ASSIGNMENT 1: DIFFERENTIATED 'TIERED' LESSON PLAN WITH

ANNOTATIONS
MILES SUMNER 2119296
Area of Curriculum: Mathematics
Year Level: 5
Description of Broader Unit:
Students will be introduced to Data Representation and Interpretation in Term 2
where they will be looking at posing questions and collecting both categorical and
numerical data by observation and surveys. With this data been taken students will
display this data in numerous ways (e.g. dot plots, column graphs and tables). This
will be both done with the assistance of technology and hand written. Finally the
students will look at different graphs and describe and interpret the data within its
context.
Learning Objectives
1.5 Differentiate teaching to meet the specific learning needs of students across the
full range of abilities
KNOW:

Key Terms: constructing, data representation, interpretation, column graphs,

tables, y and x axis, key, appropriate data type, digital technologies.

UNDERSTAND THAT:

Data can be represented in many different ways and forms. More specifically
using data to create a column graph.
How to use excel or written form to interpret data and make connections from
a table to constructing a column graph.

BE ABLE TO:

Produce and analyse data from previous survey which will be conveyed in a
table.
Construct column graphs using the appropriate data.
Understand the relationship between the data.
Construct displays, including column graphs, dot plots and tables, appropriate
for data type, with and without the use of digital technologies (ACMSP119).

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Essential Question:

How can the data surveyed be displayed? (What type of graphs?)

What is a column graph and what does it show?
What does a column graph look like? (x & y axis, key, title)
Now you have constructed the data in a column graph what does it show
you? (Closing Activity)
What further studies can this column graph be used for? (Closing Activity)

Who are the students:

These Year 5 students are at various stages in their development of comfort and
academic ability with data representation and interpretation. Several students are in
need of being extended as they are comfortable with interpreting and representing
data. They are able to easily interpret data and represent it in a graph and may
need to move onto other graphing types (e.g pie, dot plots).
Some students are quite tentative and find work difficult when it comes to
interpreting and representing data. These students need prompting on how to
collect, analyse and represent data. These students also find it difficult to relate the
table results and translate it to a column graph.
The other students are between the extended and finds work difficult groups. These
student vary as they can be open-minded about interpreting data and representing
the data but may need some prompting on some processes along the way.
Prior Learning:
Students have been posing questions and collecting both categorical and numerical
data by observation and surveys. This was initially done as a class to gain some
understanding and then students individually undertook their own survey and
collecting of data to gain an even better understanding.
Ongoing Assessment:
Students are assessed by the sharing and discussion of their tables and column
graphs they have completed in the lesson.

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Overall Plan for the Lesson:

Duration: 50mins
Resources:
- Smartboard
- Whiteboard
- Computers/ Ipads
- Gren Group Graph Template Sheet
- Mathematics books
- Ruler
Introduction/ Pre-Assessment:
Introduce to the students that they will be moving on from their previous lesson of
collecting data and using that data to construct column graphs. Teachers has a
discussion with the students about the data they collected (either using their own
survey or form the Australian Bureau of Statistics). Ask students how can the data
surveyed be displayed? (What type of graphs?). After hearing all the different
graphs the students come up with, the teacher will then introduce the focus
(column graphs). Find out what the students know already on column graphs. Such
questions:
What is a column graph and what does it show?
What does a column graph look like? (x & y axis, key, title)
How can we use the data taken (from previous lessons) and turn it into a
graph? (Excel, drawn)
Once the students have discussed their ideas on column graphs the teacher will
then show exactly what a column graph looks like (e.g. title, x & y axis, number/
category sequence along axis, key).
To pre-assess for this lesson students both as a class and individually collecting data
by surveying other students. As a class the teacher presents an introduction on how
the process of surveying, tallying and displaying the data as a column graph is
done.
The teaching using the whiteboard for a visual representation asks the students to
put their hands up for a favourite hobby that was chosen by the teacher. The
teacher then displayed the tallying process and showed this in a table. The teacher
with the use of a smartboard using excel and showing a hand drawn example will
show how to interpret the data and represent it as a column graph.
Once the students have been showed how to construct their own column graph,
they will first use the same data as the teacher used for the example to construct
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the same graph. The teacher would walk around and see if students needed help
and which ones found it easy or hard for future lessons (Pre-Assessment).

