Chapter 46: Infographics and Data Stories
Learn Grade 4 mathematics with very-beginner explanations, original worked examples, practice, reasoning, and review.
Chapter Overview
This chapter teaches Infographics and Data Stories in original, simple language with step-by-step reasoning, worked examples, practice exercises, common mistakes, and review questions.
46.1 Purpose of an infographic
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, 12, 14, 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: 14
Worked Example 2
Problem: A data set is [15, 15, 15, 14, 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 3
Problem: A data set is [2, 4, 8, 15, 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 4
Problem: A data set is [7, 11, 10, 15, 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 5
Problem: A data set is [5, 9, 15, 15, 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 6
Problem: A data set is [15, 14, 13, 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 7
Problem: A data set is [8, 4, 2, 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
Worked Example 8
Problem: A data set is [9, 7, 14, 3, 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 9
Problem: A data set is [8, 8, 5, 11, 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 [15, 15, 14, 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: 15
Practice Exercise
Create and solve one new example of Purpose of an infographic. 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.
46.2 Choosing a main message
Choosing a main message is an important Grade 4 mathematics idea in Infographics and Data Stories. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense. Work one step at a time, use a model or number sentence when useful, and check whether the answer is reasonable.
Beginner Explanation
First identify what is given and what must be found. Then choose a strategy, show the steps clearly, and check the final answer.
10 Worked Examples with Answers
Worked Example 1
Problem: Create a simple Grade 4 example about Choosing a main message using the numbers 8 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 Choosing a main message.
Worked Example 2
Problem: Create a simple Grade 4 example about Choosing a main message using the numbers 15 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 Choosing a main message.
Worked Example 3
Problem: Create a simple Grade 4 example about Choosing a main message 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 Choosing a main message.
Worked Example 4
Problem: Create a simple Grade 4 example about Choosing a main message 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 Choosing a main message.
Worked Example 5
Problem: Create a simple Grade 4 example about Choosing a main message using the numbers 15 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 Choosing a main message.
Worked Example 6
Problem: Create a simple Grade 4 example about Choosing a main message 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 Choosing a main message.
Worked Example 7
Problem: Create a simple Grade 4 example about Choosing a main message 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 Choosing a main message.
Worked Example 8
Problem: Create a simple Grade 4 example about Choosing a main message 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 Choosing a main message.
Worked Example 9
Problem: Create a simple Grade 4 example about Choosing a main message using the numbers 4 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 Choosing a main message.
Worked Example 10
Problem: Create a simple Grade 4 example about Choosing a main message using the numbers 15 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 Choosing a main message.
Practice Exercise
Create and solve one new example of Choosing a main message. 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.
46.3 Selecting important data
Data are collected to answer questions. Organize them clearly, choose a suitable display, and explain what the evidence shows. Work one step at a time, use a model or number sentence when useful, and check whether the answer is reasonable.
Beginner Explanation
First identify what is given and what must be found. Then choose a strategy, show the steps clearly, and check the final answer.
10 Worked Examples with Answers
Worked Example 1
Problem: A data set is [4, 11, 9, 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 2
Problem: A data set is [15, 12, 11, 11, 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 3
Problem: A data set is [5, 10, 9, 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: 13
Worked Example 4
Problem: A data set is [10, 9, 8, 7, 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 5
Problem: A data set is [3, 4, 11, 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
Worked Example 6
Problem: A data set is [13, 6, 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: 13
Worked Example 7
Problem: A data set is [2, 10, 11, 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 8
Problem: A data set is [3, 14, 12, 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
Worked Example 9
Problem: A data set is [7, 15, 10, 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: 15
Worked Example 10
Problem: A data set is [5, 10, 15, 3, 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 Selecting important data. Show the steps and explain how you checked it.
Common Mistake
Do not rush into a calculation before understanding the question. Check place values, labels, units, and whether your answer fits the situation.
