MATHS

MATHS
PIE CHARTS
Year 5
Lesson 1
60 mins
GRAPHS AND CHARTS
WHAT ARE THEY USED FOR?

Ways of
Working:

identify and
describe the
mathematical
concepts,
strategies and
procedures
required to
generate
solutions

pose questions
and make
predictions based
on experience in
similar situations
plan activities
and investigations
to explore
concepts,
pathways and
strategies and
solve
mathematical
questions, issues
and problems

evaluate their
own thinking and
reasoning, in
relation to the
application of
mathematical
ideas,
strategies and
procedures

communicate
and justify thinking
and reasoning,
using everyday
and mathematical
Year 5 Level Description
The proficiency strands Understanding, Fluency, Problem
Solving and Reasoning are an integral part of mathematics
content across the three content strands: Number and Algebra,
Measurement and Geometry, and Statistics and Probability.
The proficiencies reinforce the significance of working
mathematically within the content and describe how the content
is explored or developed. They provide the language to build in
the developmental aspects of the learning of mathematics.
At this year level:
Understanding includes making connections between
representations of numbers, using fractions to represent
probabilities, comparing and ordering fractions and decimals
and representing them in various ways, describing
transformations and identifying line and rotational symmetry
Fluency includes choosing appropriate units of measurement
for calculation of perimeter and area, using estimation to check
the reasonableness of answers to calculations and using
instruments to measure angles
Problem Solving includes formulating and solving authentic
problems using whole numbers and measurements and
creating financial plans
Reasoning includes investigating strategies to perform
calculations efficiently, continuing patterns involving fractions
and decimals, interpreting results of chance
experiments, posing appropriate questions for data
investigations and interpreting data sets










language,
concrete
materials, visual
representations
and technologies

reflect on
mathematics and
identify the
contribution of
mathematics to
personal activities

reflect on
learning to identify
new
understandings
and future
applications.

Number and Algebra
Number and place value
Solve problems involving multiplication of large numbers by
one- or two-digit numbers using efficient mental, written
strategies and appropriate digital technologies (ACMNA100)
Fractions and decimals
Investigate strategies to solve problems involving addition and
subtraction of fractions with the same denominator
(ACMNA103)
Compare, order and represent decimals (ACMNA105)

Money and financial mathematics
Create simple financial plans (ACMNA106)
Patterns and algebra
Describe, continue and create patterns with fractions, decimals
and whole numbers resulting from addition and subtraction
(ACMNA107)
Use equivalent number sentences involving multiplication and
division to find unknown quantities (ACMNA121)
Measurement and Geometry
Data representation and interpretation
Pose questions and collect categorical or numerical data by
observation or survey (ACMSP118)
Construct displays, including column graphs, dot plots and
tables, appropriate for data type, with and without the use of
digital technologies (ACMSP119)
Describe and interpret different data sets in context
(ACMSP120)
The Australian Curriculum: Mathmatics for Prep (F) 10
http://www.australiancurriculum.edu.au/Mathematics/Curriculum
/F-10 Retrieved 27
th
October 2013.



The purpose of this lesson is to elicit understanding regarding
previous knowledge on graphs and their purpose and selecting
appropriate organisational charts and graphs. We will use a
range of strategies for problem solving, use fractions and
percentages. The Students will be comparing and viewing data
from different sources including

Introduction:

We will discuss how and why data is collected and how we can
display that data.

I will show the class a prepared spread sheet with Census
data, this is a good way of showing them how the organising of
data starts and why it is important to organise the data in a way
that is easy and quick to read.

Body:

I will then revise the graphs that the class had discussed last
week.
Column Graphs

Column graphs example from the Imaths book
If I wanted to measure the largest waterfall how would I
measure that? cm mm or mtrs
This activity compares the height of five waterfalls if they
havent done that activity they can work on that.








Line graphs


Line graph are best to measure changes over time
This was revised with the teacher last week but I will use and
inquiry approach to elicit understandings.

I will then ask the students if they know one graph that they
dont create allot and what do they think that is? A pie graph, it
usually uses percentages to discuss data.
I will then revise known knowledge about percentages.
Focus questions could be:
If I had a whole pie what percentage of pie do I have?
100% A whole shape is 100%
If I cut that in half what percentage would I have left 50%
If I cut it into quarters what percentage would be left 25%
I will also relate these quantities to fractions.

