observations using the numbers 4 and 6.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Observations.

Worked Example 2

Problem: Create a simple Grade 4 example about Observations using the numbers 17 and 2.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Observations.

Worked Example 3

Problem: Create a simple Grade 4 example about Observations using the numbers 14 and 5.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Observations.

Worked Example 4

Problem: Create a simple Grade 4 example about Observations using the numbers 19 and 7.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Observations.

Worked Example 5

Problem: Create a simple Grade 4 example about Observations using the numbers 7 and 2.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Observations.

Worked Example 6

Problem: Create a simple Grade 4 example about Observations using the numbers 20 and 5.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Observations.

Worked Example 7

Problem: Create a simple Grade 4 example about Observations using the numbers 6 and 5.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Observations.

Worked Example 8

Problem: Create a simple Grade 4 example about Observations using the numbers 18 and 7.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Observations.

Worked Example 9

Problem: Create a simple Grade 4 example about Observations using the numbers 5 and 5.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Observations.

Worked Example 10

Problem: Create a simple Grade 4 example about Observations using the numbers 3 and 6.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Observations.

Practice Exercise

Create and solve one new example of Observations. Show the steps and explain how you checked it.

Common Mistake

Do not rush into a calculation before understanding the question. Check place values, labels, units, and whether your answer fits the situation.

43.5 Existing tables and reports

Existing tables and reports is an important Grade 4 mathematics idea in Primary and Secondary Data Sources. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense. Work one step at a time, use a model or number sentence when useful, and check whether the answer is reasonable.

Beginner Explanation

First identify what is given and what must be found. Then choose a strategy, show the steps clearly, and check the final answer.

10 Worked Examples with Answers

Worked Example 1

Problem: Create a simple Grade 4 example about Existing tables and reports using the numbers 14 and 20.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Existing tables and reports.

Worked Example 2

Problem: Create a simple Grade 4 example about Existing tables and reports using the numbers 17 and 17.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Existing tables and reports.

Worked Example 3

Problem: Create a simple Grade 4 example about Existing tables and reports using the numbers 2 and 20.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Existing tables and reports.

Worked Example 4

Problem: Create a simple Grade 4 example about Existing tables and reports using the numbers 8 and 12.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Existing tables and reports.

Worked Example 5

Problem: Create a simple Grade 4 example about Existing tables and reports using the numbers 20 and 7.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Existing tables and reports.

Worked Example 6

Problem: Create a simple Grade 4 example about Existing tables and reports using the numbers 18 and 18.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Existing tables and reports.

Worked Example 7

Problem: Create a simple Grade 4 example about Existing tables and reports using the numbers 2 and 20.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Existing tables and reports.

Worked Example 8

Problem: Create a simple Grade 4 example about Existing tables and reports using the numbers 20 and 6.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Existing tables and reports.

Worked Example 9

Problem: Create a simple Grade 4 example about Existing tables and reports using the numbers 9 and 8.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Existing tables and reports.

Worked Example 10

Problem: Create a simple Grade 4 example about Existing tables and reports using the numbers 8 and 12.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Existing tables and reports.

Practice Exercise

Create and solve one new example of Existing tables and reports. Show the steps and explain how you checked it.

Common Mistake

Do not rush into a calculation before understanding the question. Check place values, labels, units, and whether your answer fits the situation.

43.6 Choosing a source

Choosing a source is an important Grade 4 mathematics idea in Primary and Secondary Data Sources. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense. Work one step at a time, use a model or number sentence when useful, and check whether the answer is reasonable.

Beginner Explanation

First identify what is given and what must be found. Then choose a strategy, show the steps clearly, and check the final answer.

10 Worked Examples with Answers

Worked Example 1

Problem: Create a simple Grade 4 example about Choosing a source using the numbers 20 and 15.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Choosing a source.

Worked Example 2

Problem: Create a simple Grade 4 example about Choosing a source using the numbers 17 and 9.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Choosing a source.

Worked Example 3

Problem: Create a simple Grade 4 example about Choosing a source using the numbers 11 and 19.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Choosing a source.

