Luke Ranieri

17698506

Western Sydney University

102088 Secondary Curriculum 1B 1H 2019

Assessment 2 - Unit of Work

Mathematics
 UNIT OUTLINE
UNIT OUTLINE
Subject: Mathematics Course: Stage 5.2, Year 10 Number of Weeks: 4
Unit title: 5.2 Statistics
Key Concepts/ Big Ideas The importance of this learning
Collect, represent, analyse, interpret and evaluate data, assign The study of statistics within the strand includes the collection, organisation, display and analysis
and use probabilities, and make sound judgements. of data. Early experiences are based on real-life contexts using concrete materials. This leads to
Statistical skills are extended to include the construction of box- data collection methods and the display of data in a variety of ways. Students are encouraged to
and-whisker plots and the calculation of interquartile range to ask questions relevant to their experiences and interests, and to design ways of investigating their
analyse and compare data sets in appropriate data displays. questions. They should be aware of the extensive use of statistics in society and be encouraged to
Students investigate bivariate data sets and use scatter plots to critically evaluate claims based on statistical evidence.
describe relationships between variables. They evaluate the Students need to develop the ability to use the language of statistics and probability,
sources of data in statistical reports. In their study of distinguishing between such concepts as simple and compound events, mutually exclusive and
probability, students record and determine probabilities of non-mutually exclusive events, discrete and categorical data, and independent and dependent
events in multi-step chance experiments and examine variables. Appropriate analysis of data and the solution of associated problems depend on sound
conditional language. knowledge and understanding of such terms. Skills in evaluation, and the ability to produce
reasoned judgements, lead to students building further skills in critical evaluation of statistical
information.
Unit context within Scope and Sequence/Purpose Syllabus Outcomes
Term 4 – Topic: Related Student Outcomes:
Statistics and Probability MA4-19SP collects, represents and interprets single sets of data, using appropriate statistical
displays.
Syllabus Outcomes: MA5.1-12SP uses statistical displays to compare sets of data, and evaluates statistical claims made
MA4-19SP, MA5.1-12SP, MA5.2-15SP, MA4-21SP, MA5.1-13SP, in the media.
MA5.2-16SP, MA5.2-17SP. MA5.2-15SP uses quartiles and box plots to compare sets of data and evaluates sources of data.
MA4-21SP represents probabilities of simple and compound events.
Duration in weeks and hours: MA5.1-13SP calculates relative frequencies to estimate probabilities of simple and compound
4 Weeks, 16 Lessons, 13.4 Hours events.
MA5.2-16SP investigates relationships between two statistical variables, including their relationship
over time.
MA5.2-17SP describes and calculates probabilities in multi-step chance experiments.
Related Life Skills Outcomes:
MALS-35SP recognises data displayed in a variety of formats.
MALS-36SP gathers, organises and displays data.
MALS-37SP interprets information and draws conclusions from data displays.
MALS-38SP recognises and uses the language of chance in a range of contexts.
MALS-39SP recognises the elements of chance and probability in everyday events.
Luke Ranieri 17698506

Literacy Focus
Students need to
comprehend written
problems and directions,
including the use of
common words with a
specific meaning in a
mathematical setting and
metaphorical language used
to articulate mathematics
concepts and processes.
Students are provided with
opportunities to learn
mathematical
vocabulary/literacy and the
conventions for
communicating
mathematics in written
structure, including through
its symbols and structures,
as well as verbally through
description and
explanation. Mathematical
literacy also extends to
interpreting information
from mathematical texts
such as tables, graphs and
other representations.
UNIT OUTLINE
Numeracy Focus ICT Focus Differentiation
Numeracy comprises of deriving Information and communication Modifying the pace, level and content of teaching, learning and
from knowledge of contexts and technology (ICT) comprises of assessment activities.
circumstances in deciding when digital technologies such as
to use mathematics, selecting the dynamic geometry software, Adjusting for different levels of student ability will be
mathematics to use, and critically spreadsheets, calculators, and achieved in one of two ways:
assessing its expenditure. To be computer algebra and graphing
numerate is to use mathematics software. Students use ICT - Class divided into mixed level groups (around 3-4 students)
efficiently and effectively to effectively and suitably when engaging in research and group work together.
meet the general demands of life investigating, creating and
at home, in work, and for communicating ideas and - Split class into three sections/areas where each contains
participation in community and information, together in students of equal skill levels. This allows for each group to
civic life. Students become representing mathematics in a achieve on their own terms and ways with different levels of
numerate as they develop the variety of ways to aid skill and work.
capacity to distinguish and understanding. ICT can be used
comprehend the role of by students to solve problems Gifted and Talented Students:
mathematics in the world around and to perform previously
them and the assurance, difficult tasks more readily. At the beginning of a unit of work or teaching sequence, use
inclination and aptitude to apply pre-testing to validate the student’s prior knowledge and skills,
mathematics to their lives in as this is a tool that may contribute in identifying students who
constructive and meaningful would benefit from a differentiated learning program.
ways. Abundantly numerate Where suitable, this unit could be developed as a self-paced
students interpret, apply and learning module and can be achieved in small groups or
critically evaluate mathematical individually. The work offered to gifted students would involve
approaches, and communicate higher-order thinking skills beyond the interest and ability of
mathematical reasoning in a peers.
range of practical circumstances.
Have higher level work sheets at ready, for advanced learners,
offering a challenge for the students who completes the
lesson tasks early.
Luke Ranieri 17698506
 UNIT OUTLINE
Week/ Syllabus Teaching and Learning Students Learn: Resources/Activities
Sequence Content/ Strategies including ( <O> = Opportunity to involve challenged students. )
Outcomes assessment for ( <H> = Hand out sheet available for challenged students.)
learning.
Term 4 MA5.2-1WM - Introduction to class - Determine quartiles and - Teacher introduces themselves briefly.
Week 5 MA5.2-3WM - Multimodal learning. interquartile range. - Task 1: Class plays ‘Stand/Sit Heads or Tails’ till 5 people remain. Those
Lesson 1 MA5.2-15SP - Students see and - Determine the upper and lower five are to remember they were selected for a future task to be shown.
learn the relevance to extremes, upper and lower
MALS-35SP, what they are learning quartiles sets and median of - Task 2: Students are introduced to Five Number Summary plots or Box
MALS-36SP, through relevant numerical data (Five Number and Whisker plots. Teacher to introduce with PowerPoint slides.
MALS-37SP methods (Game) Summary Game’)
(Formative - Recognise and understand that - Task 3: VISUAL ACTIVITY - Students are shown video “Intro to Box and
(ACMSP248) Assessment) the interquartile range is the Whisker Plots” https://www.youtube.com/watch?v=fJZv9YeQ-qQ
(ACMSP249) - Oral/visual Learning spread measure of the middle half - Teacher to go through what is in the video with students as a class.
- Students to make of the data.
notes class work. -Construct a box and wicker plot <O> - Task 4: ‘Five Number Summary’ Game (Michael, 2015) ; Students to
- Collaborative using the upper and lower stand up, move randomly around the classroom and stand in one spot. The
discussion. quartiles, upper and lower five students selected in ‘Stand/Sit Heads or Tails’ will be used as the points
extremes and median of a data set. in a Box and Whisker plot for the class (use named coloured signs).

