DGB 1: Collecting, Calculating and Presenting Data

← Digital Literacy – Year 1

Data can be produced through surveys, measurements, observations and counting. Spreadsheet programs such as Excel, Calc or Google Sheets help organise data in tables, perform calculations and present results visually.

Curriculum reference

Area	Classification
Competence area	Production
Focus	Collecting data, carrying out calculations and presenting results visually
Competence	Record simple data in tables, calculate with formulas and functions and select suitable charts for presenting results.

Learning objectives

Students can:

collect data from surveys, measurements, observations and counts;
record data clearly in a table with rows, columns and headings;
explain cell, row, column and cell address;
recognise numbers, text and dates as different types of table content;
use simple formulas for addition, subtraction, multiplication and division;
use basic functions such as sum and average;
sort data and make simple comparisons;
choose a suitable chart type for simple data;
create charts with a title, labels and meaningful units;
describe results from tables and charts in their own words.

Learning content

Collecting data

Data can come from surveys, measurements, observations, counts or votes. Examples include temperature readings, step counts, favourite colours, books read or results from an experiment.

Before collecting data, the question to be answered should be defined. Only then can the required data be selected sensibly.

Structure of a table

A table organises information in rows and columns. In a spreadsheet, each intersection is a cell. Cells have addresses such as `A1`, `B3` or `C7`.

The first row often contains headings. Units should be stated clearly. For example, `Temperature in °C` is clearer than simply `Temperature`.

Entering and formatting data

Cells can contain text, numbers or dates. Numbers should be entered as numbers when calculations are required. Decorative additions typed directly into a number can make calculations more difficult.

Formatting helps people read a table but does not change the underlying data. For example, `0.25` can be displayed as `25%` while representing the same value internally.

Calculating with formulas

In many spreadsheet programs, formulas begin with `=`. A simple addition might be written as `=B2+C2`. This defines a calculation instead of merely entering the result.

Typical operations include:

addition: `=B2+C2`
subtraction: `=B2-C2`
multiplication: `=B2*C2`
division: `=B2/C2`

Functions combine common calculations. In an English-language spreadsheet, examples include `=SUM(B2:B10)` and `=AVERAGE(B2:B10)`. Function names may differ depending on the language of the program.

Formulas and displayed values

A cell can display a calculated value while a formula is stored behind it. When an input value changes, the spreadsheet recalculates the result. This is a major difference from simply typing a result from a calculator.

When checking a spreadsheet, both the visible results and the underlying formulas should therefore be considered.

Sorting and comparing

Data can be ordered by a feature, for example temperature from lowest to highest or names alphabetically. Sorting changes the order of records, not their content.

When columns belong together, the entire record must be sorted as one unit. Otherwise names and values could become incorrectly matched.

Choosing charts

Charts present data visually. Column or bar charts are often suitable for categories and quantities. Line charts are particularly useful for developments over time. Pie charts can show parts of a whole but become difficult to read when there are many categories.

A good chart has a clear title, correctly labelled axes or categories and appropriate units.

Reading data critically

Even correctly calculated data can be presented in a misleading way. Missing units, unclear categories or unsuitable axis scales can change the impression created by a chart.

Before drawing a conclusion, check what was actually measured, how much data is available and whether the chart suits the question.

Classroom activities

Analyse a class survey

A small anonymous survey, for example about means of transport or favourite animals, provides practice data.

Task: Record the results in a table, count the categories and create a column or bar chart.

Expected outcome: A clear table and a correctly labelled chart.

Calculate with Excel or Calc

A prepared table contains quantities and unit prices.

Task: Use formulas to calculate total prices and then the overall sum. Change one input value and observe the recalculation.

Expected outcome: Understanding of formulas rather than merely typed results.

Present a series of measurements

Temperature values for several days are provided.

Task: Record the date and temperature, calculate the average and create a line chart.

Expected outcome: Chronologically ordered data, a correct calculation and an appropriate visualisation.

Explain a chart

A simple chart is read and described.

Task: Write three statements that can be read directly from the chart and one question that the chart cannot answer.

Expected outcome: Clear distinction between evidence in the data and unsupported assumptions.

Self-check

I can structure data in rows, columns and cells.
I can use simple formulas and basic functions.
I can sort data without separating related records.
I can select a suitable chart type.
I can describe data results without claiming more than the data shows.