Chapter 44: Frequency Tables and Stem-and-Leaf Plots
Learn Grade 4 mathematics with very-beginner explanations, original worked examples, practice, reasoning, and review.
Chapter Overview
This chapter teaches Frequency Tables and Stem-and-Leaf Plots in original, simple language with step-by-step reasoning, worked examples, practice exercises, common mistakes, and review questions.
44.1 Frequency meaning
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, 13, 12, 11, 10]. What is the greatest value?
- Read all the values.
- 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 [11, 12, 15, 15, 2]. What is the greatest value?
- Read all the values.
- 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 [5, 2, 12, 12, 8]. What is the greatest value?
- Read all the values.
- Choose the largest number.
Very beginner explanation: Data questions should be answered from the recorded values or display.
Answer: 12
Worked Example 4
Problem: A data set is [8, 8, 2, 7, 12]. What is the greatest value?
- Read all the values.
- Choose the largest number.
Very beginner explanation: Data questions should be answered from the recorded values or display.
Answer: 12
Worked Example 5
Problem: A data set is [8, 2, 15, 4, 11]. What is the greatest value?
- Read all the values.
- 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 [11, 9, 9, 10, 8]. What is the greatest value?
- Read all the values.
- Choose the largest number.
Very beginner explanation: Data questions should be answered from the recorded values or display.
Answer: 11
Worked Example 7
Problem: A data set is [8, 7, 7, 13, 5]. What is the greatest value?
- Read all the values.
- 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 [7, 4, 11, 10, 3]. What is the greatest value?
- Read all the values.
- Choose the largest number.
Very beginner explanation: Data questions should be answered from the recorded values or display.
Answer: 11
Worked Example 9
Problem: A data set is [13, 3, 12, 3, 12]. What is the greatest value?
- Read all the values.
- 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, 5, 8, 14, 15]. What is the greatest value?
- Read all the values.
- Choose the largest number.
Very beginner explanation: Data questions should be answered from the recorded values or display.
Answer: 15
Practice Exercise
Create and solve one new example of Frequency meaning. 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.
44.2 Tally marks
Tally marks is an important Grade 4 mathematics idea in Frequency Tables and Stem-and-Leaf Plots. 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 Tally marks using the numbers 20 and 10.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Tally marks.
Worked Example 2
Problem: Create a simple Grade 4 example about Tally marks using the numbers 8 and 8.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Tally marks.
Worked Example 3
Problem: Create a simple Grade 4 example about Tally marks using the numbers 8 and 17.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Tally marks.
Worked Example 4
Problem: Create a simple Grade 4 example about Tally marks using the numbers 10 and 13.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Tally marks.
Worked Example 5
Problem: Create a simple Grade 4 example about Tally marks using the numbers 5 and 2.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Tally marks.
Worked Example 6
Problem: Create a simple Grade 4 example about Tally marks using the numbers 8 and 17.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Tally marks.
Worked Example 7
Problem: Create a simple Grade 4 example about Tally marks using the numbers 20 and 2.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Tally marks.
Worked Example 8
Problem: Create a simple Grade 4 example about Tally marks using the numbers 16 and 16.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Tally marks.
Worked Example 9
Problem: Create a simple Grade 4 example about Tally marks using the numbers 11 and 7.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Tally marks.
Worked Example 10
Problem: Create a simple Grade 4 example about Tally marks using the numbers 8 and 12.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Tally marks.
Practice Exercise
Create and solve one new example of Tally marks. 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.
44.3 Building a frequency table
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 [10, 3, 7, 3, 11]. What is the greatest value?
- Read all the values.
- Choose the largest number.
Very beginner explanation: Data questions should be answered from the recorded values or display.
Answer: 11
Worked Example 2
Problem: A data set is [11, 3, 7, 11, 8]. What is the greatest value?
- Read all the values.
- Choose the largest number.
Very beginner explanation: Data questions should be answered from the recorded values or display.
Answer: 11
Worked Example 3
Problem: A data set is [9, 4, 10, 13, 8]. What is the greatest value?
- Read all the values.
- 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, 5, 11, 14, 11]. What is the greatest value?
- Read all the values.
- 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 [3, 10, 13, 3, 15]. What is the greatest value?
- Read all the values.
- 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 [15, 11, 13, 11, 11]. What is the greatest value?
- Read all the values.
- 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 [8, 9, 13, 15, 4]. What is the greatest value?
- Read all the values.
- 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 [8, 2, 15, 11, 6]. What is the greatest value?
- Read all the values.
- 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 [8, 11, 2, 3, 3]. What is the greatest value?
- Read all the values.
- 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 [9, 4, 12, 7, 9]. What is the greatest value?
- Read all the values.
- Choose the largest number.
Very beginner explanation: Data questions should be answered from the recorded values or display.
Answer: 12
Practice Exercise
Create and solve one new example of Building a frequency table. 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.
44.4 Reading a frequency table
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 [11, 14, 3, 9, 2]. What is the greatest value?
- Read all the values.
- 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 [8, 15, 2, 11, 5]. What is the greatest value?
- Read all the values.
- 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 [11, 3, 4, 9, 13]. What is the greatest value?
- Read all the values.
- 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 [3, 4, 9, 6, 8]. What is the greatest value?
- Read all the values.
- Choose the largest number.
Very beginner explanation: Data questions should be answered from the recorded values or display.
Answer: 9
Worked Example 5
Problem: A data set is [14, 12, 13, 10, 12]. What is the greatest value?
- Read all the values.
- 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 [13, 7, 4, 13, 3]. What is the greatest value?
- Read all the values.
- Choose the largest number.
Very beginner explanation: Data questions should be answered from the recorded values or display.
Answer: 13
Worked Example 7
Problem: A data set is [11, 10, 8, 6, 9]. What is the greatest value?
- Read all the values.