<O> - Task 5: Second round of ‘Five Number Summary’ Game; Students

arrange themselves in alphabetical first names order. The five students
selected in ‘Stand/Sit Heads or Tails’ will be used as the points in a Box and
Whisker plot for the class. (use named coloured badges).

- Task 6: Students and teacher work through the rest of the PowerPoint
slides together as a class learning discussion activity. Teacher to quiz
students as the work progresses.

Term 4 MA5.2-1WM - Students see and - Determine quartiles and <O> <H> – Task 1: ‘Match the Whiskers’ Game; Students are to form
Week 5 MA5.2-3WM learn the relevance to interquartile range. groups of 5 and sit together. Teacher will show some quiz slides with the
Lesson 2 MA5.2-15SP what they are learning - Determine the upper and lower work just covered. If the group has the answer, a member of the group
through relevant extremes, upper and lower must put their hand up to answer. First to answer correctly each round gets
methods (Game) quartiles sets and median of a point. If the team answers without putting their hand up, a point is taken.
After 8 rounds the members of the group with the most points receives a

Luke Ranieri 17698506

 UNIT OUTLINE
MALS-35SP, (Formative numerical data (Five Number
MALS-36SP, Assessment) Summary Game’)
MALS-37SP - Oral/visual Learning - Recognise and understand that
- Students to make the interquartile range is the
(ACMSP248) notes class work. spread measure of the middle half
(ACMSP249) - Collaborative of the data.
(ACMSP251) discussion. -Construct a box and wicker plot
- Visual Learning using the upper and lower
quartiles, upper and lower
extremes and median of a data set.
- Use scatter plots to investigate
and comment on relationships
between two numerical variables.
- Investigate a matter of interest
involving 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.
‘Get Out of Question Free’ Card. If there is a tie between two groups, the
members will play ‘Stand/Sit Heads or Tails’ till all members of one team
are eliminated and the other team is awarded the prize.
- Task 2: A round Quick revision through class discussion on what was
learnt last lesson.
<O> <H> - Task 3: A round of ‘Five Number Summary’ Game; Students
stand up and arrange themselves in order of Birthday months (Jan – Dec) in
a line. The five students who won task 1 will be used as the points in a Box
and Whisker plot for the class. (use named coloured badges).
Demonstrate and explain that this data is well suited to be represented by
a box and whisker plot.
<O> <H> - Task 4: Teacher to demonstrate other forms of representation
for the birthdays of the students. Teacher get the students to create a
scatter dot plot with the standing students. Left side wall of the class room
represents days of the month 1 to 31, and the front wall of the class
represents the months.
Ask students to suggest other ways to represent this data and attempt to
create the forms with the students as the data (e.g. pie graph).

EXTRA TIME ACTIVITY <O> – Task 5: Extra Presentation slides on matching

data to box & whisker plots. Discussing why and how the data and plots
match.

Term 4 MA5.2-1WM - Revision - Determine quartiles and (Leeson in computer room or normal classroom with computer provided)
Week 5 MA5.2-3WM - Involving Starter Task interquartile range. <O> <H> - Task 1: ‘Number Lines’ Game: Students are asked to put the
Lesson 3 MA5.2-15SP - Students see and - Determine the upper and lower digits 1 to 11 in the circles so that every line has the same total. (5 min task)
learn the relevance to extremes, upper and lower (Task to get students minds flowing for the work ahead).
MALS-35SP, what they are learning quartiles sets and median of
MALS-36SP, through relevant numerical data. - Quick revision through class discussion on what was learnt last lesson.
MALS-37SP methods (Research - Recognise and understand that
and Discussion) the interquartile range is the <O> <H> - Task 2: Ask students to use the computers in front of them
(ACMSP248) - Oral/visual Learning spread measure of the middle half (individually) to research the following questions, find an answer with no
(ACMSP249) of the data. decimal place for each and note them down.

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 UNIT OUTLINE
(ACMSP227) - Students to make -Construct a box and wicker plot 1. The number of mobile phones in the world.
notes class work. using the upper and lower 2. The population of NSW (New South Wales).
- Collaborative quartiles, upper and lower 3. The total number of apps on your phone/tablet.
discussion. extremes and median of a data set. 4. The time (in minutes) for you to travel to school in the morning.
- Self-guided learning - Construct and interpret box plots 5. BONUS QUESTION: Population of Australia.
and research. and use them to compare data sets. 6. BONUS QUESTION: Global Population.
- Bonus questions for (All Students to write this in their books and note any place they retrieved
fast paced learners. any data).
The students are to discuss as a class their research, the reliability of the
sources they got this information from, and whether they are based on
facts or total guesses.

<O> - Task 2: As a class, create on the board two Box and Whisker plot for
questions 1 & 2 (the number of mobile phones in the world & the
population of NSW.); Find out as a class, the max, min, identify the median
value, and use this data to create two Five Number Summary/ Box &
Whisker plots on the same scale. Compare the two sets of data sizes and
types.
- Discuss the importance of accuracy of data in statistics and probability.

Term 4 MA5.2-1WM - Revision - Determine quartiles and <O> <H> - Task 1: ‘Four Lines’ Game: Students are to go through all 9 dots
Week 5 MA5.2-3WM - Involving Starter Task interquartile range. with four straight lines. They can start anywhere and cannot take their pen
Lesson 4 MA5.2-15SP - Class Research - Determine the upper and lower off the paper. (Task to get students minds flowing for the work ahead).
- Students see and extremes, upper and lower - Quick revision through class discussion on what was learnt last lesson.
MALS-35SP, learn the relevance to quartiles sets and median of
MALS-36SP, what they are learning numerical data. <O> - Task 2: As a class, create on the board two Box and Whisker plots for
MALS-37SP through relevant - Recognise and understand that question 3; one for females students and one for male students. Establish
methods (Research the interquartile range is the the range on the board with everyone’s answer. Find out as a class, the
(ACMSP248) and Discussion) spread measure of the middle half max, min, identify the median value, and use this data to create two Five
(ACMSP249) - Oral/visual Learning of the data. Number Summary/ Box & Whisker plots on the same scale. Compare the
- Students to make -Construct a box and wicker plot two sets of data using parallel box plots drawn on the same scale.
notes class work. using the upper and lower - Discuss the importance of accuracy of data in statistics and probability.
- Collaborative quartiles, upper and lower - Teacher to evaluate the accuracy of the students’ answers and offer
discussion. extremes and median of a data set. feedback.
-Construct and interpret box plots
and use them to compare data sets.

