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Year Level Year 3

Duration 45 Mins

Focus Data Collection What does the learner already know?

Implementation Date TBA

Curriculum Area(s) Mathematics

NOTE: Use the relevant curriculum document: Australian Curriculum (P-10); QSA Queensland Kindergarten Learning Guideline; QSA Early Years Curriculum Guidelines; QSA Essential Learnings and Standards (Years 1 -9); QSA Learning area (Year 10); QSA Subject syllabus/SAS (Years 11 12), and other curriculum sources (school priorities, etc.)

Prior knowledge: -

Know the terms likely, unlikely, certain and impossible Gather data relevant to a question Collect, classify and check data Use tally marks Display data in tables, lists and picture graphs Where does the learner need/want to be? (declarative) Skills:

Learning outcomes/standards: Knowledge & understanding: Time

(procedural/do) Draw and use a table Collect and interpret data Resources Assessment & Feedback

How to create different data representations Learning Procedures Intro: -

5 mins

Revisit data collection. Class discussion about what data is, why we collect it and how we can collect it. Revisit the term tally marks. Class discussion on what they are, why we use them and how we use them. Show students examples of different ways of representing data collection e.g table, picture graph, column graphs.

Powerpoint showing tally marks and the different ways of representing data

Anecdotal notes on which students could answer the questions correctly and which students had the wrong idea about data collection.

Body: 30 mins - Explain task for lesson, students will choose an item (dice or coin) from the basket. Each student needs to roll/flip their item 100 times. Before starting they will look at their item and write 15 x dice 15 x coins Check student work to ensure they have written a prediction. Does is make sense?

10 mins

down a prediction on which side they think will appear the most and why. - Draw up a table for each on the whiteboard so that students understand how the tables should look. - Students roll/flip their item 100 times and use tally marks to record in a table in their books which side it lands on. As they work, students must cross off each roll on their hundreds board. - Once finished, students will count their tally marks and create a picture or column graph. Conclusion: On completion of picture or column graphs students will share their prediction with the class, then show their graph and explain why their graph is or is not different to their prediction.

30 x 100s boards 40 x graph paper sheets

Check student work: Did they do 100 rolls/flips? Can they organise it into a table? Can they create an appropriate picture or column graph? Is it correct? Can they share their ideas with the class? Collect student workbooks and mark. Who completed the activity correctly? Who didnt? Who needs more help on this topic?

Reflection: - Did the students grasp the concept? - Did the lesson flow nicely? What would I change next time? - Could the students interpret their data? - What was the best part of the lesson? - Were the learning outcomes achieved?