Worked Example 4

Problem: Create a simple Grade 4 example about Choosing a source using the numbers 4 and 19.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Choosing a source.

Worked Example 5

Problem: Create a simple Grade 4 example about Choosing a source using the numbers 7 and 16.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Choosing a source.

Worked Example 6

Problem: Create a simple Grade 4 example about Choosing a source using the numbers 19 and 11.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Choosing a source.

Worked Example 7

Problem: Create a simple Grade 4 example about Choosing a source using the numbers 8 and 3.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Choosing a source.

Worked Example 8

Problem: Create a simple Grade 4 example about Choosing a source using the numbers 6 and 6.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Choosing a source.

Worked Example 9

Problem: Create a simple Grade 4 example about Choosing a source using the numbers 9 and 9.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Choosing a source.

Worked Example 10

Problem: Create a simple Grade 4 example about Choosing a source using the numbers 18 and 15.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Choosing a source.

Practice Exercise

Create and solve one new example of Choosing a source. Show the steps and explain how you checked it.

Common Mistake

Do not rush into a calculation before understanding the question. Check place values, labels, units, and whether your answer fits the situation.

43.7 Writing a question of interest

Writing a question of interest is an important Grade 4 mathematics idea in Primary and Secondary Data Sources. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense. Work one step at a time, use a model or number sentence when useful, and check whether the answer is reasonable.

Beginner Explanation

First identify what is given and what must be found. Then choose a strategy, show the steps clearly, and check the final answer.

10 Worked Examples with Answers

Worked Example 1

Problem: Create a simple Grade 4 example about Writing a question of interest using the numbers 4 and 6.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Writing a question of interest.

Worked Example 2

Problem: Create a simple Grade 4 example about Writing a question of interest using the numbers 5 and 18.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Writing a question of interest.

Worked Example 3

Problem: Create a simple Grade 4 example about Writing a question of interest using the numbers 4 and 2.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Writing a question of interest.

Worked Example 4

Problem: Create a simple Grade 4 example about Writing a question of interest using the numbers 5 and 5.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Writing a question of interest.

Worked Example 5

Problem: Create a simple Grade 4 example about Writing a question of interest using the numbers 20 and 15.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Writing a question of interest.

Worked Example 6

Problem: Create a simple Grade 4 example about Writing a question of interest using the numbers 18 and 3.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Writing a question of interest.

Worked Example 7

Problem: Create a simple Grade 4 example about Writing a question of interest using the numbers 2 and 19.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Writing a question of interest.

Worked Example 8

Problem: Create a simple Grade 4 example about Writing a question of interest using the numbers 5 and 20.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Writing a question of interest.

Worked Example 9

Problem: Create a simple Grade 4 example about Writing a question of interest using the numbers 10 and 3.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Writing a question of interest.

Worked Example 10

Problem: Create a simple Grade 4 example about Writing a question of interest using the numbers 13 and 17.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Writing a question of interest.

Practice Exercise

Create and solve one new example of Writing a question of interest. Show the steps and explain how you checked it.

Common Mistake

Do not rush into a calculation before understanding the question. Check place values, labels, units, and whether your answer fits the situation.

43.8 Comparing two groups

Comparing two groups is an important Grade 4 mathematics idea in Primary and Secondary Data Sources. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense. Work one step at a time, use a model or number sentence when useful, and check whether the answer is reasonable.

Beginner Explanation

First identify what is given and what must be found. Then choose a strategy, show the steps clearly, and check the final answer.

10 Worked Examples with Answers

Worked Example 1

Problem: Create a simple Grade 4 example about Comparing two groups using the numbers 4 and 8.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Comparing two groups.

Worked Example 2

Problem: Create a simple Grade 4 example about Comparing two groups using the numbers 16 and 19.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Comparing two groups.

Worked Example 3

Problem: Create a simple Grade 4 example about Comparing two groups using the numbers 3 and 9.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Comparing two groups.

Worked Example 4

Problem: Create a simple Grade 4 example about Comparing two groups using the numbers 17 and 10.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Comparing two groups.

Worked Example 5

Problem: Create a simple Grade 4 example about Comparing two groups using the numbers 12 and 12.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Comparing two groups.