Luke Ranieri 17698506

 UNIT OUTLINE
- Homework setting to <O> – Task 3: As a class, create on the board two Box and Whisker plot for
develop knowledge question 4 from last lesson, one for females students and one for male
further. students. Establish the range on the board with everyone’s answer. Find
out as a class, the max, min, identify the median value, and use this data to
create two Five Number Summary/ Box & Whisker plots on the same scale.
Compare the two sets of data using parallel box plots drawn on the same
scale.
- Discuss the importance of accuracy of data in statistics and probability.
- Teacher to evaluate the accuracy of the students’ answers and offer
feedback.

<O> <H> - Task 4: HOMEWORK SET #1 ; students are given the task of
finding to find 3 different data sets (e.g. gamers online in a day in a week,
cars that go by their house every minute for 30 min etc) and construct a
box plot using the median, the upper and lower quartiles, and the upper
and lower extremes of a set of data. (Due Next Lesson).

Term 4 MA5.2-1WM - Revision - Determine quartiles and <O> <H> - Task 1: ‘The Sydney Bridges’ Game: There are seven bridges that
Week 6 MA5.2-3WM - Involving Starter Task interquartile range. cross the river Botany. Can the students find a way of crossing all the
Lesson 1 MA5.2-15SP - Class Research - Determine the upper and lower bridges exactly once? (Task to get students minds flowing for the work
- Students see and extremes, upper and lower ahead).
MALS-35SP, learn the relevance to quartiles sets and median of
MALS-36SP, what they are learning numerical data. <O> - Task 2: As a class, create on the board two Box and Whisker plot for
MALS-37SP through relevant - Recognise and understand that questions 5 & 6 from the third lesson this week (the number of mobile
methods (Research the interquartile range is the phones in the world & the population of Australia.); one for females
(ACMSP248) and Discussion) spread measure of the middle half students and one for male students. Establish the range on the board with
(ACMSP249) - Oral/visual Learning of the data. everyone’s answer. Find out as a class, the max, min, identify the median
- Students to make -Construct a box and wicker plot value, and use this data to create two Five Number Summary/ Box &
notes class work. using the upper and lower Whisker plots on the same scale. Compare the two sets of data using
- Collaborative quartiles, upper and lower parallel box plots drawn on the same scale.
discussion. extremes and median of a data set. - Discuss the importance of accuracy of data in statistics and probability.
- Extra Activity. -Construct and interpret box plots
and use them to compare data sets. <O> - Task 3: Teacher to ask the entire class ‘How many hours a week do
you spend on social media?’. As a class write on the board the results for
every student (no names needed) on a scale from 0 to (highest number of
hours).

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 UNIT OUTLINE
Have one student answer each of what is the min, max and median. As a
class represent this data in the form of a Box & Whisker Plot.
Ask the students to put their hands up for the following reasons:
• If they were in the lowest 25% of the data.
• If they were in the highest 25% of the data.
• If they were in the middle 50% of the data.
Explain to students that often is the case in statistics, that the middle 50%
of the data is used when making decisions, especially to do with society and
culture. i.e. What apps to show on the first page, what adds to show on
your search engine, what colour cars are at the car yards etc.
Explain to students that this is also known as the ‘Interquartile Range (IQR)’
which can also be calculated by IQR = Third Quartile – First Quartile.

EXTRA TIME ACTIVITY <O> – Task 4: Using the previous Box & Whisker
plots from Task 3, as a class, discuss how to:
• Locate the five-number summary for even and odd data sets.
• For data sets with Even and Odd halves
•
Term 4 MA5.2-1WM - Revision - Compare shapes of box plots to <O> - Task 1: Class open question: “If I wanted to show what temperature
Week 6 MA5.2-3WM - Class Research corresponding histograms and dot is most comfortable for the students in this classroom in graph form, what
Lesson 2 MA5.2-15SP - Students see and plots. would be the best graph to represent this data?” Discuss and represent this
learn the relevance to - Determine quartiles from data with student aid.
MALS-35SP, what they are learning displayed in histograms and dot Then ask, “If I wanted to extend this question to include the Australian
MALS-36SP, through relevant plots and use these to draw a box populations’ ideal temperature, would the same previous graph type be
MALS-37SP methods (Research plot to represent the same set of able to represent this data properly and effectively?”
and Discussion) data. - Discuss these questions, and how each type of graph/data representation
(ACMSP248) - Oral/visual Learning - Compare the relative merits of a has its strengths and weaknesses. Segway into the next task.
(ACMSP249) - Students to make box plot with its corresponding
(ACMSP250) notes class work. histogram or dot plot (Reasoning) <O> - Task 2: Introduce the ‘TV Show Ratings’ Game. The task has
- Collaborative Identify skewed and symmetrical previously determined set of data (on resource sheet). Demonstrate how
discussion. sets of data displayed in histograms this data can be represented in the form of a ‘Histogram’ with the aid of
- Extra Activity. and dot plots and describe the students and the whiteboard. Explain how the histogram is formed. Then
shape/features of the demonstrate the same data in the form of a ‘Dot Plot’, and how the data is
corresponding box plot for such represented in different ways between the two forms. As a class represent
sets of data. the data as a ‘Box & Whisker Plot’.

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 UNIT OUTLINE
- Open as a class discussion what are the pros and cons of each type of plot
and the different scenarios that each are suited to represent.

EXTRA TIME ACTIVITY – Task 3: Skewed and symmetrical sets of data –

Demonstrate how data can be skewed or symmetrical (in the form of
histograms and dot plots. As a class, discuss the shape/features of the
corresponding dot plot for such data.