46.4 Combining a table and graph
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 [3, 12, 9, 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
Worked Example 2
Problem: A data set is [5, 8, 15, 3, 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 3
Problem: A data set is [6, 10, 5, 3, 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: 10
Worked Example 4
Problem: A data set is [11, 6, 15, 9, 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 5
Problem: A data set is [11, 4, 10, 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 6
Problem: A data set is [9, 4, 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 7
Problem: A data set is [8, 3, 14, 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 [5, 8, 5, 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: 8
Worked Example 9
Problem: A data set is [13, 13, 11, 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: 13
Worked Example 10
Problem: A data set is [7, 7, 10, 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: 10
Practice Exercise
Create and solve one new example of Combining a table and graph. 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.
46.5 Using labels and short text
Using labels and short text is an important Grade 4 mathematics idea in Infographics and Data Stories. 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 labels and short text using the numbers 8 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 Using labels and short text.
Worked Example 2
Problem: Create a simple Grade 4 example about Using labels and short text using the numbers 17 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 Using labels and short text.
Worked Example 3
Problem: Create a simple Grade 4 example about Using labels and short text using the numbers 11 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 Using labels and short text.
Worked Example 4
Problem: Create a simple Grade 4 example about Using labels and short text using the numbers 2 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 Using labels and short text.
Worked Example 5
Problem: Create a simple Grade 4 example about Using labels and short text using the numbers 11 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 Using labels and short text.
Worked Example 6
Problem: Create a simple Grade 4 example about Using labels and short text using the numbers 18 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 Using labels and short text.
Worked Example 7
Problem: Create a simple Grade 4 example about Using labels and short text using the numbers 15 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 labels and short text.
Worked Example 8
Problem: Create a simple Grade 4 example about Using labels and short text using the numbers 5 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 Using labels and short text.
Worked Example 9
Problem: Create a simple Grade 4 example about Using labels and short text using the numbers 20 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 Using labels and short text.
Worked Example 10
Problem: Create a simple Grade 4 example about Using labels and short text 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 Using labels and short text.
Practice Exercise
Create and solve one new example of Using labels and short text. 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.
46.6 Using icons carefully
Using icons carefully is an important Grade 4 mathematics idea in Infographics and Data Stories. 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 icons carefully using the numbers 4 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 Using icons carefully.
Worked Example 2
Problem: Create a simple Grade 4 example about Using icons carefully using the numbers 12 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 Using icons carefully.
Worked Example 3
Problem: Create a simple Grade 4 example about Using icons carefully using the numbers 12 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 Using icons carefully.
Worked Example 4
Problem: Create a simple Grade 4 example about Using icons carefully using the numbers 19 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 Using icons carefully.
Worked Example 5
Problem: Create a simple Grade 4 example about Using icons carefully using the numbers 4 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 icons carefully.
Worked Example 6
Problem: Create a simple Grade 4 example about Using icons carefully using the numbers 8 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 Using icons carefully.
Worked Example 7
Problem: Create a simple Grade 4 example about Using icons carefully using the numbers 11 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 Using icons carefully.
Worked Example 8
Problem: Create a simple Grade 4 example about Using icons carefully using the numbers 18 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 icons carefully.
Worked Example 9
Problem: Create a simple Grade 4 example about Using icons carefully using the numbers 5 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 Using icons carefully.
Worked Example 10
Problem: Create a simple Grade 4 example about Using icons carefully 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 Using icons carefully.
Practice Exercise
Create and solve one new example of Using icons carefully. 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.
46.7 Keeping the scale honest
Keeping the scale honest is an important Grade 4 mathematics idea in Infographics and Data Stories. 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 Keeping the scale honest using the numbers 4 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 Keeping the scale honest.
Worked Example 2
Problem: Create a simple Grade 4 example about Keeping the scale honest using the numbers 15 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 Keeping the scale honest.
Worked Example 3
Problem: Create a simple Grade 4 example about Keeping the scale honest using the numbers 11 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 Keeping the scale honest.
Worked Example 4
Problem: Create a simple Grade 4 example about Keeping the scale honest using the numbers 3 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 Keeping the scale honest.