Lesson:
For this lesson the teacher will instruct that the students will be working in column
graph coloured groups. Present that the students will be using different ways of
displaying their graphs (computer or hand written). These three groups will come
together at the end of the lesson to share and discuss their graph and how they did
it. The teacher will have the groups planned before the commencement of the
lesson. The groups are:
Red group (students that need more help)
Green group (students that are in between)
Blue group (students that need extending)
Within these groups the students in the Green and Blue groups will be working more
independently. Students in the Red group will work in pairs where the teacher can
provide more scaffolding and support at the beginning of the task. Each group will
still have to meet the learning objective of the lesson but the work set is either
more or less scaffolded for the students.
Tier 1: Red Group (Computer). These students are somewhat more hesitant
when undertaking data representation. They will be working in pairs on a digital
excel spreadsheet. In pairs the students will use one of the two students surveyed
data they have collected in the previous lesson and enter it in a table that they
design themselves. Once the table has been designed the students will construct a
column graph. As this seems like a pretty straight forward process this may take
these students longer. Once the students have finished the first students column
graph they will begin the same process again for the second students surveyed
data. Once the students have finished both sets of data get them to discuss what
their graphs look like (e.g. most/ best, lest/ worst etc).
Tier 2: Green Group (Draw Column Graph- some information given). These
students have some understanding on column graphs and the process of collecting,
constructing and interpreting data. For these students they will work independently
and will not use the computer to construct their graph. These students will be given
a worksheet. On this worksheet only the x and y axis template will be given. This
will give the students the opportunity to design their own table which they will fill in
their surveyed data found. Once that is complete they will have to interpret the data
from the table and translate it to the x and y axis template given. This will challenge
the students thinking on where the categories are placed as well as the numerical
data found. Also students will show their understanding on presenting the data in a
correct number sequence (e.g. 5,10,15 etc).
Tier 3: Blue Group (Draw column graph- no information given). These
students are quite capable when undertaking data representation. This will again be
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an individual activity where the students will be given no cues at all to help support
them in constructing their own column graph. These students will again design their
own table with the data they have surveyed. Once the table has been designed and
filled in the students will then have to design a y and x axis that is correspondent
with the categories and number sequences that are within their surveyed data.
For both the Green and Blue groups if they finish their column graph early they will
then find more data form the ABS with larger populations and try designing a table
and column graph for that data.

Closing Activities:
As there is three groups, the class will re-group at the end of the lesson and share
strategies that helped them construct their column graphs. For the students that
need help this is a great opportunity for them to share how a graph is done on a
computer as the other two groups hand drew their graphs. They will share what
they found hard/ easy, what needs to go on the graph and also discuss the results
and show their individual surveyed data. By giving the students the opportunity to
choose a topic of what data they wanted to survey will give them more motivation
to undertake the class.
Explanatory Notes:
This lesson plan is a great example of using the tiering strategy as the students
are in groups which the teacher has selected due to their readiness and academic
ability for data representation and interpretation. Pre-assessing the students at the
beginning of the lesson will also help the teacher understand where each individual
student is at. As the tiering strategy is discussion, brainstorming and feedback,
working with the students individually will help the teacher understand more on
where the student is at and having them in groups will give the opportunity for the
teacher to work with the students that need more help. Also presented earlier, to
help students motivation with the task given them chose of the topic they choose to
survey and construct a column graph will create a better learning environment and
to which will create better results.

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COLUMN GRAPH (GREEN GROUP)

NAME:______________________

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