Term 4 MA5.2-1WM - Revision - Compare shapes of box plots to <O> - Task 1: ‘Tri-ing to Count’ Game: Teacher to draw on whiteboard from
Week 6 MA5.2-3WM - Involving Starter Task corresponding histograms and dot the task sheet, a six-pointed star consisting of 12 equilateral triangles links.
Lesson 3 MA5.2-15SP - Visual/Oral learning. plots. Students are to work out how many triangles they can see. (Task to get
- Students learn and - Determine quartiles from data students minds flowing for the work ahead).
MALS-35SP, see the relevance to displayed in histograms and dot
MALS-36SP, what they are learning plots and use these to draw a box <O> - Task 2: Revise last lesson and continue with task 3 from previous
MALS-37SP on the relevant plot to represent the same set of lesson and extend on the knowledge. Students are presented with multiple
resources. data. Dot plots that are skewed differently. Students are to be selected to answer
(ACMSP248) - Collaborative - Compare the relative merits of a questions on the dot plots shown. (Student knowledge is tested and
(ACMSP249) discussion. box plot with its corresponding inspected by the teacher for missing knowledge and improvements in
(ACMSP250) - Homework setting to histogram or dot plot (Reasoning) future teaching).
develop knowledge Identify skewed and symmetrical <O> - Task 3: Students are presented with multiple Histograms that are
further. sets of data displayed in histograms skewed differently. Students are to be selected to answer questions on the
and dot plots and describe the Histograms shown. (Student knowledge is tested and inspected by the
shape/features of the teacher for missing knowledge and improvements in future teaching).
corresponding box plot for such <O> - Task 4: Students are presented with multiple Box & Whisker Plots
sets of data. that are skewed differently and match with the previous task graphs (tasks
2 and 3). Students are to be selected to answer questions on the plots
show. (Student knowledge is tested and inspected by the teacher for
missing knowledge and improvements in future teaching).

<O> <H> - Task 4: HOMEWORK SET #2 ; Students are given the task of
finding to find 3 different data sets (e.g. iPhone model sales (yearly),
number of cars in the street each day of a week etc) and construct for each
data set a scattered dot plot, a histogram and a box plot using the median,
the upper and lower quartiles, and the upper and lower extremes of a set
of data. This task is to be completed using computer software of the
students’ choosing (e.g. word, excel etc)(Due Lesson 1, Week 7).

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 UNIT OUTLINE
Term 4 MA5.2-1WM - Revision - Compare shapes of box plots to
Week 6 MA5.2-3WM - Involving Starter Task corresponding histograms and dot
Lesson 4 MA5.2-15SP - Class Research plots.
- Students see and - Determine quartiles from data
MALS-35SP, learn the relevance to displayed in histograms and dot
MALS-36SP, what they are learning plots and use these to draw a box
MALS-37SP through relevant plot to represent the same set of
methods (Research data.
(ACMSP248) and Discussion) - Compare the relative merits of a
(ACMSP249) - Oral/visual Learning box plot with its corresponding
(ACMSP250) - Students to make histogram or dot plot (Reasoning)
(ACMSP227) notes class work. Identify skewed and symmetrical
- Collaborative sets of data displayed in histograms
discussion. and dot plots and describe the
- Extra Activity. shape/features of the
corresponding box plot for such
sets of data.
- Investigate survey data reported
in the digital media and elsewhere
to critically evaluate the
reliability/validity of the source of
the data and the usefulness of the
data.
- Describe bias that may exist due
to the way in which the data was
obtained, e.g. who instigated
and/or funded the research, the
types of survey questions asked,
the sampling method used.
- Make predictions from a sample
that may apply to the whole
population.
- Consider the size of the sample
when making predictions about the
population
Luke Ranieri 17698506
(Leeson in computer room or normal classroom with computer provided)
- Quick revision through class discussion on what was learnt last lesson.
<O> - Task 1: ‘Harder by The Dozen’ Game: 7 circles are arranged in an
hour glass shape, with lines connecting them. The aim is the students are to
put the numbers 1 to 7 in each circle so that the total of every line is 12.
(Task to get students minds flowing for the work ahead).
<O> - Task 2: Ask students to use the computers in front of them
(individually) to research the global population in 2003, 2008, 2013 & 2018.
Students to try and get information from reliable sources i.e. government
websites, news etc.
(Students to write this in their books and note any place they retrieved any
data).
The students are to discuss as a class their research, the reliability of the
sources they got this information from, and whether they are based on
facts or total guesses.
<O> - Task 3: As a class, create on the board two Box and Whisker plots for
task 1; one for the global population of each year. Find the range on the
board with everyone’s answer. Find out as a class, the max, min, identify
the median value, and use this data to create two Five Number Summary/
Box & Whisker plots on the same scale. Compare the four sets of data.
Discuss as a class any inconsistencies, any issue with the data represented.
Discuss who or what party researched the data, what way was the research
obtained etc. (Discuss the reasoning behind the data).
EXTRA TIME ACTIVITY <O> – Task 4: As a class make predictions from the
sample size collected that may apply to the whole population e.g. what
might be the global population in 2023 or even 2028, or what was the
population in 1998 or even 1993 (based off the data researched) etc.
Get the students to find out if the class predictions/estimates are correct
through some quick research on the computers.
 UNIT OUTLINE
Term 4 MA5.2-1WM - Revision - Investigate and describe bivariate - Class plays ‘Stand/Sit Heads or Tails’ till 6 people remain. Those six are to
Week 7 MA5.2-3WM - Involving Starter Task numerical data where the remember they were selected for a future task to be demonstrated.
Lesson 1 MA5.2-16SP - Class Research independent variable is time.
- Students see and - Recognise the difference between <O> - Task 1: ‘Car Accidents Scatter Plot’ Game: Students are to stand. Told
MALS-38SP, learn the relevance to an independent variable and its the left side of the class room ranges from little to no car crashes all the
MALS-39SP what they are learning dependent variable. way to plenty of car crashes. The front of the class room is a scale from Left
through relevant - Distinguish bivariate data from to Right, ages starting at 18 and onwards, students are to stand in line,
(ACMSP252) methods (Research single variable (univariate) data. each representing an age and stand where they think for the age they
and Discussion) - Describe the difference between represent, the frequency of crashes that happen in a year on Australian
- Oral/visual Learning bivariate data and single variable roads.
- Students to make data using an appropriate example. Show on PowerPoint slide the actual results and the reasoning behind it.
notes class work. Students are to name the independent and independent variable in this
- Collaborative scatter plot scenario.
discussion.
- Task 2: Lesson Slides – Work through as a class in a discussion scenario
the following topic slides:
• What is Bivariate Data?
• Recognising differences between independent and dependant
variables.
• Difference between bivariate data from single variable data.