Worked Example 5
Problem: Create a simple Grade 4 example about Keeping the scale honest using the numbers 3 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 Keeping the scale honest.
Worked Example 6
Problem: Create a simple Grade 4 example about Keeping the scale honest using the numbers 6 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 Keeping the scale honest.
Worked Example 7
Problem: Create a simple Grade 4 example about Keeping the scale honest using the numbers 15 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 Keeping the scale honest.
Worked Example 8
Problem: Create a simple Grade 4 example about Keeping the scale honest using the numbers 17 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 Keeping the scale honest.
Worked Example 9
Problem: Create a simple Grade 4 example about Keeping the scale honest using the numbers 6 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 Keeping the scale honest.
Worked Example 10
Problem: Create a simple Grade 4 example about Keeping the scale honest 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 Keeping the scale honest.
Practice Exercise
Create and solve one new example of Keeping the scale honest. 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.
46.8 Naming the source
Naming the source is an important Grade 4 mathematics idea in Infographics and Data Stories. 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 Naming the source 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 Naming the source.
Worked Example 2
Problem: Create a simple Grade 4 example about Naming the source using the numbers 15 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 Naming the source.
Worked Example 3
Problem: Create a simple Grade 4 example about Naming the source using the numbers 19 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 Naming the source.
Worked Example 4
Problem: Create a simple Grade 4 example about Naming the source using the numbers 20 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 Naming the source.
Worked Example 5
Problem: Create a simple Grade 4 example about Naming the source using the numbers 4 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 Naming the source.
Worked Example 6
Problem: Create a simple Grade 4 example about Naming the source using the numbers 8 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 Naming the source.
Worked Example 7
Problem: Create a simple Grade 4 example about Naming the source 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 Naming the source.
Worked Example 8
Problem: Create a simple Grade 4 example about Naming the source using the numbers 18 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 Naming the source.
Worked Example 9
Problem: Create a simple Grade 4 example about Naming the source 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 Naming the source.
Worked Example 10
Problem: Create a simple Grade 4 example about Naming the source using the numbers 8 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 Naming the source.
Practice Exercise
Create and solve one new example of Naming the source. Show the steps and explain how you checked it.
Common Mistake
Do not rush into a calculation before understanding the question. Check place values, labels, units, and whether your answer fits the situation.
46.9 Telling a data story
Data are collected to answer questions. Organize them clearly, choose a suitable display, and explain what the evidence shows. Work one step at a time, use a model or number sentence when useful, and check whether the answer is reasonable.
Beginner Explanation
First identify what is given and what must be found. Then choose a strategy, show the steps clearly, and check the final answer.
10 Worked Examples with Answers
Worked Example 1
Problem: A data set is [13, 14, 13, 6, 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 2
Problem: A data set is [6, 2, 9, 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: 9
Worked Example 3
Problem: A data set is [12, 12, 9, 6, 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 [15, 12, 8, 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 5
Problem: A data set is [6, 14, 2, 14, 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 6
Problem: A data set is [5, 2, 7, 9, 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 7
Problem: A data set is [10, 3, 3, 14, 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 8
Problem: A data set is [2, 15, 9, 12, 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 9
Problem: A data set is [14, 5, 9, 11, 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 [11, 13, 8, 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: 13
Practice Exercise
Create and solve one new example of Telling a data story. 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.
46.10 Avoiding clutter
Avoiding clutter is an important Grade 4 mathematics idea in Infographics and Data Stories. 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 Avoiding clutter using the numbers 15 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 Avoiding clutter.
Worked Example 2
Problem: Create a simple Grade 4 example about Avoiding clutter using the numbers 10 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 Avoiding clutter.
Worked Example 3
Problem: Create a simple Grade 4 example about Avoiding clutter using the numbers 6 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 Avoiding clutter.
Worked Example 4
Problem: Create a simple Grade 4 example about Avoiding clutter using the numbers 19 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 Avoiding clutter.