Worked Example 6

Problem: Create a simple Grade 4 example about Comparing two groups using the numbers 10 and 19.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Comparing two groups.

Worked Example 7

Problem: Create a simple Grade 4 example about Comparing two groups using the numbers 10 and 14.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Comparing two groups.

Worked Example 8

Problem: Create a simple Grade 4 example about Comparing two groups using the numbers 13 and 19.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Comparing two groups.

Worked Example 9

Problem: Create a simple Grade 4 example about Comparing two groups using the numbers 11 and 16.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Comparing two groups.

Worked Example 10

Problem: Create a simple Grade 4 example about Comparing two groups using the numbers 4 and 4.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Comparing two groups.

Practice Exercise

Create and solve one new example of Comparing two groups. Show the steps and explain how you checked it.

Common Mistake

Do not rush into a calculation before understanding the question. Check place values, labels, units, and whether your answer fits the situation.

43.9 Collecting data fairly

Data are collected to answer questions. Organize them clearly, choose a suitable display, and explain what the evidence shows. Work one step at a time, use a model or number sentence when useful, and check whether the answer is reasonable.

Beginner Explanation

First identify what is given and what must be found. Then choose a strategy, show the steps clearly, and check the final answer.

10 Worked Examples with Answers

Worked Example 1

Problem: A data set is [6, 4, 11, 5, 15]. What is the greatest value?

  1. Read all the values.
  2. Choose the largest number.

Very beginner explanation: Data questions should be answered from the recorded values or display.

Answer: 15

Worked Example 2

Problem: A data set is [5, 2, 6, 6, 12]. What is the greatest value?

  1. Read all the values.
  2. Choose the largest number.

Very beginner explanation: Data questions should be answered from the recorded values or display.

Answer: 12

Worked Example 3

Problem: A data set is [15, 4, 12, 4, 5]. What is the greatest value?

  1. Read all the values.
  2. Choose the largest number.

Very beginner explanation: Data questions should be answered from the recorded values or display.

Answer: 15

Worked Example 4

Problem: A data set is [12, 3, 9, 13, 5]. What is the greatest value?

  1. Read all the values.
  2. Choose the largest number.

Very beginner explanation: Data questions should be answered from the recorded values or display.

Answer: 13

Worked Example 5

Problem: A data set is [12, 6, 4, 9, 7]. What is the greatest value?

  1. Read all the values.
  2. Choose the largest number.

Very beginner explanation: Data questions should be answered from the recorded values or display.

Answer: 12

Worked Example 6

Problem: A data set is [9, 10, 3, 14, 12]. What is the greatest value?

  1. Read all the values.
  2. Choose the largest number.

Very beginner explanation: Data questions should be answered from the recorded values or display.

Answer: 14

Worked Example 7

Problem: A data set is [6, 2, 14, 4, 14]. What is the greatest value?

  1. Read all the values.
  2. Choose the largest number.

Very beginner explanation: Data questions should be answered from the recorded values or display.

Answer: 14

Worked Example 8

Problem: A data set is [6, 14, 10, 6, 15]. What is the greatest value?

  1. Read all the values.
  2. Choose the largest number.

Very beginner explanation: Data questions should be answered from the recorded values or display.

Answer: 15

Worked Example 9

Problem: A data set is [4, 13, 10, 4, 5]. What is the greatest value?

  1. Read all the values.
  2. Choose the largest number.

Very beginner explanation: Data questions should be answered from the recorded values or display.

Answer: 13

Worked Example 10

Problem: A data set is [3, 14, 12, 5, 3]. What is the greatest value?

  1. Read all the values.
  2. Choose the largest number.

Very beginner explanation: Data questions should be answered from the recorded values or display.

Answer: 14

Practice Exercise

Create and solve one new example of Collecting data fairly. Show the steps and explain how you checked it.

Common Mistake

Do not rush into a calculation before understanding the question. Check place values, labels, units, and whether your answer fits the situation.

43.10 Recording data accurately

Data are collected to answer questions. Organize them clearly, choose a suitable display, and explain what the evidence shows. Work one step at a time, use a model or number sentence when useful, and check whether the answer is reasonable.

