Standard 2: Content Knowledge and lesson design Technology Lesson 2

Lesson 3: DATE: 5/6 M Melissa Brinkworth KLA: Technology Data Graphs 2.6 Information and
LEARNING OUTCOMES LESSON OBJECTIVES Communication Technology (ICT).
Stage 3 Outcomes (ACMSP118) I have designed a lesson plan that
MA3-1WM Pose questions and collect categorical engages students and teaches
describes and represents mathematical situations in a or numerical data by observation or survey
academic content from the Maths
variety of ways using mathematical terminology and some
conventions (ACMSP119) Syllabus while integrating
MA3-3WM Construct displays, including column graphs, dot technology into all aspects of
gives a valid reason for supporting one possible solution plots and tables, appropriate for data type, with lesson development.
over another and without the use of digital technologies
MA3-18SP 2.2 Content selection and
uses appropriate methods to collect data and constructs, (ACMSP148) organisation
interprets and evaluates data displays, including dot plots, Interpret secondary data presented in digital My teaching goal was to introduce
line graphs and two-way tables media and elsewhere the students to technology based
Language: Students should be able to communicate using Language: Students should be able to learning using Excel spreadsheet
the following language: data, survey, category, display, communicate using the following language:
using data already collected by
tabulate, table, column graph, vertical columns, horizontal data, collect, category, display, table, column
bars, equal spacing, title, scale, vertical axis, horizontal axis, graph, scale, axes, two-way table, side-by-side students from sequential lesson
axes, line graph, dot plots, spreadsheet. column graph, misleading, bias. plans. Each learning outcome has
UNIT OVERVIEW: Prerequisite Knowledge RESOURCES: been clearly reflected in the
Presentation of data. Understanding the Data projector/interactive whiteboard, learning activities and assessed
Interpreting data from different types elements of a graph. computers/laptops, student generated after the planned lesson.
of graphical representations. data (M&M data) Microsoft Excel program
Identifying the features of a graph. Marking Rubric 2.1 Content and teaching
strategies of the teaching area
TIME: ENGAGE: Introduction Key learning points noted for
55 minutes The teacher selects class-generated data from a previous task (e.g. M & M Data chart lesson) and teaching. This allowed for the
demonstrates how to enter the data into the Excel spreadsheet. Use a data projector or interactive smooth transitioning for
whiteboard for viewing the data information.
EXPLORE: Middle
introducing new teaching points.
Important points to address with the students are:
Selecting cells to input information,
Entering Column headings,
Standard 2: Content Knowledge and lesson design Technology Lesson 2

Entering Row headings,

Ensuring the data inputted is in the correct cell, and 2.1 Content and teaching strategies
Using the AutoSum feature to calculate the total of a column or row. of the teaching area
Enter data on the spreadsheet; the teacher demonstrates how to create a graph from the data. The pre-activities allowed students to
The teacher highlights the various graph (charts) options made available in Excel and encourages
gain knowledge of the subject matter
students to consider the merits of each graph for effectively displaying data. The teacher also
emphasises the importance of labelling graphs. Data. The learning concepts already
EXPLAIN: covered included activities that
Individually or in pairs, the students are set the task of inputting their personalised data into the helped stimulate students
spreadsheet. The data collected is from the previous lesson. Allow students time to experiment background knowledge of the topic,
with the selection of graphs offered to display the data. The students consider appropriate graph/s
refresh their memory of previous
to display their data effectively. The students create the graph/s and ensure that they are labelled
correctly. There are many additional features for dressing-up the graphs that the students enjoy lessons related to this one, or teach
utilising. The whole class share and discuss their graphs. Share students selected graph class critical vocabulary. Such as hands-on
activity. materials, creating written work,
ELABORATE: using ICT, problem-solving and
Discuss the different types of graphs students used. collaborative teamwork.
What features of this graph make it suitable for displaying the data?
What types of data might you use for each different graph?
Why would an (insert name of any graph) not be suitable for displaying these data?
What other ways might you display these data?
If you could change your graph to a different type of graph which one would you select and why?
If time allows, students may return to their data and select an alternative graph that may be more
appropriate for displaying their data based on the feedback from the group.
TIME: EVALUATE:
5 minutes To be working at stage 3, students should be able to:
Marking Rubric used -
Appropriately label a graph.
Identify the types of graphs and their features used to represent data, e.g. bar, pie.
Interpreting data from different types of representations.
Evaluate the appropriateness of the graph used to represent selected data.
Standard 2: Content Knowledge and lesson design Technology Lesson 2

REFLECTION:
The students were completely engaged in this task and enjoyed the creative side of exploring and creating
graphs in Excel. The technology assists in creating graphs quickly and therefore the focus were on exploring the
suitability of the various graphs rather than the time-consuming task of creating hand-drawn graphs.
Problem: I had checked with the librarian who looks after the laptops that there was enough for each student
and confirmed that they were all in charge and what program was available to use. About a one-third of the
laptops would not connect to the internet; fixed by pairing students up.
I dont think I could have fixed it up any other way. I also learnt some shortcuts from the students; technology is
not my strongest teaching area.
But the students could assist me with my learning. The lesson was still fun, educational and the students were
engaged.
I planned this lesson where all students were involved in the learning experiences. Building on from
previous learning, the lesson was interesting and engaging. I used a variety of materials and activities to
cater for a range of learning styles. When technology became a problem (Computers not working)
students were paired up to complete their work task.
IEPS When student completes set task work. Student gets 10-minute free time board game or cards.
Extension work students can design their own graph, collect data or make it up and design a graph of
their free choice