Assignment 2: Unit plan

Stage/ Stage 5.2/ Bivariate Data

Course: Mathematics Module: Duration: 4 Weeks
Year: Year 10 Analysis

Overview/ purpose of the unit

The purpose of the unit plan is to deliver single variable data analysis and Bivariate data analysis in a unique and student centred manner. The unit aims to
build a narrative around data collected by students at the beginning and using this data to produce and explain different methods of displaying data in
useful ways. The units focus is initially on single variable data analysis with box and whisker plots and the five point summary. This is then compared to
other methods such as dot plots and histograms to determine their usefulness. Bivariate data analysis is then investigated and it benefits are explored and
methods of graphical representation are explored. Finally the unit concludes with a research task where students are asked to produce their own data and
analysis it with the skill learned and ICT tools.

Outcomes

SINGLE VARIABLE DATA ANALYSIS ◊ AND BIVARIATE DATA ANALYSIS

› selects appropriate notations and conventions to communicate mathematical ideas and solutions MA5.2-1WM

› constructs arguments to prove and justify results MA5.2-3WM

› investigates relationships between two statistical variables, including their relationship over time MA5.2-16SP

› uses quartiles and box plots to compare sets of data, and evaluates sources of data MA5.2-15SP

Learning Across the curriculum Areas

The cross-curriculum priorities are: The general capabilities are:
 Aboriginal and Torres Strait Islander histories and cultures  Critical and creative thinking
 Sustainability  Information and communication technology capability
 Intercultural understanding
 Literacy
 Numeracy

1 Stage 5 / Year 10 | Single Variable Data Analysis and Bivariate Data Analysis
 Assignment 2: Unit plan

Assessment
Formative Assessment 1:
At the beginning of each lesson student are to complete a set of 5 questions. Four of these questions are revision questions based on the previous work
done during the unit or prior knowledge needed for the lesson to come. The last question is based on the topic the students are about to study. The teacher
is to visit as many students as possible with in a 5 min period while students are completing the task, Teacher is to conduct formative assessment while
students are working.

Formative Assessment 2:
The Kahoot used to test the students’ knowledge on independent and independent variables will be used as a formative assessment to determine if
students really understand the difference between the two types of variables.

Summative Assessment:
The summative assessment for this unit, is a research task where student need to build their own sets of data through some sort of experiment. Students
are then to work through and present the data in graphical forms and explain the key conclusions that can be drawn from the graphs. Students are also
expected to use the data and graphs to make predictions of future events. Students are encouraged to use digital media to create and present their
assessment.

2 Stage 5 / Year 10 | Single Variable Data Analysis and Bivariate Data Analysis
 Assignment 2: Unit plan

Initial Unit introduction and revision

Outcome Syllabus Content Teaching & Learning Strategies

Revision of stage 4 and introductory task for Bivariate data analysis.
In groups students are given a task to collect a set of data from something in
the room. Two must be discrete numerical values two must be categorical and
two continuous numerical variables. Examples;

 Colour of students hair,

 Students favour colour,
 Time taken for a ball to drop,
 Height of students in class,
 Noise level in the class over time,
 Distance from home to school.
Asked to see what they can do with the different sets of data collected. Done
in groups of 3-4 this will lead into a discussion about the types of data and
how they can be displayed.
Revision points
categorical variables (eg colour, gender),
discrete numerical variables (eg number of students, shoe size),
continuous numerical variables (eg height, weight),
collecting data by observation, census and sampling
calculate the mean, median, mode, range