Pie Graph



I will then introduce the class activity, This Is a simple spread
sheet pocket money budget, it involves some simple
conversions from spendings to percentage of budget. I will
model the first conversion on the board as a revision, then the
student will break into groups to work through the class pocket
money activity.

After 10 mins I will bring them back to their desks to show them
how this data then fits into a pie graph.
The resource I have found provides increments that account for
percentages and will be a good introduction for the next stage
of this, which is then converting percentages into degrees and
measuring that with a protractor.
At this stage that a Pie graph represents a whole, divided into
sections
The pie graph is sectioned into 100 parts to make it easy to plot
at this stage.
The students will need to Label each section, Title the graph
and place a precent value on each section.



We will then do a reading of the graph with focus questions:
What is the most pocket money spent on?
What percentage is spent on video games?

Conclusion:
I will conclude this lesson with a brief review on what pie
graphs are used for, and suggest that we will learn a new way
of working out the sectioning.
I will introduce the idea that circles are 360 degrees and if time
permits we can have a look at their protractors and the degree
values on them.















Resources:

Data projector
Computer
Worksheet with spread sheet
Sectioned circle for activity.
Spread sheet for Census data




Knowledge and
understanding:

Number

Whole numbers,
simple and
decimal fractions
and a range of
strategies are
used to solve
problems.

Whole numbers
(to 9999), decimal
fractions (to at
least hundredths),
and common and
mixed fractions
have positions on
a number line.

Common and
mixed fractions
involving
denominators to
tenths can be
represented as a
collection of
objects, on
number lines and
as parts of
measure to solve
problems

Equivalent
fractions have
easily related
denominators that
are used to assist
mental
calculations

Whole numbers
can be multiplied
and divided by
whole numbers to
10.

Whole numbers
Knowledge and understanding:


Chance and data

Chance events have a range of possible outcomes that can
be described using predictions. Data
can be collected to support or adjust predictions.

Data collected from experiments or observations can be
organised in tables and graphs and used
to respond to questions about the likelihood of possible
outcomes of events

Collected data can be used to justify statements and
predictions

Sets of data may contain expected or unexpected variation,
and this may mean that additional data are needed
.

have factors,
prime numbers
have only two
distinct factors and
composite
numbers have
more than two
factors



Evidence of
learning:

Students
will
understand
that pie
graphs are
used to
organise
data.

They will
reflect
include
known
information
with new
information
to
understand
when to use
the different
graphs

General Capabilities:

Literacy

The particular elements of Literacy addressed by this content
description
Comprehending texts through listening, reading and viewing
Comprehend texts
Interpret and analyse learning area texts
Navigate, read and view learning area texts
Text knowledge
Use knowledge of text structures
Use knowledge of text cohesion
Word Knowledge
Understand learning area vocabulary
Grammar knowledge
Use knowledge of sentence structures
Use knowledge of words and word groups
Numeracy:
The particular elements of Numeracy addressed by this content
description
Estimating and calculating with whole numbers
Estimate and calculate
Use money


Critical and Creative Thinking:
The particular elements of Critical and creative thinking
addressed by this content description
Generating ideas, possibilities and actions
Seek solutions and put ideas into action
Reflecting on thinking and processes
Reflect on processes

Personal and social capability
The particular elements of Personal and social capability
addressed by this content description
Social awareness
Contribute to civil society
Information and communication technology capability

Information and communication technology capability
The particular elements of Information and communication
technology capability addressed by this content description
Investigating with ICT
Locate, generate and access data and information
Define and plan information searches
Select and evaluate data and information


Helpful Teachers
Resources:
http://www.cas.abs.gov.au/cgi-local/cassampler.pl This
resource gives the teacher an opportunity to define and
select sample data for use in the classroom
http://www.mathsisfun.com/data/pie-charts.html graet
step by step guide for pie graphs and data collection
hLLps://www.sLudyladder.com.au/resources/Leacher/search?Lerms
=ple+graphs&course_ld=3
http://www.abs.gov.au/websitedbs/CaSHome.nsf/Home/
CaSQ+12A+PIE+GRAPH+OF+EYE+COLOUR+USING+
PAPER+FOLDING This resource is from the Australian
Bureau of Statistics it gives teachers activities and
resources for collecting and collating data.
Possible
Alternative
conceptions