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UNIT NAME: Recognising, collecting and recording data                YEAR LEVEL:  3
SEMESTER:   3                 NUMBER OF WEEKS/LESSONS:       4 weeks/20 lessons              CONTENT STRAND (National Curriculum): Data representation and interpretation
Targeted student learning outcomes & elaborations:
• Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording (ACMSP068)

• Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies (ACMSP069)

• Interpret and compare data displays (ACMSP070)

 

Elaborations:

- Refining questions and planning investigations that involve collecting data, and carrying out the investigation. Narrowing focus questions

- Exploring meaningful and increasingly efficient ways to record data, and representing and reporting the results of investigations
- Comparing various student- gathered data representations and describing their similarities and differences


Big mathematical ideas/concepts:
• Data collections are planned to investigate their own and others’ questions

• How to collect and organise data

• Data displays represent collected data

• Elements of data displays

• How to create data displays

• How to interpret data displays using elements of displays

• Identify and clarify as issue of interest or question to be investigated

• Us observation and questioning as ways of gathering data

• Suggest and use different recording methods to collect data

• Classify data into suitable categories

• Determine the method for data collection


Prior knowledge/skills:
• Ability to identify picture and column graph

• Basic understanding of column and picture graphs

• Collecting data using a tally

• Carroll Diagram

• Object categories

• Yes/no categories


 

 

• Counting/adding on

• Difference

Resources:

* Interactive whiteboard (various lessons)

* post it notes

* Newspapers (for data display collection)

* Magazines (for data display collection)

* computers

* ICT application

- Kid Zone: Create a Graph http://nces.ed.gov/nceskids/graphing/classic/bar_pie_data.asp?ChartType=bar

- Firefly: Maths is fun http://www.fireflytlc.com.au/program/imathsnational5/investigation5/weblink501

Catering for diverse learners:


* Computer applications to create and produce graphs

* Picture and column graphs for visual learners

* Options to formulate own questions

* small group activities

* whole class activities

* individual actvities allowing studnets to work at own pace

* chance to revisit prior knowledge

 

Lesson Sequence/Overview

 

Lesson objective:

Students will revisit how to organise data into categories. They will have an understanding in this concept.

Pre requisite knowledge:

Students know:

*Object categories

*Yes/no categories

*Data can be explored in various ways

Classroom organisation/ teaching strategies:

*Whole group activity (explicit teaching on how to organise categories)

*Masking taped line, separating room

*Students will step onto either side of the line, depending on the question posed and their answer.

*Pose Questions:

-Are blue eyes the most common? Step onto blue eye or non blue eye side

- are birthdays in the first half of the year most common? Step onto first half or not first half side

- did most people in our class walk to school today? Step onto walk/ not walk side

*Students discuss each time they change sides

 

Lesson Objective:

Students revisit and understand how to record information on a table/ Carroll Diagram

Pre requisite knowledge:

Students know:

*How to sort information on a Carroll Diagram

*Object categories

*Yes/no categories

*Data can be explored in various ways

Classroom organisation/ Teaching strategies:

*Whole group activity (explicit teaching on organising categories into Carroll diagram)

*Small group activity (student led)

 *Table created on interactive

*Students names attached

*Teacher suggests 2 different categories and students move their name based on their answer.

*Teacher adds a second category (creating a Carroll diagram)

*In small groups students play with Carroll diagrams.

*Questions and categories are posed by students

 

Lesson Objective:

Students revisit and understand how data is represented in a table and how to organise this.

Pre requisite knowledge:

Students know:

*Data can be explored in various ways

*Data displays represent collected data

*Data collections are planned to investigate their own and others’ questions.

Classroom Organisation/Teaching strategies:

*Whole group activity (explicit teaching on recording data)

*Partner work (student led)

* Collect and record data about students in the class

*In pairs students answer questions about the table

Pose questions:

-Are names with 6 letters the most common in our class?

-How could we find this out?