Beginner Explanation

First identify what is given and what must be found. Then choose a strategy, show the steps clearly, and check the final answer.

10 Worked Examples with Answers

Worked Example 1

Problem: A data set is [13, 6, 4, 12, 5]. What is the greatest value?

  1. Read all the values.
  2. Choose the largest number.

Very beginner explanation: Data questions should be answered from the recorded values or display.

Answer: 13

Worked Example 2

Problem: A data set is [3, 2, 7, 15, 14]. What is the greatest value?

  1. Read all the values.
  2. Choose the largest number.

Very beginner explanation: Data questions should be answered from the recorded values or display.

Answer: 15

Worked Example 3

Problem: A data set is [10, 14, 6, 2, 6]. What is the greatest value?

  1. Read all the values.
  2. Choose the largest number.

Very beginner explanation: Data questions should be answered from the recorded values or display.

Answer: 14

Worked Example 4

Problem: A data set is [11, 9, 13, 14, 13]. What is the greatest value?

  1. Read all the values.
  2. Choose the largest number.

Very beginner explanation: Data questions should be answered from the recorded values or display.

Answer: 14

Worked Example 5

Problem: A data set is [4, 3, 7, 6, 14]. What is the greatest value?

  1. Read all the values.
  2. Choose the largest number.

Very beginner explanation: Data questions should be answered from the recorded values or display.

Answer: 14

Worked Example 6

Problem: A data set is [12, 7, 7, 7, 9]. What is the greatest value?

  1. Read all the values.
  2. Choose the largest number.

Very beginner explanation: Data questions should be answered from the recorded values or display.

Answer: 12

Worked Example 7

Problem: A data set is [8, 10, 13, 9, 15]. What is the greatest value?

  1. Read all the values.
  2. Choose the largest number.

Very beginner explanation: Data questions should be answered from the recorded values or display.

Answer: 15

Worked Example 8

Problem: A data set is [15, 14, 12, 13, 6]. What is the greatest value?

  1. Read all the values.
  2. Choose the largest number.

Very beginner explanation: Data questions should be answered from the recorded values or display.

Answer: 15

Worked Example 9

Problem: A data set is [2, 5, 9, 11, 4]. What is the greatest value?

  1. Read all the values.
  2. Choose the largest number.

Very beginner explanation: Data questions should be answered from the recorded values or display.

Answer: 11

Worked Example 10

Problem: A data set is [3, 3, 12, 13, 9]. What is the greatest value?

  1. Read all the values.
  2. Choose the largest number.

Very beginner explanation: Data questions should be answered from the recorded values or display.

Answer: 13

Practice Exercise

Create and solve one new example of Recording data accurately. Show the steps and explain how you checked it.

Common Mistake

Do not rush into a calculation before understanding the question. Check place values, labels, units, and whether your answer fits the situation.

43.11 Source labels

Source labels is an important Grade 4 mathematics idea in Primary and Secondary Data Sources. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense. Work one step at a time, use a model or number sentence when useful, and check whether the answer is reasonable.

Beginner Explanation

First identify what is given and what must be found. Then choose a strategy, show the steps clearly, and check the final answer.

10 Worked Examples with Answers

Worked Example 1

Problem: Create a simple Grade 4 example about Source labels using the numbers 6 and 9.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Source labels.

Worked Example 2

Problem: Create a simple Grade 4 example about Source labels using the numbers 13 and 6.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Source labels.

Worked Example 3

Problem: Create a simple Grade 4 example about Source labels using the numbers 10 and 2.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Source labels.

Worked Example 4

Problem: Create a simple Grade 4 example about Source labels using the numbers 11 and 2.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Source labels.

Worked Example 5

Problem: Create a simple Grade 4 example about Source labels using the numbers 3 and 6.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Source labels.

Worked Example 6

Problem: Create a simple Grade 4 example about Source labels using the numbers 6 and 12.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Source labels.

Worked Example 7

Problem: Create a simple Grade 4 example about Source labels using the numbers 5 and 7.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Source labels.