- Task 3: ‘Accidents Causes Scatter Plot’ Game: The six students selected
from the start are to stand. Students are told the left side of the class room
to the right side represents a range from 0% to 100%. The 6 students each
represent a cause of the car accidents in Australia (Speeding, Alcohol,
Fatigue, Inattention, Weather, & Other). The six students are to stand
where they think the percentage of what they represent is in relation to car
crashes that happen on Australian roads.
Show on PowerPoint slide the actual results and the reasoning behind it.
Link back to differences between bivariate data from single variable data.

<O> - Task 4: Students are to be split into groups of 4 and spend the next
10 min developing 2 different ways to represent each task data (2 for Task
1 and 2 for task 3). The group who develops an extra (& best suited)
representation for each task, each member will receive a ‘Get Out of
Question Free’ Card.

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 UNIT OUTLINE

Term 4 MA5.2-1WM - Revision - Investigate and describe bivariate (Leeson in computer room or normal classroom with computer provided)
Week 7 MA5.2-3WM - Involving Starter Task numerical data where the
Lesson 2 MA5.2-16SP - Class Research independent variable is time. <O> - Task 1: ‘Statistics Bingo’ Game: 20 words from the previous lessons
- Students see and - Recognise the difference between are displayed on the board, students are to write down 6 words from the
MALS-38SP, learn the relevance to an independent variable and its list on a piece of paper. A student will come to the front and pick from a
MALS-39SP what they are learning dependent variable. box a random word from the list, it will be stated. This will occur a total of 6
through relevant - Distinguish bivariate data from times. Students with 1-word left are to stand. The winner is to shout bingo.
(ACMSP252) methods (Research single variable (univariate) data. In the event of 2 or more winners, those students will play ‘Stand/Sit Heads
and Discussion) - Describe the difference between or Tails’ until a winner is achieved. The prize is a ‘Get Out of Homework
- Oral/visual Learning bivariate data and single variable Free’ Card.
- Students to make data using an appropriate example.
notes class work. - Investigate a matter of interest, <O> - Task 2: Students to use the computers in front of them (individually)
- Collaborative representing the dependent to research the following tasks. Find answers with no decimal place for
discussion. numerical variable against the each and note them down.
- Bonus work for fast independent variable, time, in an 1. iPhone sales per year globally from 2008 to 2018
paced learners. appropriate graphical form. 2. Average Australian income (AUD $) every decade from 1940 to
- Homework setting to - Determine and explain why line 2010.
develop knowledge graphs are the most appropriate 3. BONUS: Online Video Game Player numbers each year from 2006
further. method of representing data to 2016.
collected over time. (Students to write this in their books and note any place they retrieved any
- Describe changes in the data).
dependent variable over time. The students are to discuss as a class their research, the reliability of the
- Suggest reasons for changes in the sources they got this information from, and whether they are based on
dependent variable over time with facts or total guesses.
reference to relevant world or
national events. <O> - Task 3: As a class, discuss why line graphs are the most appropriate
method of representing the data collected and data that is over time.
Through student involvement, class to draw up the line graphs for
statements 1 & 2 of Task 2. Discuss the possible changes over time and
suggest reasons for changes in the dependent variable over time with
reference to relevant world or national events. Discuss how these two
statements and graphs are connected.

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 UNIT OUTLINE
Term 4 MA5.2-1WM - Revision - Investigate and describe bivariate (Leeson in computer room or normal classroom with computer provided)
Week 7 MA5.2-3WM - Involving Starter Task numerical data where the
Lesson 3 MA5.2-16SP - Class Research independent variable is time. <O> - Task 1: ‘Statistics 5.2 Guess Who’: 4 students are given a sticky note
- Students see and - Recognise the difference between with a word from the first weeks work. The word can also represent
MALS-38SP, learn the relevance to an independent variable and its something from those lessons. One student per round is to stand at the
MALS-39SP what they are learning dependent variable. front of the class. They are to place the sticky note on their forehead
through relevant - Distinguish bivariate data from (without looking) facing the rest of the class. The students that are sitting
(ACMSP252) methods (Research single variable (univariate) data. are to help the student at the from guess the word without using the word
and Discussion) - Describe the difference between on the sticky note. The students who guess the word in 4 questions or less
- Oral/visual Learning bivariate data and single variable get a ‘Get Out of Question Free’ Card.
- Students to make data using an appropriate example.
notes class work. - Investigate a matter of interest, - Quick revision through class discussion on what was learnt last lesson.
- Collaborative representing the dependent
discussion. numerical variable against the <O> - Task 2: Through student involvement, class to draw up the line graph
- Bonus work for fast independent variable, time, in an for statement 3, Task 2, of lesson 3 week 6. Discuss the possible changes
paced learners. appropriate graphical form. over time and suggest reasons for changes in the dependent variable over
- Homework setting to - Determine and explain why line time with reference to relevant world or national events. Discuss how these
develop knowledge graphs are the most appropriate three statements and graphs are connected. As a class, discuss why line
further. method of representing data graphs are the most appropriate method of representing the data collected
collected over time. and data that is over time.
- Describe changes in the
dependent variable over time. <O> - Task 3: Students to use the computers in front of them (individually)
- Suggest reasons for changes in the to research the following tasks. Find answers with no decimal place for
dependent variable over time with each and note them down.
reference to relevant world or 1. Number of female online gamers and number of male online
national events. gamers from the years 2006 to 2016.
2. The price of Bitcoin, Litecoin and Ethereum (Cryptocurrency) (in
AUD $) at the end of each month from start of 2015 to finish of
2018.
3. BONUS: The price of Bitcoin Cash & Monaro (Cryptocurrency) (in
AUD $) at the end of each month from start of 2015 to finish of
2018.
(Students to write this in their books and note any place they retrieved any
data).