-What information do we need to find this out?

-What would be the best way to organise our data?

-Are 6 letter names the most common?

-How many names have exactly 6 letters?

-Do any names have more than 6 letters? How many?

Lesson objective:

Students will test hypothesis and confirm with their understanding of a picture graph.

Pre requisite Knowledge:

Students know:

*How to organise data on a simple picture graph

*Data can be explored in various ways

*Data displays represent collected data

*Data collections are planned to investigate their own and others’ questions.

 

Classroom Organisation/Teaching strategies:

*Whole class activity (explicit teaching on recording data in a simple picture graph)

*Interactive whiteboard displaying photos of students

* Collect and record data about students in the class

*Table is displayed with 4 categories.

*Pose questions:

-How many children go to bed at 8pm?

-How many children go to bed later than 9pm?

-Would this look the same for children in year 2? Why/why not?

-How could we refine the question? (on a school night/ weekend)

Lesson Objective:

 To gain an understanding in the students’ knowledge of simple bar graphs.

Pre requisite knowledge:

Students know:

*How to organise data on a simple bar graph

*Data can be explored in various ways

*Data displays represent collected data

*Data collections are planned to investigate their own and others’ questions.

*Elements of bar graphs

Classroom organisation/teaching strategies:

*Whole group activity (explicit teaching on elements of a bar graph)

*Small group activity (student led)

*A block graph is displayed on the whiteboard, no title or x axis

*Students individually creating different titles and x axis information.

*Students justify the title and axes they have given the graph

Pose questions:

-could we tell the number of people for each if it wasn’t displayed in blocks?

- What do the numbers on each side of the graph mean?

- What else can we tell from this graph?

- What is missing from this graph?

-who would find the graph useful?

 

Lesson objective: identify with students when to use a column graph to display data

Pre requisite knowledge:

Students know:

*Data can be explored in various ways

*Data displays represent collected data

*Data collections are planned to investigate their own and others’ questions.

Classroom organisation/teaching strategies

*Whole class activity (explicit teaching on elements of a column graph)

*Use people lines to create a human graph.

*Use post it notes to create various block graphs that can be changed.

*Pose a question: How can we tell how many students like maths in our class?

*Take ideas. Suggest students form lines.

*Pose a question- is maths popular in our class? Students should recognise this from size of lines.

*Pose a second question and repeat above step.

*Students handed post it notes to record information

*Place post it notes in columns on board

*Invite students to suggest possible axis and labels

 

 

Lesson objective:

To allow students to explore what they learnt in the previous lesson and create different graphs using post it notes

Pre requisite knowledge:

Students know:

*Data can be explored in various ways

*Data displays represent collected data

*Data collections are planned to investigate their own and others’ questions.

*How to create data displays

 

Classroom Organisation/Teaching strategies:

Whole group activity (teacher led review of previous lesson)

Small group activity (student led)

*Revise yesterdays lesson

*Groups of 8-10

*groups provided with small whiteboards/blackboards

*students create various block graphs on boards using post it notes as each block.

 

*Post it notes and boards allow students to create, explore and erase various graphs.

 

*Students discuss possible questions for each graph they create

 

 

 

 

 

 

Lesson objective: students show their understanding of interpreting a pre created column graph

Pre requisite knowledge:

Students know:

*Data can be explored in various ways

*Data displays represent collected data

*Data collections are planned to investigate their own and others’ questions.

*How to create data displays

 

Classroom organisation/Teaching strategies:

*Explicit teaching to whole class

*Individual activity (student led)

*Graph displaying children who had a lunch order in a week

*Discuss

*Posed questions:

-What day did most children have a lunch order?

-How many had a lunch order on Wednesday?

-How many more people had a lunch order Tuesday than Friday?

-Who would find this information useful?

-If not lunch orders, what else could this graph be representing?

