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
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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
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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?
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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
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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
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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?
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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?
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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)
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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?
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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
*Step by step students are shown through the application
*Student have the opportunity to investigate and explore these applications on individual computers
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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?
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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
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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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