Weeks 8, 9 & 10, Term 3 Maths Topic: Data

Achievement Standard:
Mathematics: Students describe different methods for data collection and representation, and evaluate their effectiveness. Students construct data displays
from given or collected data.

Content Descriptors:
1) Select and trial methods for data collection, including survey questions and recording sheets (ACMSP095)
o Comparing the effectiveness of different methods of collecting data
o Choosing the most effective way to collect data for a given investigation
2) Construct suitable data displays, with and without the use of digital technologies, from given or collected data. Include tables, column graphs and picture
graphs where one picture can represent many data values (ACMSP096)
o Exploring ways of presenting data and showing the results of investigations
o Investigating data displays using many-to-one correspondence
3) Evaluate the effectiveness of different displays in illustrating data features including variability (ACMSP097)
o Interpreting data representations in the media and other forums in which symbols represent more than one data value
o Suggesting questions that can be answered by a given data display and using the display to answer questions

Learning Intention Success Criteria How will I assess this?

Mathematics:
To be able to describe different methods for data
collection and representation and evaluate their
effectiveness.
To be able to construct data displays from given
and collected data.
1) I can collect data using survey questions
and recording sheets.
2) I can organise data into categories.
3) I can create displays using lists and tables.
4) I can create column and picture graphs.
5) I can interpret information in graphs.
Prior Knowledge Task Sheet (Diagnostic
assessment)
Workbooks (portfolio – demonstrate
progression/development, formative)
Summative Task Booklet (steps to address each top
5/success criteria)
Background Information
- Data = a collection/group of facts, observations, measurements or symbols. Facts and statistics collected together for analysis. Data is a collection of
information gathered by observation, questioning or measurement. Data is often organised into graphs and charts.
- Column Graphs = a graph that uses columns of different lengths to represent categorical data.
- Picture Graphs = a graph drawn with pictures that represent real objects. Each picture may represent one or several things.

Sequence of Experiences
Check for
Experiences Learning Experiences Main Resources
Learning/Assessment
1. Completing Top 5 - Explain to students beginning new maths focus on data. Top 5 data sheet per student Top 5 sheets – check students’
- Explain going to complete Top 5. & books perception of own
- Read each top 5 out aloud (do not explain) and state that if you do not PP understanding/abilities
understand what it means, you probably cannot do it yet.
- Students complete top 5 in individual books.
2. Prior Knowledge Test - Explain to students they will complete a task independently so that I can see Task sheet per student (x 26) Prior Knowledge task to inform future
where the sit with the top 5 already and where I need to provide more support. practice/experiences (provide
- Read through each question for students and briefly explain what is required for targeted support if required –
each. diagnostic)
- Distribute task sheet and students complete quietly.
3. Introducing Data - As a class, brainstorm collective knowledge of data. PP Class (collective) PK task
- Engage students in paired discussion to further elicit ideas then share and add Board for recording brainstorm (diagnostic)
to brainstorm.
- Explicitly outline what data is: data is a collection of information gained through
observation, questioning or measurement. For example, if I rolled a die four
times, the outcomes might be 2, 4, 1, 1. This is my data. Data is often
organised into graphs and charts.
- Outline that we can show data in a number of ways, including bar graphs and
picture graphs which we will be creating during our maths data lessons.
4. Exploring recording - Outline focus today – recording information. Die (1 per student)
methods - Have students roll a die 20 times and record each result (extend students by Big math books
having them show how they could have recorded it another way).
- As a class, discuss how students recorded the information – students may draw
on board to show and compare.
 - Discuss how they grouped their results (numbers).
- Explain tallying if necessary.
- Outline new task to students: with a partner, students play scissors, paper rock
20 times and record winning action.
- Discuss how recorded this time – how could you have recorded it differently?
Discuss grouping.
5. Using survey - (half class inside completing PAT, other half outside surveying). A3 paper Formative – recording data
questions - Discuss with students that we can survey others and collect data from their Textas
responses.
Survey recording sheet
- Brainstorm potential questions with students – record on A3 paper.
- Have students create their own question and record on paper slip.
- Go around the circle and have each student survey the group one at a time and
record their responses.
6. Grouping data - Discuss top 5: organise data into categories, create column graphs. PP Formative – grouping data
- Outline lesson focus – organising data so that we can create column graphs Big math books
with it.
Survey data for students who
- Explain that data is grouped into common groups, for example die roll we would
were away to use
group into numbers, favourite colour we would group into colours.
- Group month data with students on the board in a table.
- Draw two line table on board for students to replicate in their own books and
record data groups and results.
- If students complete their own data quickly, go back and regroup their die roll
data.
7. Creating column - Show graph pictures and discuss which is a column graph. PP Formative – creating a table.
graphs - Compare a column graph with a building column – that it is vertical. Graph matching handout
- Examine a graph and have students match labels with features of the graph
Survey data
(handout, draw on).
- Go through answers on the board – students mark with another colour on own
sheet.
- Demonstrate steps to create column graph on whiteboard for birthday month
data: create axis, mark groups and frequency, add title and labels, add
columns.
- Students create column graph with their survey data. If finish early, complete for
die roll.
8. Creating picture - Explain lesson focus – creating picture graphs. PP Formative – picture graphs
graphs
 - Provide example of a picture graph – discuss how it works – each picture Poster
represents a value, and the picture relates to the group i.e. ice cream flavours. Recording handout
- Model creating a picture graph to students.
- Have students re-do scissors, paper, rock task, recording on handout. Then
students create a picture graph for this.
- If students finish early, ask them to try creating a picture graph for their die roll
and survey question data.
- Briefly discuss with students the pros and cons of picture vs column graphs:
picture graphs are good for data with minimal groups & small data, column
better for lots of groups and lots of data.
9. Interpreting - Explain Top 5 focus: interpreting information from graphs. PP Formative – interpreting information
information from - Show a graph and model interpreting – record facts. Books with self-made graphs. from graphs
graphs - Show a new graph and ask students what they can interpret – record these.
Writing paper
- Have students examine one of their own graphs and record at least 3 things
they can see from it (record on handout writing paper to stick in big book later) Interpreting task sheet (x 26)
- Have students swap graphs with a partner and interpret a peers graph.
- Distribute sheet for students to answer questions (expose students to other
interpreting questions/statements)
10. Summative task - Explain task to students (multilayered): students create a new survey question PowerPoint Summative booklet
to ask their peers. Students survey peers and record in recording sheet.
Display posters (column
Students group their data into a table. Students use grouped data to create a
graph, picture graph, group
column or picture graph (both if they have time). Students then record at least 3
table)
facts from their graphs to show they can interpret information.
Booklet handout (1 per
- Rediscuss survey questions/brainstorm on board as a class. student)
- When students have thought of a survey question, take a booklet and go record Previously created survey
it. Teacher works with remaining students on the floor to create an idea for question posters to discuss.
each.
Board to record survey
- Students clip their booklet to a clipboard and walk around the class surveying
question brainstorm.
each other: asking their question and recording each students’ response on the
recording sheet.
- When students have completed their surveying, return to desks to begin other
tasks:
- Create a table to group data.
- Create a column or picture graph (or both) to show data.
- Record information extracted from graph.
Data Beginning End Teacher Comments

I can collect data using survey questions

and recording sheets.

I can organise data into categories.

I can create displays using lists and tables.

I can create column and picture graphs.

I can interpret information in graphs.

What I learnt