- Choose the largest number.
Very beginner explanation: Data questions should be answered from the recorded values or display.
Answer: 11
Worked Example 8
Problem: A data set is [13, 14, 9, 9, 6]. What is the greatest value?
- Read all the values.
- 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, 6, 4, 14, 6]. What is the greatest value?
- Read all the values.
- 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 [13, 5, 13, 15, 3]. What is the greatest value?
- Read all the values.
- Choose the largest number.
Very beginner explanation: Data questions should be answered from the recorded values or display.
Answer: 15
Practice Exercise
Create and solve one new example of Reading a frequency table. 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.
44.5 Comparing frequencies
Comparing frequencies is an important Grade 4 mathematics idea in Frequency Tables and Stem-and-Leaf Plots. 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 frequencies using the numbers 5 and 11.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 frequencies.
Worked Example 2
Problem: Create a simple Grade 4 example about Comparing frequencies using the numbers 8 and 14.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 frequencies.
Worked Example 3
Problem: Create a simple Grade 4 example about Comparing frequencies using the numbers 14 and 20.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 frequencies.
Worked Example 4
Problem: Create a simple Grade 4 example about Comparing frequencies using the numbers 20 and 20.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 frequencies.
Worked Example 5
Problem: Create a simple Grade 4 example about Comparing frequencies using the numbers 18 and 12.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 frequencies.
Worked Example 6
Problem: Create a simple Grade 4 example about Comparing frequencies using the numbers 16 and 15.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 frequencies.
Worked Example 7
Problem: Create a simple Grade 4 example about Comparing frequencies using the numbers 20 and 9.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 frequencies.
Worked Example 8
Problem: Create a simple Grade 4 example about Comparing frequencies using the numbers 17 and 16.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 frequencies.
Worked Example 9
Problem: Create a simple Grade 4 example about Comparing frequencies using the numbers 12 and 7.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 frequencies.
Worked Example 10
Problem: Create a simple Grade 4 example about Comparing frequencies using the numbers 7 and 11.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 frequencies.
Practice Exercise
Create and solve one new example of Comparing frequencies. 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.
44.6 Finding the most frequent category
Finding the most frequent category is an important Grade 4 mathematics idea in Frequency Tables and Stem-and-Leaf Plots. 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 Finding the most frequent category using the numbers 13 and 12.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Finding the most frequent category.
Worked Example 2
Problem: Create a simple Grade 4 example about Finding the most frequent category using the numbers 7 and 17.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Finding the most frequent category.
Worked Example 3
Problem: Create a simple Grade 4 example about Finding the most frequent category using the numbers 17 and 18.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Finding the most frequent category.
Worked Example 4
Problem: Create a simple Grade 4 example about Finding the most frequent category using the numbers 20 and 6.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Finding the most frequent category.
Worked Example 5
Problem: Create a simple Grade 4 example about Finding the most frequent category using the numbers 13 and 20.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Finding the most frequent category.
Worked Example 6
Problem: Create a simple Grade 4 example about Finding the most frequent category using the numbers 15 and 6.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Finding the most frequent category.
Worked Example 7
Problem: Create a simple Grade 4 example about Finding the most frequent category using the numbers 13 and 7.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Finding the most frequent category.
Worked Example 8
Problem: Create a simple Grade 4 example about Finding the most frequent category using the numbers 7 and 12.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Finding the most frequent category.
Worked Example 9
Problem: Create a simple Grade 4 example about Finding the most frequent category using the numbers 19 and 3.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Finding the most frequent category.
Worked Example 10
Problem: Create a simple Grade 4 example about Finding the most frequent category using the numbers 14 and 12.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Finding the most frequent category.
Practice Exercise
Create and solve one new example of Finding the most frequent category. 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.
44.7 Finding the least frequent category
Finding the least frequent category is an important Grade 4 mathematics idea in Frequency Tables and Stem-and-Leaf Plots. 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 Finding the least frequent category using the numbers 2 and 18.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Finding the least frequent category.
Worked Example 2
Problem: Create a simple Grade 4 example about Finding the least frequent category using the numbers 20 and 11.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Finding the least frequent category.
Worked Example 3
Problem: Create a simple Grade 4 example about Finding the least frequent category using the numbers 19 and 2.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Finding the least frequent category.
Worked Example 4
Problem: Create a simple Grade 4 example about Finding the least frequent category using the numbers 14 and 2.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Finding the least frequent category.
Worked Example 5
Problem: Create a simple Grade 4 example about Finding the least frequent category using the numbers 4 and 13.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Finding the least frequent category.
Worked Example 6
Problem: Create a simple Grade 4 example about Finding the least frequent category using the numbers 12 and 7.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Finding the least frequent category.
Worked Example 7
Problem: Create a simple Grade 4 example about Finding the least frequent category using the numbers 12 and 2.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Finding the least frequent category.
Worked Example 8
Problem: Create a simple Grade 4 example about Finding the least frequent category using the numbers 11 and 17.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Finding the least frequent category.
Worked Example 9
Problem: Create a simple Grade 4 example about Finding the least frequent category using the numbers 15 and 17.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Finding the least frequent category.
Worked Example 10
Problem: Create a simple Grade 4 example about Finding the least frequent category using the numbers 5 and 6.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Finding the least frequent category.
Practice Exercise
Create and solve one new example of Finding the least frequent category. 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.
44.8 Total frequency
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 [2, 6, 11, 8, 12]. What is the greatest value?
- Read all the values.
- Choose the largest number.
Very beginner explanation: Data questions should be answered from the recorded values or display.
Answer: 12
Worked Example 2
Problem: A data set is [12, 13, 6, 3, 9]. What is the greatest value?
- Read all the values.
- 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 [8, 3, 12, 10, 2]. What is the greatest value?
- Read all the values.
- Choose the largest number.