3 Stage 5 / Year 10 | Single Variable Data Analysis and Bivariate Data Analysis
 Assignment 2: Unit plan
Determine quartiles and interquartile range (ACMSP248)
Outcome Syllabus Content
› uses quartiles and • determine the upper and lower extremes,
box plots to compare median, and upper and lower quartiles for
sets of data, and sets of numerical data, ie a 'five-number
evaluates sources of summary'
data MA5.2-15SP  describe the proportion of data values
contained between various quartiles,
eg 75% of data values lie between the
lower quartile and the upper extreme
(Communicating, Reasoning)
• determine the interquartile range for sets
of data
 recognise that the interquartile range is
a measure of spread of the middle
50% of the data (Reasoning)
• compare the relative merits of the range
and the interquartile range as measures of
spread
 explain whether the range or the
interquartile range is a better measure
of spread for particular sets of data
(Communicating, Reasoning)
4 Stage 5 / Year 10 | Single Variable Data Analysis and Bivariate Data Analysis
Teaching & Learning Strategies
Using the data collected students will be given a Think, Pair, Share exercise
and asked the following questions;
 What can be done with this data?
 How can we use it?
 What can we do to make it visually useful to draw conclusions from
it?
A class discussion will follow the exercise. The information that the students
need to arrive to and have explained to them is.
 upper and lower extremes
 median
 upper and lower quartiles (Advanced not expected to know)
Students are to use the data (discrete numerical variables) found earlier (in
revision section) and asked to find the five values discussed.
Once students have determined the 5 values pose these questions to the
students.
What portion of the data would be in the in the top 25%?
What portion of the data would be in the in the bottom 50%?
Where would the 75th and 25th percentile be?
What would be the middle spread of data values?
Class discussion Students and teacher are to discuss the following:
 The portions of data,
 The interquartile range - middle 50%,
 Which is a better measure of spread range or interquartile range?
 Assignment 2: Unit plan

Construct and interpret box plots and use them to compare data sets (ACMSP249)

Outcome Syllabus Content Teaching & Learning Strategies

• Teacher is to explain and show how to draw a box and whisker plot using the
› uses quartiles and construct a box plot using the median, the
example from the previous section. Noting the different points of the plot and
box plots to compare upper and lower quartiles, and the upper
sets of data, and and lower extremes of a set of data how they are calculated.
evaluates sources of • compare two or more sets of data
data MA5.2-15SP using parallel box plots drawn on the Students are then asked to draw their own box and whisker plot for the data
same scale they produced previously.
 describe similarities and differences
between two sets of data displayed in The teacher is to provide two new sets of data for the students to construct
parallel box plots, eg describe two box and whisker plots parallel with each other. (this data must have
differences in spread using differences in spread, interquartile range and range)
interquartile range, and suggest
reasons for such differences The class is then to discuss and determine the similarities and differences in
(Communicating, Reasoning)
the data and suggest reasons for the difference,

5 Stage 5 / Year 10 | Single Variable Data Analysis and Bivariate Data Analysis
 Assignment 2: Unit plan

Compare shapes of box plots to corresponding histograms and dot plots (ACMSP250)

Outcome Syllabus Content Teaching & Learning Strategies

› constructs arguments • determine quartiles from data displayed in Quick recap of what a histogram and dot plot are and how to construct it.
to prove and justify histograms and dot plots, and use these to
results MA5.2-3WM draw a box plot to represent the same set Students are to construct a histogram and dot plot using the two, students
of data collected, sets of data attained at the beginning of the module.
› selects appropriate
 compare the relative merits of a box
notations and Note: The other teacher supplied sets of data will already have the histograms
plot with its corresponding histogram made for the students.
conventions to
or dot plot (Reasoning)
communicate
Students are give time to think on the following.
mathematical ideas • identify skewed and symmetrical sets of
and solutions data displayed in histograms and dot plots, The differences in the three different ways of displaying the data?
MA5.2-1WM and describe the shape/features of the
corresponding box plot for such sets of Can the quartile be found in the histogram or dot plots?
data
What conclusions can be drawn from the histogram and dot plots that cannot
be draw from box and whisker plots?
Are any data sets skewed or symmetrical? If so what are the corresponding
features of the box and whisker plots?

6 Stage 5 / Year 10 | Single Variable Data Analysis and Bivariate Data Analysis
 Assignment 2: Unit plan

Investigate reports of surveys in digital media and elsewhere for information on how data was obtained to estimate population means and medians (ACMSP227)

Outcome Syllabus Content Teaching & Learning Strategies

• Students will find a report from a digital media source along with the data
› constructs arguments investigate survey data reported in the
used to generate the conclusions in the report.
to prove and justify digital media and elsewhere to critically
results MA5.2-3WM evaluate the reliability/validity of the source In groups students will investigate the data reported. Students need to use
of the data and the usefulness of the data the techniques learned to critically evaluate the reliability of the source of
› uses quartiles and data and comment on it.
box plots to compare Students will discuss the following:
 describe bias that may exist due to the
sets of data, and
evaluates sources of
way in which the data was obtained,  Who instigated and/or funded the research,
data MA5.2-15SP  The types of survey questions asked,
• make predictions from a sample that may  The sampling method used,
apply to the whole population  Is their bias in the data due to the way it was obtained,
consider the size of the sample when making  Was the data used to make predictions,
predictions about the population (Reasoning)