Worked Example 5
Problem: Create a simple Grade 4 example about Avoiding clutter using the numbers 20 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 Avoiding clutter.
Worked Example 6
Problem: Create a simple Grade 4 example about Avoiding clutter using the numbers 8 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 Avoiding clutter.
Worked Example 7
Problem: Create a simple Grade 4 example about Avoiding clutter using the numbers 14 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 Avoiding clutter.
Worked Example 8
Problem: Create a simple Grade 4 example about Avoiding clutter using the numbers 7 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 Avoiding clutter.
Worked Example 9
Problem: Create a simple Grade 4 example about Avoiding clutter using the numbers 8 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 Avoiding clutter.
Worked Example 10
Problem: Create a simple Grade 4 example about Avoiding clutter using the numbers 6 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 Avoiding clutter.
Practice Exercise
Create and solve one new example of Avoiding clutter. 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.
46.11 Checking that visuals match numbers
Checking that visuals match numbers is an important Grade 4 mathematics idea in Infographics and Data Stories. 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 that visuals match numbers using the numbers 10 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 that visuals match numbers.
Worked Example 2
Problem: Create a simple Grade 4 example about Checking that visuals match numbers using the numbers 2 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 that visuals match numbers.
Worked Example 3
Problem: Create a simple Grade 4 example about Checking that visuals match numbers using the numbers 20 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 that visuals match numbers.
Worked Example 4
Problem: Create a simple Grade 4 example about Checking that visuals match numbers using the numbers 4 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 Checking that visuals match numbers.
Worked Example 5
Problem: Create a simple Grade 4 example about Checking that visuals match numbers using the numbers 3 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 Checking that visuals match numbers.
Worked Example 6
Problem: Create a simple Grade 4 example about Checking that visuals match numbers using the numbers 3 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 that visuals match numbers.
Worked Example 7
Problem: Create a simple Grade 4 example about Checking that visuals match numbers using the numbers 11 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 that visuals match numbers.
Worked Example 8
Problem: Create a simple Grade 4 example about Checking that visuals match numbers using the numbers 3 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 that visuals match numbers.
Worked Example 9
Problem: Create a simple Grade 4 example about Checking that visuals match numbers using the numbers 20 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 Checking that visuals match numbers.
Worked Example 10
Problem: Create a simple Grade 4 example about Checking that visuals match numbers using the numbers 2 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 that visuals match numbers.
Practice Exercise
Create and solve one new example of Checking that visuals match numbers. 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.
46.12 Presenting a conclusion
Presenting a conclusion is an important Grade 4 mathematics idea in Infographics and Data Stories. 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 Presenting a conclusion using the numbers 6 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 Presenting a conclusion.
Worked Example 2
Problem: Create a simple Grade 4 example about Presenting a conclusion using the numbers 19 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 Presenting a conclusion.
Worked Example 3
Problem: Create a simple Grade 4 example about Presenting a conclusion using the numbers 9 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 Presenting a conclusion.
Worked Example 4
Problem: Create a simple Grade 4 example about Presenting a conclusion 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 Presenting a conclusion.
Worked Example 5
Problem: Create a simple Grade 4 example about Presenting a conclusion using the numbers 5 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 Presenting a conclusion.
Worked Example 6
Problem: Create a simple Grade 4 example about Presenting a conclusion 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 Presenting a conclusion.
Worked Example 7
Problem: Create a simple Grade 4 example about Presenting a conclusion using the numbers 14 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 Presenting a conclusion.
Worked Example 8
Problem: Create a simple Grade 4 example about Presenting a conclusion 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 Presenting a conclusion.
Worked Example 9
Problem: Create a simple Grade 4 example about Presenting a conclusion using the numbers 15 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 Presenting a conclusion.
Worked Example 10
Problem: Create a simple Grade 4 example about Presenting a conclusion using the numbers 18 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 Presenting a conclusion.
Practice Exercise
Create and solve one new example of Presenting a conclusion. 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 Purpose of an infographic?
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 Choosing a main message?