 

Lesson Objective: students show their understanding of analysing graphs that are pre created

Pre requisite knowledge:

Students know:

*Data can be explored in various ways

*Data displays represent collected data

*Data collections are planned to investigate their own and others’ questions.

*How to create data displays

*The axes and labels of graphs

 

Classroom organisation/ Teaching strategies:

*Whole group activity (explicit teaching on elements of a column graph)

*Individual activity (student led)

 *Bar graph is displayed showing ‘playground equipment children in a class prefer’

*Graph does not display the x axis information (names of equipment)

*Children fill in x axis based on information given

-2 students like slides better than bars

-Only 1 student likes the sandpit

-The number of students liking the ropes is equal to the number liking slides

Lesson objective: to create a column graph with imaginative information- fun activity requiring students imagination

 

pre requisite knowledge:

students know:

*Data can be explored in various ways

*Data displays represent collected data

*Data collections are planned to investigate their own and others’ questions.

*How to create data displays

*Various animals of the world

Classroom organisation/ Teaching strategies:

*Whole group activity (teacher led creation of a column graph)

*Individual  activity (student led)

*Collect, organise and display data that relates to classroom themes (animals)

*Pose questions:

-How should this info be organised?

-How should we collect the info?

*Using whiteboard info is gathered in a bar graph. DISCUSS

*pick second category

*Gather new info on board

Pose questions:

-What has changed?

-What is now the most popular?

-If we could only choose animals that could fly what would change?

 

Lesson objective: students understand how to formulate questions to collect data

Pre requisite knowledge:

Students know:

*Data can be explored in various ways

*Data displays represent collected data

*Data collections are planned to investigate their own and others’ questions.

*Vocabulary: focus, refine, brainstorm

Classroom organisation/ teaching strategies:

*Whole group activity (explicit teaching on formulating appropriate questions)

*Small group activity (student led)

*Identify questions or issues e.g. Favourites, numbers, measures?

*Narrow down and refine focus questions.

* Discuss options:

*As a class decide on a question to plan and investigate.

(NOTE: A good one to begin with is:

What are the pets students in 3T have at home?

*Discussion of how this information could be found out?

*Brainstorm this information could be found out. (survey, questionaire, table, count)

Have students jot down what they will need to find out.

(NOTE: remind students that there may be the need for an “others” category when collecting data)

 

 

Lesson objective: students demonstrate their  understanding of how to collect data from a formulated question in the previous lesson

Pre requisite knowledge:

Students know:

*Data can be explored in various ways

*Data displays represent collected data

*Data collections are planned to investigate their own and others’ questions.

 

Classroom organisation/ teaching strategies:

Whole group activity (explicit teaching on collecting data with tally marks)

Individual activity (student led)

 

Whole class tally to answer question

(NOTE: remind students that the fifth tally mark is a line across the group like a gate)

 

Student led:

Students individually collect their own data using a tally chart

Collect data relating to previous lesson ( e.g. what is favourite ice cream of students in 3T)

Lesson objective: students demonstrate their understanding by creating a picture graph with the information from the previous lesson

 

Pre requisite knowledge:

Students know:

*Data can be explored in various ways

*Data displays represent collected data

*Data collections are planned to investigate their own and others’ questions.

*How to create a basic picture graph

Classroom organisation/ teaching strategies:

Whole group activity (explicit teaching on creating a picture graph)

Individual activity (student led)

*Create a class picture graph of based on yesterdays tally

*Follow steps to create a picture graph

*As a class label and title graph

*Students place pictures of pets on graph

*Students will create their own picture graph using the information from previous lesson (ice cream flavours)

Lesson objective: students demonstrate their understanding by creating a column graph with the information from the previous lesson

 

Pre requisite knowledge:

Students know:

*Data can be explored in various ways

*Data displays represent collected data

*Data collections are planned to investigate their own and others’ questions.