Very beginner explanation: Data questions should be answered from the recorded values or display.
Answer: 12
Worked Example 4
Problem: A data set is [8, 3, 9, 4, 5]. What is the greatest value?
- Read all the values.
- Choose the largest number.
Very beginner explanation: Data questions should be answered from the recorded values or display.
Answer: 9
Worked Example 5
Problem: A data set is [3, 5, 12, 4, 5]. What is the greatest value?
- Read all the values.
- 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 [10, 3, 8, 14, 13]. What is the greatest value?
- Read all the values.
- 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 [12, 2, 4, 10, 14]. What is the greatest value?
- Read all the values.
- 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 [8, 7, 9, 5, 7]. What is the greatest value?
- Read all the values.
- Choose the largest number.
Very beginner explanation: Data questions should be answered from the recorded values or display.
Answer: 9
Worked Example 9
Problem: A data set is [9, 6, 2, 11, 4]. What is the greatest value?
- Read all the values.
- 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 [7, 12, 10, 11, 4]. What is the greatest value?
- Read all the values.
- Choose the largest number.
Very beginner explanation: Data questions should be answered from the recorded values or display.
Answer: 12
Practice Exercise
Create and solve one new example of Total frequency. 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.
44.9 Two data sets in tables
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 [9, 11, 5, 4, 4]. What is the greatest value?
- Read all the values.
- Choose the largest number.
Very beginner explanation: Data questions should be answered from the recorded values or display.
Answer: 11
Worked Example 2
Problem: A data set is [4, 13, 8, 9, 15]. What is the greatest value?
- Read all the values.
- 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 [13, 11, 11, 9, 2]. What is the greatest value?
- Read all the values.
- 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 [14, 8, 6, 13, 15]. What is the greatest value?
- Read all the values.
- 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 [3, 11, 7, 11, 5]. What is the greatest value?
- Read all the values.
- 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 [15, 4, 13, 12, 12]. What is the greatest value?
- Read all the values.
- 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 [6, 4, 15, 7, 7]. What is the greatest value?
- Read all the values.
- 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, 7, 5, 6, 3]. What is the greatest value?
- Read all the values.
- 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 [3, 15, 12, 6, 15]. What is the greatest value?
- Read all the values.
- 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 [10, 5, 12, 4, 10]. What is the greatest value?
- Read all the values.
- Choose the largest number.
Very beginner explanation: Data questions should be answered from the recorded values or display.
Answer: 12
Practice Exercise
Create and solve one new example of Two data sets in tables. 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.
44.10 Checking a frequency table
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 [7, 11, 3, 4, 7]. What is the greatest value?
- Read all the values.
- Choose the largest number.
Very beginner explanation: Data questions should be answered from the recorded values or display.
Answer: 11
Worked Example 2
Problem: A data set is [15, 4, 14, 4, 6]. What is the greatest value?
- Read all the values.
- 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 [4, 10, 10, 12, 10]. What is the greatest value?
- Read all the values.
- Choose the largest number.
Very beginner explanation: Data questions should be answered from the recorded values or display.
Answer: 12
Worked Example 4
Problem: A data set is [11, 12, 3, 12, 14]. What is the greatest value?
- Read all the values.
- 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 [15, 6, 8, 7, 12]. What is the greatest value?
- Read all the values.
- 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 [13, 4, 11, 7, 10]. What is the greatest value?
- Read all the values.
- Choose the largest number.
Very beginner explanation: Data questions should be answered from the recorded values or display.
Answer: 13
Worked Example 7
Problem: A data set is [13, 7, 14, 6, 5]. What is the greatest value?
- Read all the values.
- 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 [7, 2, 2, 6, 9]. What is the greatest value?
- Read all the values.
- Choose the largest number.
Very beginner explanation: Data questions should be answered from the recorded values or display.
Answer: 9
Worked Example 9
Problem: A data set is [3, 8, 13, 2, 7]. What is the greatest value?
- Read all the values.
- 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, 14, 14, 8]. What is the greatest value?
- Read all the values.
- 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 Checking a frequency table. 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.
44.11 Using a table to answer questions
Using a table to answer questions is an important Grade 4 mathematics idea in Frequency Tables and Stem-and-Leaf Plots. 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 Using a table to answer questions using the numbers 18 and 4.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Using a table to answer questions.
Worked Example 2
Problem: Create a simple Grade 4 example about Using a table to answer questions using the numbers 10 and 2.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Using a table to answer questions.
Worked Example 3
Problem: Create a simple Grade 4 example about Using a table to answer questions using the numbers 9 and 10.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Using a table to answer questions.
Worked Example 4
Problem: Create a simple Grade 4 example about Using a table to answer questions using the numbers 18 and 5.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Using a table to answer questions.
Worked Example 5
Problem: Create a simple Grade 4 example about Using a table to answer questions using the numbers 8 and 4.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Using a table to answer questions.
Worked Example 6
Problem: Create a simple Grade 4 example about Using a table to answer questions using the numbers 7 and 3.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Using a table to answer questions.
Worked Example 7
Problem: Create a simple Grade 4 example about Using a table to answer questions using the numbers 7 and 6.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Using a table to answer questions.
Worked Example 8
Problem: Create a simple Grade 4 example about Using a table to answer questions using the numbers 17 and 2.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Using a table to answer questions.
Worked Example 9
Problem: Create a simple Grade 4 example about Using a table to answer questions using the numbers 3 and 16.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Using a table to answer questions.
Worked Example 10
Problem: Create a simple Grade 4 example about Using a table to answer questions using the numbers 16 and 12.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Using a table to answer questions.
Practice Exercise
Create and solve one new example of Using a table to answer questions. 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.
44.12 Drawing conclusions from a frequency table
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 [9, 12, 11, 8, 2]. What is the greatest value?
- Read all the values.
- Choose the largest number.