7 Stage 5 / Year 10 | Single Variable Data Analysis and Bivariate Data Analysis
 Assignment 2: Unit plan

Investigate and describe bivariate numerical data where the independent variable is time (ACMSP252)

Outcome Syllabus Content Teaching & Learning Strategies

recognise the difference between an
› constructs arguments
independent variable and its dependent
Teacher is to lead a discussion on what an difference between an
to prove and justify independent variable (IV) and dependent variables (DV)
results MA5.2-3WM variable
Student will consolidate their knowledge using a kahoo quiz to test
their knowledge on IV and DV.
Using data sets collected from students earlier:
› selects appropriate distinguish bivariate data from single variable
notations and (univariate) data  Noise level in the class over time
conventions to  describe the difference between  Time taken for a ball to drop
communicate bivariate data and single variable data
mathematical ideas using an appropriate example, We will identify that these data sets are bivariate data.
and solutions eg bivariate data compares two (Side note bivariate meaning: involving or depending on two variates).
MA5.2-1WM variables, such as arm span and
height, while single variable data Think pair share – what is the difference between bivariate data and single
examines only one variable, such as variable data and what is an Everyday example.
arm span (Communicating)
Where this type of data sets might be used. Think pare share exercise going
into a mind map exploring its uses.

Teacher is to demonstrate how to correctly set out a line graph and indicate
the different parts of the graph.

The class will then graph the data they have collected. One set will be drawn
on graph paper while the other will be graphed using graphical means.

8 Stage 5 / Year 10 | Single Variable Data Analysis and Bivariate Data Analysis
 Assignment 2: Unit plan

Student research project

Outcome Syllabus Content Teaching & Learning Strategies

Students will spend approximant 5 to 6 hours of class time on a research
› selects appropriate investigate a matter of interest, representing
project. The students are to investigate a matter of interest to them. This
notations and the dependent numerical variable against the
conventions to independent variable, time, in an appropriate topic area must be able to be represented numerically have two or more sets
communicate graphical form of data, for example,
mathematical ideas  determine and explain why line graphs  Height versus arm span,
and solutions are the most appropriate method of  Reaction time versus hours of sleep
MA5.2-1WM representing data collected over time Students will need to work through an scaffolded assessment book
› constructs arguments (Reasoning) leading them through questions relating to their area of research/
to prove and justify  describe changes in the dependent
results MA5.2-3WM variable over time, eg describe
changes in carbon pollution over time
› investigates (Communicating)
relationships between
two statistical  suggest reasons for changes in the
variables, including dependent variable over time with
their relationship over reference to relevant world or national
time MA5.2-16SP events, eg describe the change in
population of Australia over time with
respect to historical events
(Reasoning)

interpret data displays representing two or

more dependent numerical variables against
time, eg compare the daily food intake of
different countries over time

Use scatter plots to investigate and comment

on relationships between two numerical
variables (ACMSP251)
investigate a matter of interest involving

9 Stage 5 / Year 10 | Single Variable Data Analysis and Bivariate Data Analysis
 Assignment 2: Unit plan

two numerical variables and construct a

scatter plot, with or without the use of
digital technologies, to determine and
comment on the relationship between
them, eg height versus arm span, reaction
time versus hours of sleep
describe, informally, the strength and
direction of the relationship between two
variables displayed in a scatter plot, eg strong
positive relationship, weak negative
relationship, no association
make predictions from a given scatter plot or
other graph

10 Stage 5 / Year 10 | Single Variable Data Analysis and Bivariate Data Analysis
 Assignment 2: Unit plan
Program Evaluations:
Teacher Evaluation

Student Evaluation

11 Stage 5 / Year 10 | Single Variable Data Analysis and Bivariate Data Analysis
 Assignment 2: Unit plan

Collecting data
Student hair colour
Student Colour
Students favour colour, Time taken for a ball to
1 Student Colour drop from different
2 1 heights
3 2
Height (m) time
4 3
0.2
5 4
0.3
6 5
0.4
7 6
0.5
8 7
0.6
9 8
0.7
10 9
0.8
11 10
0.9
12 11
1.0
13 12
1.1
14 13
1.2
15 14
1.3
16 15
1.4
17 16
1.5
18 17
1.6
19 18
1.7
20 19
1.8
21 20
1.9
22 21
2.0
23 22
2.1
24 23
2.2
25 24
2.3
26 25
2.4
27 26
2.5
28 27
29 28
30 29
30