*The elements of a basic bar graph

Classroom organisation/ Teaching Strategies:

*Whole group activity (explicit teaching on creating a column graph)

*Individual activity (student led)

*Create a column graph using previous lesson information

*Students colour in boxes above labels. (each pet needs a separate colour)

 

*Students create own column graph including labels, title and data from previous lesson (ice cream flavours)

Lesson objective: students show an understanding of analysing and interpreting data displays created in the  previous lessons

 

Pre requisite knowledge:

*students collected data and created a graph in the previous lessons.

*Students have interpreted data in previous lessons

Classroom organisation/ teaching strategies:

*Whole group activity (explicit teaching on analysing and comparing graphs)

*Individual activity (student led)

*Previous tally, picture graph and column graph displayed

 

*Pose questions:

-Which graph easiest to read? Why?

-What information can we gather from these graphs?

-For whom would this information be useful?

-What is the most common?

-What is the least common?

*Discuss each question with students

*Students do the above with their individually created graphs and tallies in the previous lessons

Lesson objective: students know what various graphs and data displays look like and how they are displayed

 

Pre requisite knowledge:

Students know:

*Data displays represent collected data

*How to interpret data displays using elements of displays

*Students have an understanding of what various graphs and data look like

 

Classroom organisation/ Teaching strategies:

*Teacher led review of data and graphs

*Small groups(student led)

 

*Explore the ways data and information is presented in the world (newspapers, magazines, around the school, classroom)

 

*Collect samples of this

 

*Pose questions:

-can you interpret the data you have collected?

-Are any graphs difficult to interpret? Why?

 

 

Lesson objective: students will be shown how to create a column graph using ICT

 

Pre requisite knowledge: *students are familiar with creating graphs on paper. *Students are familiar with using computers to display information

 

Classroom organisation/ Teaching strategies:

Whole group activity (explicit teaching on creating graphs on computer)

Individual activity (student led)

 

*Data from a previous lesson will be in put into a computer interactive.

*Students are shown 2 different ICT applications and how to use them

  1. Kids Zone: Create a graph
  2. Firefly: Maths is fun

 

*Step by step students are shown through the application

 

*Student have the opportunity to investigate  and explore these applications on individual computers

 

 

 

 

Lesson objective: how to interpret graphs created by other groups

 

Pre requisite knowledge: *students are becoming familiar with comparing and interpreting graphs

 

Classroom organisation/ teaching strategies:

Whole group activity (explicit teaching on interpreting graphs made by others)

Individual activity (student led)

 

*Present a table displaying favourite football teams of students in a Melbourne class

 

*Discuss table

 

*Pose questions (answer individually)

-What is the most popular team?

-How many students were surveyed all together?

-Which 2 teams are least popular?

-Why do you think there was an ‘other’ category? What does this mean?

 

 

 

 

Lesson objective: how to conduct own class survey to analyse and compare with previous lessons data display

 

Pre requisite knowledge:

Students know:

*Data collections are planned to investigate their and others’ questions

*How to collect and organise data

*Data displays represent collected data

*How to create data displays

*How to interpret data displays using element of displays

*To check data collected

 

Classroom organisation/ teaching strategies:

*Individual activity (student led)

 

*Students conduct own survey on favourite football teams in their class

 

*Students individually present results in ICT application shown in previous lessons

 

*Students individually  answer similar questions posed yesterday

 

 

 

 Lesson objective: show an understanding of how to compare graphs and data from the previous 2 lessons

Pre requisite knowledge:

Students know:

*How to interpret data displays using element of displays

 

Classroom organisation/ Teaching strategies:

* Group Discussion ( teacher led about comparisons)

*Individual activity (student led)

*Students will compare data from each graph in previous 2 lessons

 

*Pose questions:

-What is the most popular sport from each class?

-Can you think of reasons these might be different?

-Which is the most popular team overall? How do you know this?

-Are there any similar team numbers?

-What other information can you compare?

 

*Students share what they have found with the class

* review and discuss learning’s of previous 3 days

 

 

 

 

 

 

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