Worked Example 8

Problem: Create a simple Grade 4 example about Source labels using the numbers 20 and 20.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Source labels.

Worked Example 9

Problem: Create a simple Grade 4 example about Source labels using the numbers 16 and 20.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Source labels.

Worked Example 10

Problem: Create a simple Grade 4 example about Source labels using the numbers 9 and 11.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Source labels.

Practice Exercise

Create and solve one new example of Source labels. Show the steps and explain how you checked it.

Common Mistake

Do not rush into a calculation before understanding the question. Check place values, labels, units, and whether your answer fits the situation.

43.12 Privacy and respectful data collection

Data are collected to answer questions. Organize them clearly, choose a suitable display, and explain what the evidence shows. Work one step at a time, use a model or number sentence when useful, and check whether the answer is reasonable.

Beginner Explanation

First identify what is given and what must be found. Then choose a strategy, show the steps clearly, and check the final answer.

10 Worked Examples with Answers

Worked Example 1

Problem: A data set is [14, 2, 10, 15, 6]. What is the greatest value?

  1. Read all the values.
  2. Choose the largest number.

Very beginner explanation: Data questions should be answered from the recorded values or display.

Answer: 15

Worked Example 2

Problem: A data set is [7, 15, 12, 4, 11]. What is the greatest value?

  1. Read all the values.
  2. Choose the largest number.

Very beginner explanation: Data questions should be answered from the recorded values or display.

Answer: 15

Worked Example 3

Problem: A data set is [9, 9, 11, 9, 9]. What is the greatest value?

  1. Read all the values.
  2. Choose the largest number.

Very beginner explanation: Data questions should be answered from the recorded values or display.

Answer: 11

Worked Example 4

Problem: A data set is [5, 3, 5, 3, 13]. What is the greatest value?

  1. Read all the values.
  2. Choose the largest number.

Very beginner explanation: Data questions should be answered from the recorded values or display.

Answer: 13

Worked Example 5

Problem: A data set is [6, 2, 15, 12, 14]. What is the greatest value?

  1. Read all the values.
  2. Choose the largest number.

Very beginner explanation: Data questions should be answered from the recorded values or display.

Answer: 15

Worked Example 6

Problem: A data set is [8, 4, 6, 13, 14]. What is the greatest value?

  1. Read all the values.
  2. Choose the largest number.

Very beginner explanation: Data questions should be answered from the recorded values or display.

Answer: 14

Worked Example 7

Problem: A data set is [13, 7, 5, 5, 12]. What is the greatest value?

  1. Read all the values.
  2. Choose the largest number.

Very beginner explanation: Data questions should be answered from the recorded values or display.

Answer: 13

Worked Example 8

Problem: A data set is [4, 13, 2, 2, 8]. What is the greatest value?

  1. Read all the values.
  2. Choose the largest number.

Very beginner explanation: Data questions should be answered from the recorded values or display.

Answer: 13

Worked Example 9

Problem: A data set is [2, 12, 9, 14, 13]. What is the greatest value?

  1. Read all the values.
  2. Choose the largest number.

Very beginner explanation: Data questions should be answered from the recorded values or display.

Answer: 14

Worked Example 10

Problem: A data set is [3, 10, 4, 4, 7]. What is the greatest value?

  1. Read all the values.
  2. Choose the largest number.

Very beginner explanation: Data questions should be answered from the recorded values or display.

Answer: 10

Practice Exercise

Create and solve one new example of Privacy and respectful data collection. Show the steps and explain how you checked it.

Common Mistake

Do not rush into a calculation before understanding the question. Check place values, labels, units, and whether your answer fits the situation.

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30 Review Questions and Answers

Q1. What is important to understand about Primary data?

Answer: Data are collected to answer questions. Organize them clearly, choose a suitable display, and explain what the evidence shows.

Q2. What is important to understand about Secondary data?

Answer: Data are collected to answer questions. Organize them clearly, choose a suitable display, and explain what the evidence shows.

Q3. What is important to understand about Surveys?

Answer: Surveys is an important Grade 4 mathematics idea in Primary and Secondary Data Sources. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q4. What is important to understand about Observations?

