Lesson Plan Format

Class:

Date:

Time: Start: _________________________

3R
Key Learning Area: Maths

Finish: _________________________
Lesson Topic: Graphs and Data

Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
S have previously had one lesson on Data where they looked at tallies and touched on making graphs to display the data.
Syllabus Outcome(s):
One or two only. Please note the syllabus
reference number AND write out in full.

Indicators of Learning for this lesson:

Behaviours that contribute toward achievement of outcome(s).
Quote syllabus numbers. Must be clear, specific, observable.
Curriculum Content Strands may be used as headings.

MA2-18SP
- Selects appropriate methods to

By the end of this lesson, the students will:

- Use the terms 'horizontal axis', 'vertical axis' and 'axes'

collect data, and constructs,

compares, interprets and evaluates
data displays, including tables, picture
graphs and column graphs

appropriately when referring to column graphs.

MA2-2WM
- Selects and uses appropriate mental

- Uses concrete materials to help where necessary.

or written strategies, or technology, to

solve problem.

Behaviour management:
Peg system
Table points

- Can efficiently draw and label a graph.

- Collect data and create a list or table to organise the data,

eg collect data on the number of each colour of lollies in a

packet.

Assessment:
Strategies which will be used to assess
learners attainment of learning outcomes.
Should be linked to each learning indicator.
- T will assess S language and use of
correct terms during Q&A time.
- T will Rove and observe S using rulers
and strategies such as concrete materials
to assist them making their graphs.
- T will assess graph/s when they are
finished to gauge S level of understanding
and competency.

Resources:
List resources you used in preparing the lesson AND those used in the lesson implementation
IWB, PowerPoint, whiteboard, WB markers, S workbooks, Pencils, coloured pencils, iPad, EduCreations

LESSON SEQUENCE
Lesson Content / Indicators of Learning
(What is Taught):
Note key skills, concepts and values
addressed in each section. Link to your
Indicators of Learning.
INTRODUCTION

Timing
(mins)

Teaching Strategies / Learning Experiences:

(How it is taught)
Write detailed steps showing what the teacher (T) will do and
what students (Ss) will do.
What is a graph? What do we use them for? What do we put in
them? Data. Where do we get data from?

The introduction acts as a pre assessment

to get an idea of what the students need to
go over in depth and if any additional
information will be needed.
Teach the S ways to write data such as a
tally, the simplest way to record survey
answers.
T will be mindful to use correct terminology
and correct S when necessary.

Resources and Organisation:

Have a look at this power point to see the different types of

graphs and what we use them for.

IWB
PowerPoint
White Board
WB markers.

Lets do a quick class survey to see how a tally works.

T will do a yes no survey and tally the results.
(S in the lower Maths group will work on this information before
moving on to harder graphing information.)

T will ensure S are actively listening

by looking at body language.
T will remind S to raise their hand to
answer, comment or ask questions.

Before moving on T will tell S that the three students with the
neatest graph, that has all the correct labeling and measuring
will score table points for their group, so dont rush through it.

DEVELOPMENT

T will go over structure of a graph and

ensure s understand and use all the
elements that are needed to go into a graph.

Collect data on the class. Tally the results on the board.

T will ask three S relevant questions to collect data. (eg, most
S in the class follow Rugby, so Who is your favourite team?
They can then colour the graph in team colours)
Choose one question and results to make into a column graph
with the class. Model how it is done, including adding labels,
accurate measurements, using a ruler and giving it a Title.
Allow time for any questions.
S now draw graphs using the class data collected. S MUST
draw their graph in pencil first and show the T before they can
start colouring in PENCIL.

White board
WB markers
Workbooks
Pencils

Differentiation
Developing
T gives a smaller data pool to the developing S to ensure they
get the basics of the task before moving on the modelled
version on the board.
S will be given access to connector blocks if concrete
materials are needed (available to all groups).
Core
The core class will use the tally information to make a graph of
the data we used in the modelled example.
Advanced
The advanced Swill use the modelled version to draw their first
graph but upon completion and showing the T, they will use the
tallied information of the other two questions to draw graphs
representing this information independently.
CLOSURE
T will give S strategies to remember what
goes into a graph and the opportunity to
correct their work so they have a correct
reference to look back on in future lessons.

T will find 3 S work samples with something missing from their

graph. (one from each learning level) With S permission they
will show their work to the class to see if they can pick up what
was forgotten. T will take photos and put them on the
whiteboard using EduCreations. S use the iPad to fix their
work in the picture to show the class. Then change their work
in their book.
T then picks three best graphs to show the class a sample of
expected work quality and gives out the table points. (T will
also choose one winner from each learning level)