Very beginner explanation: Data questions should be answered from the recorded values or display.
Answer: 12
Worked Example 2
Problem: A data set is [7, 6, 10, 4, 15]. What is the greatest value?
- Read all the values.
- 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, 2, 7, 5, 6]. What is the greatest value?
- Read all the values.
- Choose the largest number.
Very beginner explanation: Data questions should be answered from the recorded values or display.
Answer: 10
Worked Example 4
Problem: A data set is [15, 3, 14, 13, 7]. What is the greatest value?
- Read all the values.
- 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 [7, 2, 10, 5, 14]. What is the greatest value?
- Read all the values.
- 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 [2, 4, 8, 6, 4]. What is the greatest value?
- Read all the values.
- Choose the largest number.
Very beginner explanation: Data questions should be answered from the recorded values or display.
Answer: 8
Worked Example 7
Problem: A data set is [3, 14, 15, 8, 12]. What is the greatest value?
- Read all the values.
- 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 [4, 7, 11, 12, 7]. What is the greatest value?
- Read all the values.
- Choose the largest number.
Very beginner explanation: Data questions should be answered from the recorded values or display.
Answer: 12
Worked Example 9
Problem: A data set is [4, 15, 13, 7, 4]. What is the greatest value?
- Read all the values.
- 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 [3, 4, 13, 5, 9]. What is the greatest value?
- Read all the values.
- 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 Drawing conclusions from a frequency table. 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.
44.13 Stem-and-leaf structure
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 [12, 7, 11, 15, 10]. What is the greatest value?
- Read all the values.
- 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 [4, 2, 8, 5, 3]. What is the greatest value?
- Read all the values.
- Choose the largest number.
Very beginner explanation: Data questions should be answered from the recorded values or display.
Answer: 8
Worked Example 3
Problem: A data set is [7, 9, 13, 9, 2]. What is the greatest value?
- Read all the values.
- 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 [10, 8, 12, 2, 5]. What is the greatest value?
- Read all the values.
- Choose the largest number.
Very beginner explanation: Data questions should be answered from the recorded values or display.
Answer: 12
Worked Example 5
Problem: A data set is [10, 5, 8, 3, 6]. What is the greatest value?
- Read all the values.
- Choose the largest number.
Very beginner explanation: Data questions should be answered from the recorded values or display.
Answer: 10
Worked Example 6
Problem: A data set is [9, 5, 9, 6, 10]. What is the greatest value?
- Read all the values.
- Choose the largest number.
Very beginner explanation: Data questions should be answered from the recorded values or display.
Answer: 10
Worked Example 7
Problem: A data set is [4, 14, 3, 9, 6]. What is the greatest value?
- Read all the values.
- 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, 3, 7, 2, 6]. What is the greatest value?
- Read all the values.
- Choose the largest number.
Very beginner explanation: Data questions should be answered from the recorded values or display.
Answer: 11
Worked Example 9
Problem: A data set is [15, 15, 7, 13, 10]. What is the greatest value?
- Read all the values.
- 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 [7, 9, 9, 3, 2]. What is the greatest value?
- Read all the values.
- Choose the largest number.
Very beginner explanation: Data questions should be answered from the recorded values or display.
Answer: 9
Practice Exercise
Create and solve one new example of Stem-and-leaf structure. 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.
44.14 Choosing stems
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 [8, 6, 3, 10, 6]. What is the greatest value?
- Read all the values.
- Choose the largest number.
Very beginner explanation: Data questions should be answered from the recorded values or display.
Answer: 10
Worked Example 2
Problem: A data set is [4, 12, 14, 7, 9]. What is the greatest value?
- Read all the values.
- Choose the largest number.
Very beginner explanation: Data questions should be answered from the recorded values or display.
Answer: 14
Worked Example 3
Problem: A data set is [6, 9, 11, 7, 14]. What is the greatest value?
- Read all the values.
- 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 [8, 8, 9, 9, 13]. What is the greatest value?
- Read all the values.
- 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 [3, 3, 4, 7, 2]. What is the greatest value?
- Read all the values.
- Choose the largest number.
Very beginner explanation: Data questions should be answered from the recorded values or display.
Answer: 7
Worked Example 6
Problem: A data set is [14, 10, 14, 12, 6]. What is the greatest value?
- Read all the values.
- 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 [10, 15, 6, 5, 4]. What is the greatest value?
- Read all the values.
- 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 [6, 10, 15, 13, 4]. What is the greatest value?
- Read all the values.
- 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 [12, 6, 5, 15, 12]. What is the greatest value?
- Read all the values.
- 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 [3, 9, 9, 15, 11]. What is the greatest value?
- Read all the values.
- Choose the largest number.
Very beginner explanation: Data questions should be answered from the recorded values or display.
Answer: 15
Practice Exercise
Create and solve one new example of Choosing stems. 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.
44.15 Writing leaves in order
Writing leaves in order is an important Grade 4 mathematics idea in Frequency Tables and Stem-and-Leaf Plots. 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 leaves in order using the numbers 16 and 4.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 leaves in order.
Worked Example 2
Problem: Create a simple Grade 4 example about Writing leaves in order using the numbers 7 and 3.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 leaves in order.
Worked Example 3
Problem: Create a simple Grade 4 example about Writing leaves in order using the numbers 3 and 12.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 leaves in order.
Worked Example 4
Problem: Create a simple Grade 4 example about Writing leaves in order using the numbers 2 and 15.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 leaves in order.
Worked Example 5
Problem: Create a simple Grade 4 example about Writing leaves in order using the numbers 3 and 19.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 leaves in order.
Worked Example 6
Problem: Create a simple Grade 4 example about Writing leaves in order using the numbers 5 and 15.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 leaves in order.
Worked Example 7
Problem: Create a simple Grade 4 example about Writing leaves in order using the numbers 20 and 15.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 leaves in order.