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Term 4 MA5.2-1WM - Revision - Investigate and describe bivariate
Week 7 MA5.2-3WM - Involving Starter Task numerical data where the
Lesson 4 MA5.2-16SP - Class Research independent variable is time.
- Students see and - Recognise the difference between
MALS-38SP, learn the relevance to an independent variable and its
MALS-39SP what they are learning dependent variable.
through relevant - Distinguish bivariate data from
(ACMSP252) methods (Research single variable (univariate) data.
and Discussion) - Describe the difference between
- Oral/visual Learning bivariate data and single variable
- Students to make data using an appropriate example.
notes class work. - Investigate a matter of interest,
- Collaborative representing the dependent
discussion. numerical variable against the
- Homework setting to independent variable, time, in an
develop knowledge appropriate graphical form.
further. - 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 with
reference to relevant world or
national events.
- Interpret data displays
representing two or more
dependent numerical variables
against time.
Luke Ranieri 17698506
CLASS TEST REMINDER: Remind students that in Term 4, Week 8, Lesson 4,
will be the ‘Investigating Data’ Test; based on the content covered from
weeks 5 to 8 of term 4. Closed book, calculators are allowed, rulers are
recommended.
<O> <H> - Task 1: ‘Mind Swap Machine’ Game: The students are
presented with a problem, where they have travelled with a discovery team
of 10 people to another planet through a portal. Once through the portal
there is a machine with two handles on opposite sides. Two members of
the team touch a set of handles each. They have now switched
bodies/minds. They must find a way to reverse the swap. There is a catch;
you can not undo what you have already done with another; once two
parties have exchanged their minds/bodies, the machine is coded in its
hard drive not to allow the two parties to ever swap between them again.
The machine is made of an alien alloy and is incredibly strong. In the room
is a computer, the manual for the machine in an Alien language, a plasma
cutter and a free Wi-Fi. How will they get their friends minds back in their
bodies? The students who solves this will receive a ‘Get Out of Question
Free’ Card. (allow adequate time, if not solved in this time, students can
solve this as homework).
(Quick revision of last lessons final task and the data collected)
<O> - Task 2: As a class, discuss why line graphs are the most appropriate
method of representing the data collected and data that is over time for
the previous lessons last research task. Through student involvement, class
to draw up the line graphs for statement 1 of Task 3 from last lesson (Week
6, lesson 4). Discuss the possible changes over time and suggest reasons for
changes in the dependent variable over time with reference to relevant
world or national events. Discuss how these two statements and graphs are
connected.
<O> - Task 3: Provide students some basic knowledge of what
Cryptocurrency is and how it involves maths and technology in solving
financial issues. Through student involvement, class to draw up the line
graphs for statements 2 & 3 of Task 3 from last lesson (Week 6, lesson 4).
Discuss the possible changes over time and suggest reasons for changes in
 UNIT OUTLINE
the dependent variable over time with reference to relevant world or
national events. Discuss how these two statements and graphs are
connected.

<O> <H> - Task 4: HOMEWORK SET #3 ; Students are given the task of
finding to find 3 different data sets (e.g. price of gold each month in 3
consecutive years, the average price of full each year, for 3 decades etc),
and construct for each data set a line graph, which must consist of 2 or
more lines of data This task is to be completed using computer software of
the students’ choosing (e.g. word, excel etc) (Due Lesson 1, Week 8).

Term 4 MA5.2-1WM - Revision - Use scatter plots to investigate <O> <H> - Task 1: ‘Missing Matches’ Game: The students are presented
Week 8 MA5.2-3WM - Involving Starter Task and comment on relationships with a problem, where there is a diamond shape consisting of 8 equilateral
Lesson 1 MA5.2-16SP - Class Research between two numerical variables. triangles; made up of 16 matches. Students must remove just 4 matches to
- Students see and - Investigate a matter of interest leave 4 equilateral triangles.
MALS-38SP, learn the relevance to involving two numerical variables
MALS-39SP what they are learning and construct a scatter plot, with or <O> - Task 2: Class task; students are to be given a flexible 2m ruler tape
through relevant without the use of digital on each table. Students are to work in pairs and help measure and record
(ACMSP251) methods (Research technologies, to determine and each other’s height and arm span.
and Discussion) comment on the relationship
- Oral/visual Learning between them. <O> - Task 3: As a class, use the white board at the front to form a scatter
- Students to make - Describe, informally, the strength plot of all the data collected for task 2. Y-axis to be height of students and
notes class work. and direction of the relationship X-axis to be the arm span of the students. Discuss why the axis have been
- Collaborative between two variables displayed in done this way. Discuss the strength and direction of the relationship
discussion. a scatter plot. between the two variables. Make predictions from the scatter plot formed
- Bonus work for fast - Make predictions from a given if the task 2 was carried out on full grown adults. Discuss what might affect
paced learners. scatter plot or another graph. the results of the measurements e.g. human physiology, human measuring
error etc.

EXTRA TIME ACTIVITY <O> <H> – Task 4: ‘Coffee, Tea or Water’ Game: The
students are presented with 3 coloured circle crossing over in a Venn
diagram. In the school, a survey of the teachers was taken, 80% drink
coffee, 70% drink tea, and 50% drink water. Is it certain there is someone
who drinks coffee, tea and water? (It is not certain, demonstrate through
PowerPoint slides.

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Term 4 MA5.2-1WM - Revision - Use scatter plots to investigate <O> <H> - Task 1: ‘A Space Journey’ Game: The students are presented
Week 8 MA5.2-3WM - Involving Starter Task and comment on relationships with a problem in a slide, where there you (the student) is travelling
Lesson 2 MA5.2-16SP - Class Research between two numerical variables. through the galaxy in a Star Voyager to a new planet called Abydos, you
- Students see and - Investigate a matter of interest came across a Space-cruiser escorting 7 Space Carriers. Each Space Carrier
MALS-38SP, learn the relevance to involving two numerical variables had 7 Cargo Ships. Each Cargo Ship had 7 Discovery Ships, each Discovery
MALS-39SP what they are learning and construct a scatter plot, with or Ship, had 7 Space Shuttles. Space Shuttles, Discovery Ships, Cargo Ships,
through relevant without the use of digital Space Carriers, Space-cruiser – how many ships were going to Abydos?
(ACMSP251) methods (Research technologies, to determine and (Trick question, the answer is just one ship, the student’s one)
and Discussion) comment on the relationship (Can trick students and say that a calculator might be handy)
- Oral/visual Learning between them. (Game is based on the old problem of St. Ives)
- Students to make - Describe, informally, the strength
notes class work. and direction of the relationship <O> - Task 2: Class task; students are to be given a standard ruler on each
- Collaborative between two variables displayed in table. Students are to work in pairs and help measure and record each
discussion. a scatter plot. other’s reaction time. One student holds the ruler vertically, while the
- Bonus work for fast - Make predictions from a given other pinches the base of the ruler but does not touch the ruler (using their
paced learners. scatter plot or another graph. left hand). The student holding the ruler lets go of the ruler randomly, and
the ‘pincher’ must react and stop the ruler from falling. Students record
this 10 times for each of the students turns. Students then must work out
the average reaction number (cm on the ruler). Students are also to record
the number of hours the student has slept the night before.

