Lesson Plan Primary Whole Class

Year: 3 Learning Area: Maths

Date: 22/8/14 Lesson Focus: Data representation and interpretation


Background Information:
There are 24 students in the group with shared teaching time Monday Wednesday and Thursday -
Friday since the beginning of term.
A number of students in the group display varying processing and anxiety difficulties
One student was home schooled in New Zealand prior to attending the state school.
One student has been diagnosed with autism and has a heart condition.
One student has English and a second language and is undergoing autism assessments
2 education assistants visit the class for a number of sessions throughout the week.




Teaching/Learning Purpose:
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)
To enable students to;
- Collect Data
- Interpret the results of the data from a graph


Preparation:
Resources - Pencil case, paper, book to lean on, white board and markers,



Learning Experiences:
1. How will I engage the learners
By having fun, being enthusiastic, treating the students with respect, taking the classroom
beyond the walls, giving the students the opportunity to collaborate with the teacher and
each other, using the white board as a visual aid, asking open ended questions,

2. Student tasks and activities

0-5 minutes Introduce the topic and ask the students;

- I wonder what colour car is the favourite among the teachers in the school. Lets have a guess? Put
hands up if you think it is red, etc.
- How could we find out this information?
- Who knows what a tally is? Give an example of how to tally.
5-10 minutes - Inform the students that we are going to go and tally the cars to find out this
information; Students to take a book to lean on and a pencil and are invited to line up on the
veranda to head out to the car park.
10-15 mark - At the car park inform of the expectations and boundaries
15-35 minute mark Students count and collect the data
35-40 minute mark Head back to the classroom and focus the children back in by asking
what they know about bar graphs
Can you describe what they look like? Draw the axis on the board

3. Conclusion 40-50 minute mark
- What information is along the horizontal axis? (car colour)
- What information is along the vertical axis? (amount)
- What is the difference between each number on the vertical axis? (1, 5,10,
- What could the title of our graph be?
- How do we know which coloured car is the most popular
- How do we know which coloured car is the least popular
- Which coloured car is as popular as _______ (choose two the same)
- What was the difference between x and y? How did you work that out?
- What is the difference between y and z? How did you work that out?
- What is the total number of cars that we counted? How did you work that out?
- What does this information tell us about the teachers at PKPS
- Do you think this information is reliable? Why or why not?




Assessment:
Were all children able to?
Collect Data I will find this out by talking with and assisting the students as they are attempting to
collect the data.
Interpret the results of the data from a graph I will find this out by asking the students to answer a
series of questions in relation to the data and to make predictions on what this data means.

Reflection/Evaluation


Before the start of the lesson, the mentor teacher asked if I could incorporate into my lesson a short
worksheet in regards to tallying. This was to assist the children in their understanding of how to tally.
When we were doing the experience, there were some students who were unable to mentally count
in fives and were given assistance by the students next to them. I finished off this lesson with
counting the tally in fives and the students corrected their own work. I felt that this impromptu
lesson fit in well and I was able to be flexible to the needs of the classroom and the expectations of
the mentor teacher.
During the experience I had approximately 90 percent participation from the students at any one
time. The varying math skills of the students meant that some finished earlier than others. When we
were at the car park I was going to give the students an example of how to count the different
coloured cars, however once we were out there their attention waned and they were more
interested in getting stuck into the activity. I had timed that the car park activity would take
approximately 20 minutes but in reality it was only 10. The students surprised me with their
capabilities.
On the way back from the car park the students were disciplined by the mentor teacher for playing
around which was an example of the high expectations that are placed on the students, whereas I
saw no issue with what the students were doing.
When we came back to the class room and we were collating the information the feedback I had
from my mentor teacher related to wait times. I didnt give enough time to the students to think
about an answer before gaining responses. I found it difficult to ignore the students who had
answers and were engaged in the activity.
The questions I had prepared were interesting and relevant to their learning and majority of the
students were engaged in collating the information. At one stage there was a disagreement about
the number of cars counted but I assured the students who noticed this that I would return to this
problem once we have collated all the information this seemed to appease their conflict and gained
their curiosity.