12 Stage 5 / Year 10 | Single Variable Data Analysis and Bivariate Data Analysis
 Assignment 2: Unit plan

Height of students in the Noise level in the class Student distance travel
class over time to school
Student Height Time (min) Noise level Student distance
1 0.5 1
2 1.0 2
3 1.5 3
4 2.0 4
5 2.5 5
6 3.0 6
7 3.5 7
8 4.0 8
9 4.5 9
10 5.0 10
11 5.5 11
12 6.0 12
13 6.5 13
14 7.0 14
15 7.5 15
16 8.0 16
17 8.5 17
18 9.0 18
19 9.5 19
20 10.0 20
21 10.5 21
22 11.0 22
23 11.5 23
24 12.0 24
25 12.5 25
26 13.0 26
27 13.5 27
28 14.0 28
29 14.5 29
30 15.0 30

Class Discussion –
Revision

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13 Stage 5 / Year 10 | Single Variable Data Analysis and Bivariate Data Analysis
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 Assignment 2: Unit plan

Class Discussion – Think, Pair, Share

 What can be done with this data?
 How can we use it?
 What can we do to make it visually useful to draw conclusions from it?

__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________
Key point from discussion
1. __________________________________________________________________________

2. __________________________________________________________________________

3. __________________________________________________________________________

4. __________________________________________________________________________

5. __________________________________________________________________________

This is known as the _____________________________

Find the 5 key values in the data sets found

Student hair colour Students favour colour,

Time taken for a ball to drop from different Height of students in the class
heights

Noise level in the class over time Student distance travel to school

14 Stage 5 / Year 10 | Single Variable Data Analysis and Bivariate Data Analysis
 Assignment 2: Unit plan

Key point from discussion about values found

1. __________________________________________________________________________

2. __________________________________________________________________________

3. __________________________________________________________________________

Box and whisker plots – How to draw.

Example 1 - Height of students in the class
Order Data

__________________________________________________________________________________

Five number summary

Q1
Q2
Q3
Q4
Q5

Example 2 - Height of students in the class

Order Data

__________________________________________________________________________________

Five number summary

Q1
Q2
Q3
Q4
Q5

15 Stage 5 / Year 10 | Single Variable Data Analysis and Bivariate Data Analysis
 Assignment 2: Unit plan

Example 3 – data from test results of two classes

Class A Class B
64 3 9
9950 4 688
97331 5 35679
9887730 6 47779
761111 7 22449
852 8 349
2 9 15

Class A - Five number summary

Q1
Q2
Q3
Q4
Q5

Class B - Five number summary

Q1
Q2
Q3
Q4
Q5

Histogram and dot plot recap

16 Stage 5 / Year 10 | Single Variable Data Analysis and Bivariate Data Analysis
 Assignment 2: Unit plan

Histograms and dot plots

Using the data on the previous page create a histogram and dot plot

Dot plot Histogram

Class A

Dot Plot Histogram

Class B

17 Stage 5 / Year 10 | Single Variable Data Analysis and Bivariate Data Analysis
 Assignment 2: Unit plan

Class Discussion – Comparison between dot plots, histograms and box and whisker
plots
 The differences in the three different ways of displaying the data?
 Can the quartile be found in the histogram or dot plots?
 What conclusions can be drawn from the histogram and dot plots that cannot be draw from box and whisker
plots?
 Are any data sets skewed or symmetrical? If so what are the corresponding features of the box and whisker
plots?

__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

News and digital media report

Selected report:
_______________________________________________________________________________________________

Consider and comment on the following:

 Who instigated and/or funded the research,

 The types of survey questions asked,
 The sampling method used,
 Is their bias in the data due to the way it was obtained,
 Was the data used to make predictions,

__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

18 Stage 5 / Year 10 | Single Variable Data Analysis and Bivariate Data Analysis
 YEAR TEN 2019 - Math

ASSESSMENT TASK: “Understanding Data”

DUE DATE: Week 10, Term 1

MARKS: /30

WEIGHTING: 20%

OUTCOMES

› selects appropriate notations and conventions to communicate mathematical ideas and solutions
MA5.2-1WM

› constructs arguments to prove and justify results MA5.2-3WM

› investigates relationships between two statistical variables, including their relationship over time
MA5.2-16SP

Student Name/Number: - _________________________

Class: - _________________________

Student Confirmation:

● This is my own work. I have not plagiarised the work of others.