<O> - Task 3: As a class, use the white board at the front to form a scatter
plot of all the data collected for task 2 (teacher to keep track of female and
male data). Y-axis to be hours slept the previous night and X-axis to be the
centimetre average of reaction time (left to right – 0cm to 30cm. Discuss
why the axis have been done this way. Discuss the strength and direction of
the relationship between the two variables. Make predictions from the
scatter plot formed if the task 2 was carried out on people deprived of
sleep, people who have drank a coffee or gamers. Discuss what might
affect the results of the measurements e.g. human physiology, human
measuring error etc. Discuss the pros and cons of this experiment.

CLASS TEST REMINDER: Remind students that in Term 4, Week 8, Lesson 4,

will be the ‘Investigating Data’ Test; based on the content covered from
weeks 5 to 8 of term 4. Closed book, calculators are allowed, rulers are
recommended.

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 UNIT OUTLINE

EXTRA TIME ACTIVITY – Task 4: Repeat task 2 but students are instructed to
use their right hand for the task and record the results again 10 times and
work out the average reaction number(cm) (teacher to keep track of
female and male data).
Term 4 MA5.2-1WM - Revision - Use scatter plots to investigate <O> <H> - Task 1: ‘Phone it in Game: The students are presented with a
Week 8 MA5.2-3WM - Involving Starter Task and comment on relationships problem; There are three boxes. One box contains Apple iPhones, one
Lesson 3 MA5.2-15SP - Class Research between two numerical variables. contains Samsung Galaxies, and one contains Apple iPhones and Samsung
MA5.2-16SP - Students see and - Investigate a matter of interest Galaxies. The labels have fallen off and all have been stuck back on the
learn the relevance to involving two numerical variables wrong boxes. Siri opens one box and without looking in the box takes out
MALS-35SP, what they are learning and construct a scatter plot, with or one phone. Siri looks at the phone and immediately puts the labels on the
MALS-36SP, through relevant without the use of digital right boxes. How did Siri do it?
MALS-37SP methods (Research technologies, to determine and
MALS-38SP, and Discussion) comment on the relationship - Quick revision through class discussion on what was learnt last lesson.
MALS-39SP - Oral/visual Learning between them. - If task 4 was not covered, go over the topic and discuss.
- Students to make - Describe, informally, the strength
(ACMSP248) notes class work. and direction of the relationship <O> - Task 2: As a class, use the white board at the front to form a scatter
(ACMSP249) - Collaborative between two variables displayed in plot of all the data collected for task 4 of the previous lesson. Y-axis to be
(ACMSP227) discussion. a scatter plot. hours slept the previous night and X-axis to be the centimetre average of
(ACMSP251) - Bonus work for fast - Make predictions from a given reaction time (left to right – 0cm to 30cm).
paced learners. scatter plot or another graph.
- Determine quartiles and <O> <H> - Task 3: As the teacher and the class discuss task 2, have a
interquartile range. student to draw up next to the task 2 scatter plot a sketch of the scatter
- Determine the upper and lower plot from task 3 created in the previous lesson. (student can be picked and
extremes, upper and lower given a print out of the previous lesson’s scatter plot to sketch from). In
quartiles sets and median of relation to task 2 discuss what might affect the results of the
numerical data. measurements e.g. human physiology, human measuring error etc. Discuss
- Recognise and understand that the pros and cons of this experiment.
the interquartile range is the
spread measure of the middle half <O> - Task 4: With the class, discuss the similarities and differences
of the data. between the two scatter plots. Ask and discuss with the class:
-Construct a box and wicker plot • Are these two plots in anyway linked to one another and why?
using the upper and lower (They can be do to students have the capability to be
quartiles, upper and lower ambidextrous)
extremes and median of a data set. • How can we improve the reliability of this task?
• What is another way to represent this data?

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 UNIT OUTLINE
- Construct and interpret box plots
and use them to compare data sets.
- Compare two or more sets of data
using parallel box plots drawn on
the same scale.
- Describe similarities and
differences between two sets of
data displayed in parallel box plots.
<O> - Task 5: As a class, use the white board at the front to form a dual
box plot of ‘Box & Whisker’ plots representing the female and male data
from task 4 without the variable of hours slept involved (Students can be
picked to draw certain aspects of the box and whisker plots (one for the
scale, one for the female plot and one for the male plot)). Discuss and
compare the two sets of data using parallel box plots drawn on the same
scale. As a class work out the upper and lower extremes, the median and
the upper and lower quartiles.

CLASS TEST REMINDER: Remind students that next lesson (Term 4, Week 8,
Lesson 4) will be the ‘Investigating Data’ Test; based on the content
covered from weeks 5 to 8 of term 4. Closed book, calculators are allowed,
rulers are recommended.
Term 4 - Involving Starter Task <O> <H> - Task 1: ‘The Game Show’ Game: The students are presented at
Week 8 - Students see and the from with ‘The Game Show’ task where the students are the winner in
Lesson 4 learn the relevance to a quiz show and can choose a prize from behind 3 locked doors. Behind on
what they are learning door is a new car, and behind the other two doors is a $1 frozen coke.
through relevant When the students has made their choice, the host opens one of the other
methods (Research doors to reveal a frozen coke. Ask the students; should you stick with your
and Discussion) choice or switch to the other one? Or does it make no difference? Why?
- Oral/visual Learning (Task is to get students to relax and their minds flowing before the test)
- Collaborative (Task 1 should only last a max of 5 minutes)
discussion.
- Bonus work for fast CLASS TEST: ‘Investigating Data’ Summative Test; based on the content
paced learners. covered from weeks 5 to 8 of term 4. Closed book, calculators are allowed,
- Homework setting to rulers are recommended. (Test time is 40 minutes). Students are reminded
develop knowledge that if they finish the test early, to put their hand up, they will be given a
further. brain teaser task (‘CLASS TEST EARLY FINISHER BRAIN TEASER’) (this task, if
not finished in the test time, will be the receiving students homework due
next lesson)(This is set as a deterrent for students rushing the test).

<O> <H> - Task 1: ‘Want to Play Probability?’ Game: The students are
presented the task at the front of the classroom using the projector. Use
this task to relax students after the test and to show what the next topic
will be on (Probability). Discuss and work the task out as a class.