Worked Example 8
Problem: Create a simple Grade 4 example about Writing leaves in order using the numbers 20 and 7.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 leaves in order.
Worked Example 9
Problem: Create a simple Grade 4 example about Writing leaves in order using the numbers 6 and 20.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 leaves in order.
Worked Example 10
Problem: Create a simple Grade 4 example about Writing leaves in order using the numbers 6 and 7.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 leaves in order.
Practice Exercise
Create and solve one new example of Writing leaves in order. 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.
44.16 Reading values from a stem-and-leaf plot
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 [12, 5, 8, 5, 11]. What is the greatest value?
- Read all the values.
- Choose the largest number.
Very beginner explanation: Data questions should be answered from the recorded values or display.
Answer: 12
Worked Example 2
Problem: A data set is [2, 10, 2, 10, 9]. What is the greatest value?
- Read all the values.
- Choose the largest number.
Very beginner explanation: Data questions should be answered from the recorded values or display.
Answer: 10
Worked Example 3
Problem: A data set is [8, 5, 6, 11, 8]. What is the greatest value?
- Read all the values.
- 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 [4, 10, 15, 15, 2]. What is the greatest value?
- Read all the values.
- 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 [9, 4, 4, 12, 9]. What is the greatest value?
- Read all the values.
- 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 [5, 8, 11, 8, 10]. What is the greatest value?
- Read all the values.
- Choose the largest number.
Very beginner explanation: Data questions should be answered from the recorded values or display.
Answer: 11
Worked Example 7
Problem: A data set is [14, 7, 14, 13, 4]. What is the greatest value?
- Read all the values.
- 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, 10, 7, 10, 8]. What is the greatest value?
- Read all the values.
- Choose the largest number.
Very beginner explanation: Data questions should be answered from the recorded values or display.
Answer: 11
Worked Example 9
Problem: A data set is [13, 11, 6, 9, 11]. What is the greatest value?
- Read all the values.
- 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 [5, 13, 7, 6, 6]. What is the greatest value?
- Read all the values.
- 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 Reading values from a stem-and-leaf plot. 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.
44.17 Finding the greatest value
Financial literacy helps compare choices, understand payments, protect information, and judge whether a purchase gives reasonable value. 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: Option A costs $5 for 2 items. Option B costs $3 for 5 items. Which has the lower cost per item?
- Divide each price by its number of items.
- Compare the two costs per item.
Very beginner explanation: Value comparisons should compare equivalent quantities.
Answer: Option B
Worked Example 2
Problem: Option A costs $9 for 4 items. Option B costs $10 for 4 items. Which has the lower cost per item?
- Divide each price by its number of items.
- Compare the two costs per item.
Very beginner explanation: Value comparisons should compare equivalent quantities.
Answer: Option A
Worked Example 3
Problem: Option A costs $4 for 2 items. Option B costs $9 for 4 items. Which has the lower cost per item?
- Divide each price by its number of items.
- Compare the two costs per item.
Very beginner explanation: Value comparisons should compare equivalent quantities.
Answer: Option A
Worked Example 4
Problem: Option A costs $3 for 1 items. Option B costs $4 for 1 items. Which has the lower cost per item?
- Divide each price by its number of items.
- Compare the two costs per item.
Very beginner explanation: Value comparisons should compare equivalent quantities.
Answer: Option A
Worked Example 5
Problem: Option A costs $10 for 2 items. Option B costs $10 for 4 items. Which has the lower cost per item?
- Divide each price by its number of items.
- Compare the two costs per item.
Very beginner explanation: Value comparisons should compare equivalent quantities.
Answer: Option B
Worked Example 6
Problem: Option A costs $5 for 2 items. Option B costs $6 for 3 items. Which has the lower cost per item?
- Divide each price by its number of items.
- Compare the two costs per item.
Very beginner explanation: Value comparisons should compare equivalent quantities.
Answer: Option B
Worked Example 7
Problem: Option A costs $12 for 4 items. Option B costs $9 for 1 items. Which has the lower cost per item?
- Divide each price by its number of items.
- Compare the two costs per item.
Very beginner explanation: Value comparisons should compare equivalent quantities.
Answer: Option A
Worked Example 8
Problem: Option A costs $7 for 3 items. Option B costs $4 for 2 items. Which has the lower cost per item?
- Divide each price by its number of items.
- Compare the two costs per item.
Very beginner explanation: Value comparisons should compare equivalent quantities.
Answer: Option B
Worked Example 9
Problem: Option A costs $3 for 3 items. Option B costs $4 for 5 items. Which has the lower cost per item?
- Divide each price by its number of items.
- Compare the two costs per item.
Very beginner explanation: Value comparisons should compare equivalent quantities.
Answer: Option B
Worked Example 10
Problem: Option A costs $5 for 5 items. Option B costs $10 for 1 items. Which has the lower cost per item?
- Divide each price by its number of items.
- Compare the two costs per item.
Very beginner explanation: Value comparisons should compare equivalent quantities.
Answer: Option A
Practice Exercise
Create and solve one new example of Finding the greatest value. 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.
44.18 Finding the least value
Financial literacy helps compare choices, understand payments, protect information, and judge whether a purchase gives reasonable value. 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: Option A costs $11 for 3 items. Option B costs $6 for 4 items. Which has the lower cost per item?
- Divide each price by its number of items.
- Compare the two costs per item.
Very beginner explanation: Value comparisons should compare equivalent quantities.
Answer: Option B
Worked Example 2
Problem: Option A costs $10 for 1 items. Option B costs $8 for 3 items. Which has the lower cost per item?
- Divide each price by its number of items.
- Compare the two costs per item.
Very beginner explanation: Value comparisons should compare equivalent quantities.
Answer: Option B
Worked Example 3
Problem: Option A costs $2 for 1 items. Option B costs $9 for 4 items. Which has the lower cost per item?