Note: In placing a tick in the space provided you are indicating, as you would by signing
your name, that this is all your own work.

SUBMISSION INSTRUCTIONS

● Tasks will not be accepted unless they are accompanied by this assessment document.

Marker: Signature: ____________________

Mark: __________/30 Date Received: __________________

1 Stage 5 / Year 10 | Single Variable Data Analysis and Bivariate Data Analysis
 YEAR TEN 2019 - Math

ASSESSMENT TASK: “Understanding Data”

TASK DETAILS

Statement of Intent

Currently we are living in the age of information where we have access to a lot of data and need ways to
analysis it and to determine if the data we are being presented with has any relevance. This task is
intended for students to investigate a matter of interest to them and conduct an analysis of the data that
can be produced or attained for that matter of interest.

Brief

To complete this task you must:

 Find a matter of interest to you and collect bivariate data that has an independent and dependent
variable.
 The independent variable must be time.
 You must be able to have two or more data sets with the same independent and dependent
variable.
 This matter of interest could be a science experiment or published data from a reliable source.
 Complete and hand in the accompanying work book.

2 Stage 5 / Year 10 | Single Variable Data Analysis and Bivariate Data Analysis
 YEAR TEN 2019 - Math

ASSESSMENT TASK: “Understanding Data”

ASSESSMENT WORKBOOK

What is the mater of interest you will be investigating?

____________________________________________________________________________________
____________________________________________________________________________________

How will you attain the data? Give a brief over view of the experiment you plan to conduct to get your data.
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Teacher approval
Teacher _____________________________ Signature_____________________ Date ____________

3 Stage 5 / Year 10 | Single Variable Data Analysis and Bivariate Data Analysis
 YEAR TEN 2019 - Math

ASSESSMENT TASK: “Understanding Data”

Please insert the data in this section. You need at least two sets of data with the same independent and
dependent variable.

4 Stage 5 / Year 10 | Single Variable Data Analysis and Bivariate Data Analysis
 YEAR TEN 2019 - Math

ASSESSMENT TASK: “Understanding Data”

Create a suitable graphical representation of the data you have collected and display it here. You may do
this with or without the use of digital technology.

5 Stage 5 / Year 10 | Single Variable Data Analysis and Bivariate Data Analysis
 YEAR TEN 2019 - Math

ASSESSMENT TASK: “Understanding Data”

Why was the graphical method you chose the best way to present the data?

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Describe the change in the independent variable over a given time span.

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Identify reasons for the changers in the independent variable over time.

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Determine and explain the relationship between the two sets of data

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6 Stage 5 / Year 10 | Single Variable Data Analysis and Bivariate Data Analysis
 YEAR TEN 2019 - Math

ASSESSMENT TASK: “Understanding Data”

Using the data you have collected and the graphical method used to display the data, make prediction of
what will happen as time goes on and test your predictions .

____________________________________________________________________________________
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Were your predictions correct? Explain why you predictions were correct of incorrect.

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What can you do to improve your predictions in the future?

