This article encourages approaches that develop children's understandings of data representations. In particular, when children develope flexibility in their approaches to data representation and understanding, the same data can be represented in different ways. Flexible and adaptive use of representations is part of mathematics competence which should be directly addressed in classrooms (Heinze, Star, & Vershaffel, 2009). Representations (e.g., drawings, tables and graphs) are both tools for problem solving and a means of explaining or communicating mathematical processes (Heinze et al., 2009). This article is an analysis of one learning activity that was completed as part of a larger research project. Seven Year 2 teachers and their classes conducted a series of learning activities that focused on data and different representations, across science, technology, engineering and mathematics contexts. All of the learning activities were designed to develop student understanding of various ways to represent data using a range of familiar contexts. This article focuses on the mathematics learning activity and reports research data from three participating teachers (co-authors) and 81 children who completed the mathematics activity in the seven classrooms.