- Divide each price by its number of items.
- Compare the two costs per item.
Very beginner explanation: Value comparisons should compare equivalent quantities.
Answer: Option A
Worked Example 4
Problem: Option A costs $6 for 3 items. Option B costs $5 for 2 items. Which has the lower cost per item?
- Divide each price by its number of items.
- Compare the two costs per item.
Very beginner explanation: Value comparisons should compare equivalent quantities.
Answer: Option A
Worked Example 5
Problem: Option A costs $11 for 1 items. Option B costs $5 for 3 items. Which has the lower cost per item?
- Divide each price by its number of items.
- Compare the two costs per item.
Very beginner explanation: Value comparisons should compare equivalent quantities.
Answer: Option B
Worked Example 6
Problem: Option A costs $7 for 3 items. Option B costs $2 for 2 items. Which has the lower cost per item?
- Divide each price by its number of items.
- Compare the two costs per item.
Very beginner explanation: Value comparisons should compare equivalent quantities.
Answer: Option B
Worked Example 7
Problem: Option A costs $4 for 3 items. Option B costs $2 for 2 items. Which has the lower cost per item?
- Divide each price by its number of items.
- Compare the two costs per item.
Very beginner explanation: Value comparisons should compare equivalent quantities.
Answer: Option B
Worked Example 8
Problem: Option A costs $4 for 3 items. Option B costs $5 for 1 items. Which has the lower cost per item?
- Divide each price by its number of items.
- Compare the two costs per item.
Very beginner explanation: Value comparisons should compare equivalent quantities.
Answer: Option A
Worked Example 9
Problem: Option A costs $4 for 2 items. Option B costs $12 for 2 items. Which has the lower cost per item?
- Divide each price by its number of items.
- Compare the two costs per item.
Very beginner explanation: Value comparisons should compare equivalent quantities.
Answer: Option A
Worked Example 10
Problem: Option A costs $9 for 5 items. Option B costs $12 for 2 items. Which has the lower cost per item?
- Divide each price by its number of items.
- Compare the two costs per item.
Very beginner explanation: Value comparisons should compare equivalent quantities.
Answer: Option A
Practice Exercise
Create and solve one new example of Finding the least value. 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.
44.19 Counting data values
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, 3, 7, 8, 4]. What is the greatest value?
- Read all the values.
- Choose the largest number.
Very beginner explanation: Data questions should be answered from the recorded values or display.
Answer: 8
Worked Example 2
Problem: A data set is [2, 9, 15, 4, 4]. What is the greatest value?
- Read all the values.
- 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 [6, 6, 9, 10, 13]. What is the greatest value?
- Read all the values.
- 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 [11, 3, 4, 7, 12]. What is the greatest value?
- Read all the values.
- Choose the largest number.
Very beginner explanation: Data questions should be answered from the recorded values or display.
Answer: 12
Worked Example 5
Problem: A data set is [3, 15, 10, 3, 2]. What is the greatest value?
- Read all the values.
- 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, 8, 6, 5, 11]. What is the greatest value?
- Read all the values.
- Choose the largest number.
Very beginner explanation: Data questions should be answered from the recorded values or display.
Answer: 11
Worked Example 7
Problem: A data set is [2, 10, 3, 10, 13]. What is the greatest value?
- Read all the values.
- 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 [12, 7, 14, 8, 13]. What is the greatest value?
- Read all the values.
- 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 [9, 10, 3, 12, 10]. What is the greatest value?
- Read all the values.
- 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 [10, 15, 4, 15, 13]. What is the greatest value?
- Read all the values.
- Choose the largest number.
Very beginner explanation: Data questions should be answered from the recorded values or display.
Answer: 15
Practice Exercise
Create and solve one new example of Counting data values. 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.
44.20 Comparing two stems
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 [8, 10, 4, 8, 8]. What is the greatest value?
- Read all the values.
- Choose the largest number.
Very beginner explanation: Data questions should be answered from the recorded values or display.
Answer: 10
Worked Example 2
Problem: A data set is [4, 4, 12, 9, 4]. What is the greatest value?
- Read all the values.
- 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 [12, 2, 14, 7, 8]. What is the greatest value?
- Read all the values.
- 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 [14, 9, 14, 9, 14]. What is the greatest value?
- Read all the values.
- 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 [10, 6, 14, 2, 8]. What is the greatest value?
- Read all the values.
- 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 [11, 12, 8, 7, 3]. What is the greatest value?
- Read all the values.
- 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, 3, 7, 15, 8]. What is the greatest value?
- Read all the values.
- 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 [6, 8, 15, 5, 12]. What is the greatest value?
- Read all the values.
- 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 [9, 9, 7, 2, 3]. What is the greatest value?
- Read all the values.
- Choose the largest number.
Very beginner explanation: Data questions should be answered from the recorded values or display.
Answer: 9
Worked Example 10
Problem: A data set is [15, 13, 4, 9, 8]. What is the greatest value?
- Read all the values.
- Choose the largest number.
Very beginner explanation: Data questions should be answered from the recorded values or display.
Answer: 15
Practice Exercise
Create and solve one new example of Comparing two stems. 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.
44.21 Identifying repeated values
Financial literacy helps compare choices, understand payments, protect information, and judge whether a purchase gives reasonable value. 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: Option A costs $9 for 4 items. Option B costs $7 for 1 items. Which has the lower cost per item?
- Divide each price by its number of items.
- Compare the two costs per item.
Very beginner explanation: Value comparisons should compare equivalent quantities.
Answer: Option A
Worked Example 2
Problem: Option A costs $12 for 2 items. Option B costs $9 for 2 items. Which has the lower cost per item?
- Divide each price by its number of items.
- Compare the two costs per item.
Very beginner explanation: Value comparisons should compare equivalent quantities.