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7 Stage 5 / Year 10 | Single Variable Data Analysis and Bivariate Data Analysis
 YEAR TEN 2019 - Math
ASSESSMENT TASK: “Understanding Data”
MARKING GUIDELINES:
› (0-3)
› selects appropriate notations and
conventions to communicate
mathematical ideas and solutions
MA5.2-1WM
›
› 10 Marks
› constructs arguments to prove
and justify results MA5.2-3WM
 determine and explain why
line graphs are the most
appropriate method of
representing data collected
over time.
 describe changes in the
dependent variable over
time,
 suggest reasons for changes
in the dependent variable
over time.
10 Marks
1 Stage 5 / Year 10 | Single Variable Data Analysis and Bivariate Data Analysis
Limited – basic
Rarely uses appropriate units and
notation when needed.
Communicates ideas and
conclusions with limited explanation.
Presents data collected in an unclear
manner
Displays data collected in an
appropriate graphical representation
with many errors.
Recalls that a line graphs displays
data sets with one or two variables.
Indicated that there is a change in
the independent variable over time
Sound
(4-7)
Uses appropriate units and notation
some of the time when needed.
Communicates ideas and
conclusions effectively
Presents data collected
Correctly displays data collected in
an appropriate graphical
representation with limited errors
Describes that line graphs are
effective at displaying data sets with
two variables.
Identifies the change in the
independent variable over time
Suggest one reason for the changes
in the dependent variable over time.
High – Outstanding
(8-10)
Uses appropriate units and notation
all the time when needed.
Communicates ideas and
conclusions effectively and concisely.
Presents data collected in a clear
and easy to read manner
Correctly displays data collected in
an appropriate graphical
representation.
Explains why line graphs are most
effective at displaying data sets with
two variables.
Describes the change in the
independent variable over time in a
clear and concise manner
Suggest two or more reasons for the
changes in the dependent variable
over time.
 YEAR TEN 2019 - Math
ASSESSMENT TASK: “Understanding Data”
› (0-3)
› investigates relationships
between two statistical variables,
including their relationship over
time MA5.2-16SP
 interpret data displays
representing two or more
dependent numerical
variables against time
 construct an appropriate plot
to determine and comment
on the relationship between
two numerical variables
 describe, informally, the
strength and direction of the
relationship between two
variables displayed in a
scatter plot
 make predictions for the
given set of data and test
your prediction.
10 Marks
2 Stage 5 / Year 10 | Single Variable Data Analysis and Bivariate Data Analysis
Limited – basic
Displays at least one data displays
on the same graphical
representation.
Correctly at least one set of data
collected in an appropriate graphical
representation.
Describes and explains the
relationship between the different
sets of data collected.
Makes a prediction using the data
collected and the graphical
representation created.
Identifies that the prediction/s were
either correct or incorrect
Sound
(4-7)
Displays at least two data displays on
the same graphical representation.
Correctly displays at least two sets of
data collected in an appropriate
graphical representation.
Describes and explains the
relationship between the different
sets of data collected.
Make a correct prediction using the
data collected and the graphical
representation created.
Identifies that the prediction/s were
either correct or incorrect and
attempts to indicate why
Presents a way that the prediction/s
could be improved.
High – Outstanding
(8-10)
Displays more than two data displays
on the same graphical
representation.
Correctly displays more than two sets
of data collected in an appropriate
graphical representation.
Describes and explains the
relationship between the different
sets of data collected.
Make multiple correct and insightful
prediction using the data collected
and the graphical representation
created.
Explains why the predictions were
either correct or incorrect and
presents reasons why.
Presents two or more ways that the
predictions could be improved.
YEAR TEN 2019 - Math

ASSESSMENT TASK: “Understanding Data”

Total: /30

Teacher comments:

3 Stage 5 / Year 10 | Single Variable Data Analysis and Bivariate Data Analysis
 YEAR TEN 2019 - Math

ASSESSMENT TASK: “Understanding Data”

Justification

This unit plan present Single Variable Data Analysis and Bivariate Data Analysis together as a

single unit of work. The aim of this unit of work is to have students learn about the different types of

graphs and data sets while creating a challenging and more project based approach to the topic that will

be engaging for the students. The unit utilises numerous pedagogical approaches to teaching maths

these include a more enquiry based learning style, scaffolding and differentiation. Additionally teaching

strategies are used such as High Impact Teaching Strategies (HITS) and the Quality Teaching Framework

are used to create a unit plan that delivers the content in an effective and engaging manner.

The unit plan uses scaffolding throughout the three week period and is built into the workbook

students are working through as well as the research assignment that students are working on during the

unit. Scaffolding allows teachers to build a clear understanding of the concepts for students, which give

students the support they need while allowing advanced students to work ahead (Gibbons, 2002) making

it an essential pedagogy for teachers to use. Additionally scaffolding is useful in supporting students with

learning difficulties and EAL/D students as it allows teachers to reduce the cognitive load on these

students allowing them to focus on the learning task (Gibbons, 2009). An example of scaffolding is in the

work book where students are prompted to write down key information that is needed for the concept

Differentiation is a teaching pedagogy used by teacher to cater for a diverse range of students

with different abilities and skill levels. Research into this teaching pedagogy indicates that when this

strategy is consistently applied students will participate in meaningful learning that can be achieved by all

students regardless of their ability level (Department of education and training, 2017). This unit plan

build differentiation in through the use of class discussions, open ended questions and asking students to
1 Stage 5 / Year 10 | Single Variable Data Analysis and Bivariate Data Analysis
 YEAR TEN 2019 - Math

ASSESSMENT TASK: “Understanding Data”

work out how to present data on their own before formal instruction. The class discussions are of most

benefit to lower ability students where they are able to learn off other students in the class. While

additionally open ended questions and investigative learning are beneficial to higher achieving students.