Answer: Observations is an important Grade 4 mathematics idea in Primary and Secondary Data Sources. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q5. What is important to understand about Existing tables and reports?

Answer: Existing tables and reports is an important Grade 4 mathematics idea in Primary and Secondary Data Sources. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q6. What is important to understand about Choosing a source?

Answer: Choosing a source is an important Grade 4 mathematics idea in Primary and Secondary Data Sources. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q7. What is important to understand about Writing a question of interest?

Answer: Writing a question of interest is an important Grade 4 mathematics idea in Primary and Secondary Data Sources. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q8. What is important to understand about Comparing two groups?

Answer: Comparing two groups is an important Grade 4 mathematics idea in Primary and Secondary Data Sources. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q9. What is important to understand about Collecting data fairly?

Answer: Data are collected to answer questions. Organize them clearly, choose a suitable display, and explain what the evidence shows.

Q10. What is important to understand about Recording data accurately?

Answer: Data are collected to answer questions. Organize them clearly, choose a suitable display, and explain what the evidence shows.

Q11. What is important to understand about Source labels?

Answer: Source labels is an important Grade 4 mathematics idea in Primary and Secondary Data Sources. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q12. What is important to understand about Privacy and respectful data collection?

Answer: Data are collected to answer questions. Organize them clearly, choose a suitable display, and explain what the evidence shows.

Q13. How would you explain Primary data?

Answer: Data are collected to answer questions. Organize them clearly, choose a suitable display, and explain what the evidence shows.

Q14. How would you explain Secondary data?

Answer: Data are collected to answer questions. Organize them clearly, choose a suitable display, and explain what the evidence shows.

Q15. How would you explain Surveys?

Answer: Surveys is an important Grade 4 mathematics idea in Primary and Secondary Data Sources. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q16. How would you explain Observations?

Answer: Observations is an important Grade 4 mathematics idea in Primary and Secondary Data Sources. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q17. How would you explain Existing tables and reports?

Answer: Existing tables and reports is an important Grade 4 mathematics idea in Primary and Secondary Data Sources. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q18. How would you explain Choosing a source?

Answer: Choosing a source is an important Grade 4 mathematics idea in Primary and Secondary Data Sources. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q19. How would you explain Writing a question of interest?

Answer: Writing a question of interest is an important Grade 4 mathematics idea in Primary and Secondary Data Sources. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q20. How would you explain Comparing two groups?

Answer: Comparing two groups is an important Grade 4 mathematics idea in Primary and Secondary Data Sources. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q21. How would you explain Collecting data fairly?

Answer: Data are collected to answer questions. Organize them clearly, choose a suitable display, and explain what the evidence shows.

Q22. How would you explain Recording data accurately?

Answer: Data are collected to answer questions. Organize them clearly, choose a suitable display, and explain what the evidence shows.

Q23. How would you explain Source labels?

Answer: Source labels is an important Grade 4 mathematics idea in Primary and Secondary Data Sources. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q24. How would you explain Privacy and respectful data collection?

Answer: Data are collected to answer questions. Organize them clearly, choose a suitable display, and explain what the evidence shows.

Q25. What should a beginner check when working with Primary data?

Answer: Data are collected to answer questions. Organize them clearly, choose a suitable display, and explain what the evidence shows.

Q26. What should a beginner check when working with Secondary data?

Answer: Data are collected to answer questions. Organize them clearly, choose a suitable display, and explain what the evidence shows.

Q27. What should a beginner check when working with Surveys?

Answer: Surveys is an important Grade 4 mathematics idea in Primary and Secondary Data Sources. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q28. What should a beginner check when working with Observations?

Answer: Observations is an important Grade 4 mathematics idea in Primary and Secondary Data Sources. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q29. What should a beginner check when working with Existing tables and reports?

Answer: Existing tables and reports is an important Grade 4 mathematics idea in Primary and Secondary Data Sources. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q30. What should a beginner check when working with Choosing a source?

Answer: Choosing a source is an important Grade 4 mathematics idea in Primary and Secondary Data Sources. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.