Answer: Option B
Worked Example 3
Problem: Option A costs $7 for 3 items. Option B costs $2 for 3 items. Which has the lower cost per item?
- Divide each price by its number of items.
- Compare the two costs per item.
Very beginner explanation: Value comparisons should compare equivalent quantities.
Answer: Option B
Worked Example 4
Problem: Option A costs $6 for 1 items. Option B costs $11 for 5 items. Which has the lower cost per item?
- Divide each price by its number of items.
- Compare the two costs per item.
Very beginner explanation: Value comparisons should compare equivalent quantities.
Answer: Option B
Worked Example 5
Problem: Option A costs $11 for 2 items. Option B costs $10 for 4 items. Which has the lower cost per item?
- Divide each price by its number of items.
- Compare the two costs per item.
Very beginner explanation: Value comparisons should compare equivalent quantities.
Answer: Option B
Worked Example 6
Problem: Option A costs $3 for 4 items. Option B costs $12 for 4 items. Which has the lower cost per item?
- Divide each price by its number of items.
- Compare the two costs per item.
Very beginner explanation: Value comparisons should compare equivalent quantities.
Answer: Option A
Worked Example 7
Problem: Option A costs $7 for 1 items. Option B costs $4 for 5 items. Which has the lower cost per item?
- Divide each price by its number of items.
- Compare the two costs per item.
Very beginner explanation: Value comparisons should compare equivalent quantities.
Answer: Option B
Worked Example 8
Problem: Option A costs $5 for 3 items. Option B costs $9 for 1 items. Which has the lower cost per item?
- Divide each price by its number of items.
- Compare the two costs per item.
Very beginner explanation: Value comparisons should compare equivalent quantities.
Answer: Option A
Worked Example 9
Problem: Option A costs $9 for 1 items. Option B costs $3 for 4 items. Which has the lower cost per item?
- Divide each price by its number of items.
- Compare the two costs per item.
Very beginner explanation: Value comparisons should compare equivalent quantities.
Answer: Option B
Worked Example 10
Problem: Option A costs $5 for 1 items. Option B costs $10 for 2 items. Which has the lower cost per item?
- Divide each price by its number of items.
- Compare the two costs per item.
Very beginner explanation: Value comparisons should compare equivalent quantities.
Answer: Same value
Practice Exercise
Create and solve one new example of Identifying repeated values. 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.
44.22 Creating a stem-and-leaf plot
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 [9, 8, 11, 14, 5]. What is the greatest value?
- Read all the values.
- 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, 14, 2, 5, 10]. What is the greatest value?
- Read all the values.
- Choose the largest number.
Very beginner explanation: Data questions should be answered from the recorded values or display.
Answer: 14
Worked Example 3
Problem: A data set is [11, 13, 2, 3, 10]. What is the greatest value?
- Read all the values.
- 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 [12, 12, 13, 4, 5]. What is the greatest value?
- Read all the values.
- 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 [15, 10, 2, 4, 13]. What is the greatest value?
- Read all the values.
- 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 [2, 4, 9, 3, 7]. What is the greatest value?
- Read all the values.
- Choose the largest number.
Very beginner explanation: Data questions should be answered from the recorded values or display.
Answer: 9
Worked Example 7
Problem: A data set is [3, 3, 6, 13, 9]. What is the greatest value?
- Read all the values.
- 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 [6, 14, 10, 6, 2]. What is the greatest value?
- Read all the values.
- 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 [14, 8, 5, 7, 7]. What is the greatest value?
- Read all the values.
- 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, 2, 10, 9, 7]. What is the greatest value?
- Read all the values.
- 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 Creating a stem-and-leaf plot. 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.
44.23 Checking a plot for errors
Checking a plot for errors is an important Grade 4 mathematics idea in Frequency Tables and Stem-and-Leaf Plots. 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 Checking a plot for errors using the numbers 16 and 4.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Checking a plot for errors.
Worked Example 2
Problem: Create a simple Grade 4 example about Checking a plot for errors using the numbers 19 and 18.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Checking a plot for errors.
Worked Example 3
Problem: Create a simple Grade 4 example about Checking a plot for errors using the numbers 7 and 3.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Checking a plot for errors.
Worked Example 4
Problem: Create a simple Grade 4 example about Checking a plot for errors using the numbers 19 and 11.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Checking a plot for errors.
Worked Example 5
Problem: Create a simple Grade 4 example about Checking a plot for errors using the numbers 10 and 4.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Checking a plot for errors.
Worked Example 6
Problem: Create a simple Grade 4 example about Checking a plot for errors using the numbers 12 and 12.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Checking a plot for errors.
Worked Example 7
Problem: Create a simple Grade 4 example about Checking a plot for errors using the numbers 8 and 6.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Checking a plot for errors.
Worked Example 8
Problem: Create a simple Grade 4 example about Checking a plot for errors using the numbers 9 and 6.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Checking a plot for errors.
Worked Example 9
Problem: Create a simple Grade 4 example about Checking a plot for errors using the numbers 11 and 6.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Checking a plot for errors.
Worked Example 10
Problem: Create a simple Grade 4 example about Checking a plot for errors using the numbers 8 and 2.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Checking a plot for errors.
Practice Exercise
Create and solve one new example of Checking a plot for errors. 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.
44.24 Explaining what the plot shows
Explaining what the plot shows is an important Grade 4 mathematics idea in Frequency Tables and Stem-and-Leaf Plots. 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 Explaining what the plot shows using the numbers 17 and 11.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Explaining what the plot shows.
Worked Example 2
Problem: Create a simple Grade 4 example about Explaining what the plot shows using the numbers 19 and 18.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Explaining what the plot shows.
Worked Example 3
Problem: Create a simple Grade 4 example about Explaining what the plot shows using the numbers 3 and 19.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Explaining what the plot shows.