Additionally differentiation is a key component in the assessment task where students are asked to move

beyond the stage 5.2 syllabus by predicting future results based on the data collected.

Assessment for/as/of learning is used throughout this unit plan to help teachers conduct

formative and summative assessments of students. This method of assessment lets teachers collect

evidence of students work and make judgements regarding students’ progress throughout the unit

(NSW Education Standards Authority.,2018). The first assessment if a formative assessment conducted at

the beginning of each class. This takes the form of 5 quick revision questions at the beginning of each

lesson where key elements of previous work are revised. This allows the teacher to adjust their lessons to

cater for any gaps in students’ knowledge (assessment for learning) but also allows the teacher to

determine the students’ progress and understanding throughout the unit (assessment of learning).

Second assessment in the unit is a Kahoot, again this is a formative assessment used to assess students’

knowledge of dependent and independent variables (assessment for learning). Finally, the last

assessment is a summative assessment where students are asked to collect data through an experiment

(or other means) to present in a graphical representation. this assessment task can be considered

assessment as learning as it is designed for students to build and learn new concepts throughout the

assessment.

During the first lesson students are first asked to collect various sets of data, which is aimed at

launching into a review of previously learned knowledge from stage four that will be needed for the

upcoming lessons. By doing this it give a grounding for the knowledge they have previously learned but

also for the knowledge they are about to learn. Additionally the data that is collected during the first

2 Stage 5 / Year 10 | Single Variable Data Analysis and Bivariate Data Analysis
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ASSESSMENT TASK: “Understanding Data”

lesson will be used throughout the unit to explain different types of data and different graphical

representations they can be shown in. This shows the use of Narrative from the Quality Teaching

Framework (Department of education and training, 2003) where a central theme or case study is used.

The unit of work also relies on student direction to assist in student own learning, this is most evident in

the research task that the students will conduct during the last half of the unit. Student directed is

another example of key concepts being incorporated from the QTF into the unit plan to better maximise

student learning.

The assessment task also has a big focus on improving students ICT skills. It achieves this by

getting students to input data into programs like Excel and having them graph and manipulate the graphs

to draw conclusions sournding the data. Increasing students ICT skill is an important General capabilities

that the NSW Syllabus requires teachers to develop in their students. The assignment allows students to

investigate, create and communicate mathematical ideas effectively and aids in their understanding of

the concepts (NSW Education Standards Authority, 2012).

3 Stage 5 / Year 10 | Single Variable Data Analysis and Bivariate Data Analysis
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ASSESSMENT TASK: “Understanding Data”

References
Department of education and training. (2003). A classroom practice guide. Retrieved from

http://mscplc.weebly.com/uploads/4/8/0/8/4808031/quality_teaching_guide.pdf

Department of education and training.(2017). High Impact Teaching Strategies: Excellence in

Teaching and Learning. Retrieved from https://www.education.vic.gov.au/

Documents/school/teachers/support/highimpactteachstrat.pdf

Gibbons, P. (2002). Scaffolding Language Scaffolding Learning: Teaching Second Language

Learners in the Mainstream Classroom. Portsmouth, New Hampshire: Heinemann

Gibbons, P. (2009). English Learners Academic Literacy and Thinking: Learning in the Challenge

Zone. Portsmouth, New Hampshire: Heinemann

NSW Education Standards Authority. (2012). NSW Syllabus for the Australian Curriculum:

Mathematics k-10 syllabus.

NSW Education Standards Authority. (2018). Assessment for, as and of learning. Retrieved from

https://syllabus.nesa.nsw.edu.au/support-materials/assessment-for-as-and-of-learning/

4 Stage 5 / Year 10 | Single Variable Data Analysis and Bivariate Data Analysis