Answer: Choosing a main message is an important Grade 4 mathematics idea in Infographics and Data Stories. 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 Selecting important data?
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 Combining a table and graph?
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 Using labels and short text?
Answer: Using labels and short text is an important Grade 4 mathematics idea in Infographics and Data Stories. 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 Using icons carefully?
Answer: Using icons carefully is an important Grade 4 mathematics idea in Infographics and Data Stories. 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 Keeping the scale honest?
Answer: Keeping the scale honest is an important Grade 4 mathematics idea in Infographics and Data Stories. 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 Naming the source?
Answer: Naming the source is an important Grade 4 mathematics idea in Infographics and Data Stories. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.
Q9. What is important to understand about Telling a data story?
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 Avoiding clutter?
Answer: Avoiding clutter is an important Grade 4 mathematics idea in Infographics and Data Stories. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.
Q11. What is important to understand about Checking that visuals match numbers?
Answer: Checking that visuals match numbers is an important Grade 4 mathematics idea in Infographics and Data Stories. 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 Presenting a conclusion?
Answer: Presenting a conclusion is an important Grade 4 mathematics idea in Infographics and Data Stories. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.
Q13. How would you explain Purpose of an infographic?
Answer: Data are collected to answer questions. Organize them clearly, choose a suitable display, and explain what the evidence shows.
Q14. How would you explain Choosing a main message?
Answer: Choosing a main message is an important Grade 4 mathematics idea in Infographics and Data Stories. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.
Q15. How would you explain Selecting important data?
Answer: Data are collected to answer questions. Organize them clearly, choose a suitable display, and explain what the evidence shows.
Q16. How would you explain Combining a table and graph?
Answer: Data are collected to answer questions. Organize them clearly, choose a suitable display, and explain what the evidence shows.
Q17. How would you explain Using labels and short text?
Answer: Using labels and short text is an important Grade 4 mathematics idea in Infographics and Data Stories. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.
Q18. How would you explain Using icons carefully?
Answer: Using icons carefully is an important Grade 4 mathematics idea in Infographics and Data Stories. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.
Q19. How would you explain Keeping the scale honest?
Answer: Keeping the scale honest is an important Grade 4 mathematics idea in Infographics and Data Stories. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.
Q20. How would you explain Naming the source?
Answer: Naming the source is an important Grade 4 mathematics idea in Infographics and Data Stories. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.
Q21. How would you explain Telling a data story?
Answer: Data are collected to answer questions. Organize them clearly, choose a suitable display, and explain what the evidence shows.
Q22. How would you explain Avoiding clutter?
Answer: Avoiding clutter is an important Grade 4 mathematics idea in Infographics and Data Stories. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.
Q23. How would you explain Checking that visuals match numbers?
Answer: Checking that visuals match numbers is an important Grade 4 mathematics idea in Infographics and Data Stories. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.
Q24. How would you explain Presenting a conclusion?
Answer: Presenting a conclusion is an important Grade 4 mathematics idea in Infographics and Data Stories. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.
Q25. What should a beginner check when working with Purpose of an infographic?
Answer: Data are collected to answer questions. Organize them clearly, choose a suitable display, and explain what the evidence shows.
Q26. What should a beginner check when working with Choosing a main message?
Answer: Choosing a main message is an important Grade 4 mathematics idea in Infographics and Data Stories. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.
Q27. What should a beginner check when working with Selecting important data?
Answer: Data are collected to answer questions. Organize them clearly, choose a suitable display, and explain what the evidence shows.
Q28. What should a beginner check when working with Combining a table and graph?
Answer: Data are collected to answer questions. Organize them clearly, choose a suitable display, and explain what the evidence shows.
Q29. What should a beginner check when working with Using labels and short text?
Answer: Using labels and short text is an important Grade 4 mathematics idea in Infographics and Data Stories. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.
Q30. What should a beginner check when working with Using icons carefully?
Answer: Using icons carefully is an important Grade 4 mathematics idea in Infographics and Data Stories. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.