Worked Example 4
Problem: Create a simple Grade 4 example about Explaining what the plot shows using the numbers 15 and 14.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Explaining what the plot shows.
Worked Example 5
Problem: Create a simple Grade 4 example about Explaining what the plot shows using the numbers 13 and 11.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Explaining what the plot shows.
Worked Example 6
Problem: Create a simple Grade 4 example about Explaining what the plot shows using the numbers 13 and 8.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Explaining what the plot shows.
Worked Example 7
Problem: Create a simple Grade 4 example about Explaining what the plot shows using the numbers 12 and 5.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Explaining what the plot shows.
Worked Example 8
Problem: Create a simple Grade 4 example about Explaining what the plot shows using the numbers 13 and 13.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Explaining what the plot shows.
Worked Example 9
Problem: Create a simple Grade 4 example about Explaining what the plot shows using the numbers 10 and 10.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Explaining what the plot shows.
Worked Example 10
Problem: Create a simple Grade 4 example about Explaining what the plot shows using the numbers 5 and 10.
- Identify what the topic means.
- Use the numbers in a way that follows the rule.
- 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 Explaining what the plot shows.
Practice Exercise
Create and solve one new example of Explaining what the plot shows. 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.
30 Review Questions and Answers
Q1. What is important to understand about Frequency meaning?
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 Tally marks?
Answer: Tally marks is an important Grade 4 mathematics idea in Frequency Tables and Stem-and-Leaf Plots. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.
Q3. What is important to understand about Building a frequency table?
Answer: Data are collected to answer questions. Organize them clearly, choose a suitable display, and explain what the evidence shows.
Q4. What is important to understand about Reading a frequency table?
Answer: Data are collected to answer questions. Organize them clearly, choose a suitable display, and explain what the evidence shows.
Q5. What is important to understand about Comparing frequencies?
Answer: Comparing frequencies is an important Grade 4 mathematics idea in Frequency Tables and Stem-and-Leaf Plots. 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 Finding the most frequent category?
Answer: Finding the most frequent category is an important Grade 4 mathematics idea in Frequency Tables and Stem-and-Leaf Plots. 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 Finding the least frequent category?
Answer: Finding the least frequent category is an important Grade 4 mathematics idea in Frequency Tables and Stem-and-Leaf Plots. 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 Total frequency?
Answer: Data are collected to answer questions. Organize them clearly, choose a suitable display, and explain what the evidence shows.
Q9. What is important to understand about Two data sets in tables?
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 Checking a frequency table?
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 Using a table to answer questions?
Answer: Using a table to answer questions is an important Grade 4 mathematics idea in Frequency Tables and Stem-and-Leaf Plots. 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 Drawing conclusions from a frequency table?
Answer: Data are collected to answer questions. Organize them clearly, choose a suitable display, and explain what the evidence shows.
Q13. What is important to understand about Stem-and-leaf structure?
Answer: Data are collected to answer questions. Organize them clearly, choose a suitable display, and explain what the evidence shows.
Q14. What is important to understand about Choosing stems?
Answer: Data are collected to answer questions. Organize them clearly, choose a suitable display, and explain what the evidence shows.
Q15. What is important to understand about Writing leaves in order?
Answer: Writing leaves in order is an important Grade 4 mathematics idea in Frequency Tables and Stem-and-Leaf Plots. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.
Q16. What is important to understand about Reading values from a stem-and-leaf plot?
Answer: Data are collected to answer questions. Organize them clearly, choose a suitable display, and explain what the evidence shows.
Q17. What is important to understand about Finding the greatest value?
Answer: Financial literacy helps compare choices, understand payments, protect information, and judge whether a purchase gives reasonable value.
Q18. What is important to understand about Finding the least value?
Answer: Financial literacy helps compare choices, understand payments, protect information, and judge whether a purchase gives reasonable value.
Q19. What is important to understand about Counting data values?
Answer: Data are collected to answer questions. Organize them clearly, choose a suitable display, and explain what the evidence shows.
Q20. What is important to understand about Comparing two stems?
Answer: Data are collected to answer questions. Organize them clearly, choose a suitable display, and explain what the evidence shows.
Q21. What is important to understand about Identifying repeated values?
Answer: Financial literacy helps compare choices, understand payments, protect information, and judge whether a purchase gives reasonable value.
Q22. What is important to understand about Creating a stem-and-leaf plot?
Answer: Data are collected to answer questions. Organize them clearly, choose a suitable display, and explain what the evidence shows.
Q23. What is important to understand about Checking a plot for errors?
Answer: Checking a plot for errors is an important Grade 4 mathematics idea in Frequency Tables and Stem-and-Leaf Plots. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.
Q24. What is important to understand about Explaining what the plot shows?
Answer: Explaining what the plot shows is an important Grade 4 mathematics idea in Frequency Tables and Stem-and-Leaf Plots. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.
Q25. How would you explain Frequency meaning?
Answer: Data are collected to answer questions. Organize them clearly, choose a suitable display, and explain what the evidence shows.
Q26. How would you explain Tally marks?
Answer: Tally marks is an important Grade 4 mathematics idea in Frequency Tables and Stem-and-Leaf Plots. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.
Q27. How would you explain Building a frequency table?
Answer: Data are collected to answer questions. Organize them clearly, choose a suitable display, and explain what the evidence shows.
Q28. How would you explain Reading a frequency table?
Answer: Data are collected to answer questions. Organize them clearly, choose a suitable display, and explain what the evidence shows.
Q29. How would you explain Comparing frequencies?
Answer: Comparing frequencies is an important Grade 4 mathematics idea in Frequency Tables and Stem-and-Leaf Plots. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.
Q30. How would you explain Finding the most frequent category?
Answer: Finding the most frequent category is an important Grade 4 mathematics idea in Frequency Tables and Stem-and-Leaf Plots. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.