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Unit Overview
Unit title: Statistics and Data representation and interpretation in grade 3
Content maths area: Statistics & Data
Grade/year level:
Grade 3
Year Level: 3
Term: 3
Week: 9
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)
Proficiency strand(s):
Literacy
Problem Solving
Numeracy
ICT Capability
Analysing
Interactive Whiteboards
Classifying
Interpreting
Poster paper
Locating Information
Visually representing
Student workbooks
Reasoning
Key vocabulary
Bar/column Graph: uses horizontal or vertical bars
or columns to represent various kings of
information
Mode: the score that appear the most
Median: middle measurement of the score when
the items are measured in size
Picture Graph: graph drawn with pictures that
represent real objects
Statistics: The study concerned with the collection
and classification of numerical facts. The
information collected is called data. Data can be
represented in a table or on a graph and
interpreted and analysed.
Variable: an element of data that is liable to vary
or change
Possible misconceptions
Misunderstanding of averages and centre
Problems with categorical data
Proportional and Statistical Reasoning
Learning
strategies/ skills
Analysing
Checking
Classifying
Co-operating
Considering options
Designing
Elaborating
MATHEMATICAL
FOCUS
(what you want the children
to come to understand as a
result of this lesson short,
succinct statement)
Session 1
Revisit and assess
prior knowledge of
graphs, introduce
key language of
the topic
Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying
TUNING IN
(WHOLE CLASS FOCUS)
INVESTIGATIONS
SESSION
(INDEPENDENT LEARNING)
(extended opportunity for students to
work in pairs, small groups or
individually. Time for teacher to probe
childrens thinking or work with a small
group for part of the time and to also
conduct roving conferences)
Brainstorm by using a
KWL chart
What is data?
What are some ways to
display data?
What are some types of
graphs have you seen?
Demonstrate using what
is your favourite fruit
picture graph:
Students draw their
favourite fruit on a card
then place it on the board.
Using the picture graph
explain key terms:
Variable
Median
Mode
Largest variable
Smallest Variable
Analysis and Interpretation
Students independently
complete handout of AFL
Premierships.
Teacher rove around the
class observing and asking
questions.
What is the variable in
the graph?
Compare two of the
teams, who has won
more and why?
Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
Questioning
Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
Revising
Seeing patterns
Selecting information
Self-assessing
Sharing ideas
Summarising
Synthesising
ADAPTATIONS
Testing
Viewing
Visually representing
Working independently
Working to a timetable
ASSESSMENT
STRATEGIES
- Enabling prompt
(to allow those experiencing difficulty to
engage in active experiences related to
the initial goal task)
- Extending prompt
(questions that extend students
thinking on the initial task)
Enabling Prompt
Point out to me which team
has won the most/lest?
How do you know?
Extending Prompt
Promote deeper analysis of
the data:
How many non-Victorian
Teams have won a
Premiership?
How many Premierships
have been won in total?
How do you know?
Assessment for
Learning
Students will complete a
handout provided by the
teacher to complete
before the end of the
lesson. Teacher to use
answers to see students
current understanding
knowledge of the
mathematical concept
and alter or further
develop future lessons
Session 2
Formulating
Questions and
conduct a survey to
collect data.
Session 3
Organising and
representing data
from the survey
Students individually
decide what question they
want to ask from a list
provided by the teacher
(appendix 2)
Write the following
questions on the board for
the students to answer.
What question would you
like to answer and why?
How many people will
you ask?
How will I record the data
as I collect them?
Students begin collecting
data from the other
students.
Enabling prompt
Which question are you
most interested in finding
out?
Can we use a table to help
in collecting the data?
Extending prompt
Would asking more
questions allow for more
data?
Assessment for
learning
Through observation and
conferencing during the
activity. Workbooks
checked at the end of the
day to observe practice
and inform the next
lesson.
Enabling Prompt
What is one way of
displaying the data?
Which graph did we use in
the first lesson? (Picture
graph)
Extending Prompt
Can you show me another
way of representing the
data?
Find another person who
picked the same question
as and compare the data is
it the same?
Assessment for
learning
Through observation and
conferencing during the
activity.
Session 4
Open Ended
Students will
formulate a
question, conduct a
survey, collect,
organise, represent
and analyse the
data and produce a
poster display.
Session 5
Open Ended
Students will
formulate a
question, conduct a
survey, collect,
organise, represent
and analyse the
data and produce a
poster display.
Enabling Prompt
Select pairs to enable
mixed ability pairing.
Revisit the KWL chart
Extending Prompt
Is there a more efficient
strategy to collect the
information?
Assessment of
Learning
During the task, observe
the students working,
using specially designed
rubric.
Enabling Prompt
Mixed ability pairing
Revisit the KWL chart
Extending Prompt
What other forms of graphs
could you use?
What is the average
variable and do you know
how to find it?
Assessment of
Learning
After completion of the
task the teacher is to
gather all work and mark
it in relation to the
supplied rubric to gauge
students understanding of
the concept covered in
the unit of work for end of
year reporting.
Word Count including headings and other ancillary information already proved: (2200)