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LESSON PLAN

NAME: Colin Campbell SCHOOL: St Marys College


CLASS: Year 6 TIME: Various DATE: Week 5-8

LESSON RATIONALE What experience/lessons have the class had previously? How will this lesson build upon prior knowledge?

This unit will assist students in their business project to analyse and present data. This lesson will
focus on understanding graphs and why certain graphs are used over others.

Content Descriptor: Interpret and compare a range of data displays,


including side-by-side column graphs for two categorical
LESSON variables (ACMSP147 - Scootle )
OBJECTIVES:
These should outline To understand how read a line graph and use it to obtain important data or
major skills,
knowledge and information.
qualities that learners
will develop.
To interpret data in line graph form and use the information to solve problems.

To create a line graph from recorded data.

MAIN LEARNING OUTCOMES AND DIFFERENTIATION – ensuring progress for all students
These must be specific activities that are observable. How each one will be assessed must be stated in the ‘Assessment for Learning’ section.

 Understanding Line graphs


 Obtain data from a written information and present it in graph form
 Create a bar graph using collected data.
 Solve problems using data presented in graph form.

KEY VOCABULARY:
What key terms are essential for
accessing this topic? What words Data, Line Graph, Axis, Graph, Bar Graph, Mode, Range, Estimation,
are used differently in everyday Trends
contexts? These words should be
defined for students.

SUPPORT PLANNED
FOR INDIVIDUALS:
What additional support will these
Student has own math workbook to study with SSO.
students receive in order to
achieve their potential?

Resources required:
However, plan for situations
where these are unavailable!
Whiteboards, Signpost, Workbook
LESSON PLAN
TIME STUDENT ACTIVITY TEACHER SUPPORT ASSESSMENT FOR LEARNING
Starter
Key terms: Range, Mode (most often), x Discussion on prior knowledge,
Brain Game: MATH BINGO (Refer to activity sheets) and y axis, intervals, title link to Project Profit and why
graphs can be useful outside the
classroom

Main
Additional Questions for differentiation. Signpost Textbook question
Lesson 1
Extra activity sheets
Introduce Line Graphs (Discussion)
Record weather and tidal info
Pose why certain graphs are used over others (bar vs
line). Have Workstations discuss and write down on
whiteboards – Ask Random Workstations for input

Introduce reading line graphs on smartboard – get input


from class on answers looking at exact numbers, the idea
of a “trend”, estimation skills.

Reading Line Graphs – Signpost (Self Assess)

Extra Activity sheets separated into 3 groups (easy to


hard) which have problems to solve using data presented
on a line graph. Student to complete all, what they do not
complete to finish at home.

Lesson 2

DRAWING A LINE GRAPH

How to draw a line Graph – correct labelling


 Title
 Axis Labels
 Units
 Intervals (to make it easier to read)

After discussing elements of a line graph and practicing


drawing/labelling a bar graph discuss.
LESSON PLAN
Using online weather data and tides information, have
student plot a line graph of each in their books.

DISCUSS – Workstation to discuss something they could


record using a line graph? Get ideas and have students
record and create a graph over the next week. Brainstorm
ideas on the smartboard.

DISCUSS – Could this be applied to PROJECT PROFIT


(Mentor teacher project)? How?

By the end of each lesson students should be confident


reading and drawing line graphs and using correct
terminology.
Plenary

Peer Assess the DICE game activity.


Self-assessment of signpost questions
LESSON EVALUATION SHEET

Additional Activities
Line Graphs

COMPLETE PAGE 143 QUESTION 1

Continue question on individual workstations


Written answer about estimation and trends on each line graph. Explain the Chart in a written response.