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 UNIT OUTLINE
Assessment Details
Summative Assessments:
- Class Test (‘Investigating Data’) covering Statistics & Probability areas: Single Variable Data Analysis, and Bivariate Data Analysis of the NSW Syllabus
(Pages 387 – 390)

Formative Assessments:
- Class Quizzes
- Class Games
- Class Projects/tasks/discussions
- Group activities
Evaluation of the Learning and Teaching
- Stimulus and Incentive based skills tasks.
- Recorded lesson tasks and work.
- Use of multimodal teaching methods (video, slides, student representation etc)
- Student feedback
- Class brainstorming.
- Class Discussions (visual and audio)

Luke Ranieri 17698506

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Week 5 Lesson 1 Presentation Slides:
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Week 5 Lesson 2 Presentation Slides:
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Week 5 Lesson 3 Presentation Slides:
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Week 5 Lesson 4 Presentation Slides:
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Week 6 Lesson 1 Presentation Slides:
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Week 6 Lesson 2 Presentation Slides:
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Week 6 Lesson 3 Presentation Slides:
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Week 6 Lesson 4 Presentation Slides:
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Week 7 Lesson 1 Presentation Slides:
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Week 7 Lesson 2 Presentation Slides:
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Week 7 Lesson 3 Presentation Slides
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Week 7 Lesson 4 Presentation Slides:
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Week 8 Lesson 1 Presentation Slides:
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Week 8 Lesson 2 Presentation Slides:
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Week 8 Lesson 3 Presentation Slides:
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Week 8 Lesson 4 Presentation Slides:
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Homework Task #1:
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Homework Task #2:
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Homework Task #3:
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Homework Task #4 Class Test Early Finisher Brain Teaser:
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Homework Task #5 Want to Play Probability Game:
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Investigating Data Summary Test:
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 Rationale

The unit of work set out for the four weeks, with the syllabus area of Statistics stage 5.2, embodied
multimodal methods of work and different methods for students involvement. I have used a
multimodal teaching method supported by group work and by providing students with multiple
mediums of learning such as PowerPoint slides, images, videos, drawings, graphs, games,
competitions and more, student have multiple means of viewing and interpreting the knowledge
and skills in the lessons. This was aided by inquiry-based learning (IBL) being used extensively within
the unit of work, to support students with a class structure of tasks and goals and enabling students
to build a natural process of questioning and inquiry. This method of pedagogy will help guide them
to finding data and developing their skills for completing tasks at hand, supporting the development
of deeper and meaningful understanding of the outcomes and life skills within the New South Wales
syllabus (Blessinger & Carfora, 2015).

Through IBL implementation in the unit outline, students researched tasks and investigated
formative assessments, applying the knowledge, skill and data collected, to form data
representations, for filling the syllabus outcomes. The research was carried out individually, but the
collection and implementation of data was processed and used collectively as a class. An example of
the group-based learning in the tasks set out for students to work in pairs, calculating each other’s
reaction times and working out statistical averages, this was aided by the class working together
their after to represent the group work statistical data in the form of plots and graphs for
representation. Students carrying out group or collaborative work are found to encourage one
another’s mental abilities, whether purposefully or subconsciously, allowing students to develop not
only social skills, but team building skills and relationships in an educational setting (Wiesman,
2012).

These methods are in support of student motivation, such as relationships; connecting young people
for inspiration, support and drive, including cognition, where student build practical ways to think
and learn, control thoughts, impulses and actions, and stay on track with goals and tasks (Demanet
& Houtte, 2012). As proven in Vygotsky’s sociocultural theory where the mental development such
as language, thought and reasoning are developed through social interactions and relationships and
is supported by repetitive circumstances and implementation of the interaction style (Kristinsdottir,
2003). This is used alongside instructional teaching and learning to prepare students for future class
work, and for topics outside mathematics, by linking the learning across the students’ lives,
education and social interactions.

Special care and consideration was taken the development of the unit content, with the praxis of
teaching the style being an important one. As it must be well suited to the students individually and
to the class, safeguarding that the work is neither beneath them, nor the load is overwhelming, for
the students to learn and understand. (Demanet & Houtte, 2012). Disengagement in the class can be
circumvented with the content being taught in a practical and meaningful way, while providing
students with a means to see the relevance and opportunities for implementation (Cothran, 2009).

Student motivation and encouragement within a classroom is key to the student’s educational
accomplishment and drive to learn. This is an important factor of the academic success for a student,
and identifying these, finding students strengths, and using this to aid in the students education
growth was one of the main goals of the unit outline. The use of self-regulated learning in lessons,
relating personal interests of the students to mathematics, and using students’ competitive nature,
were ways in which the lessons were set out over the course of the unit. A wow factor was
important in every lesson, and to break each lesson up, students were involved in tasks where they
had to stand, move around and be driven, as engagement and motivation is key in the foundation to
their accomplishments (Martin, 2001). Other methods of getting students motivated for the lessons
are the use of quick games and competitions, with some offering prizes for group or individual
accomplishment.

This strategy of pedagogy is valuable, as not only does it tell the teacher what the students interests,
and behaviours are but helps guide the class setup and lesson planning in the direction to best
support the educational approaches and methods needed for the set of students in the classroom.
As the unit is set in the Stage 5.2, the students are getting to be in the later teenage years, becoming
more individual, developing further adult values and thinking, but not quite there like the higher
years. Students of this age group are beginning to become more independent, and the unit of work
set out is designed to take this into consideration and implement means of offering students a
means for personal education through instructional designed lessons.

The approach taken within the unit outline is one of instructional in design, where it is systematic,
providing a series of steps to students, helping communication, setting goals, providing learning
outcomes, time management and skills. This model encompasses a couple pedagogic theories and is
a valuable process within education and in working life. This systematic approach to teaching has
origins in behaviourist theory, where behaviour is caused by external stimuli affecting behaviour,
giving a stimulus-response, therefore, positives and negatives have responses (David, 2007). Like the
laws of physics, behaviour has both a positive and negative reaction, with behaviour remaining
constant unless acted on by an external force; Newton’s first and third law.

The intent of the Statistics and Probability topic within the curriculum syllabus of stage 5.2 is to
provide students with the skills and opportunity to research, collect, interpret and represent data in
different ways. Within the four weeks set out in the unit of work, students will have the opportunity
to develop their mathematics skills of statistical data collection and graphing in a non-traditional
way, with student centred learning pedagogy in mind. The unit of work produced enacts the
curriculum and syllabus’ intent and provides students with a deeper and more interactive way to
learn and develop their learning and knowledge in mathematics.
References

Blessinger, P., & Carfora, J. (2015). Inquiry-based learning for science, technology, engineering, and
math (STEM) programs: A conceptual and practical resource for educators (First ed.,
Innovations in higher education teaching and learning; Volume 4).

Cothran, D. P. (2009). Attributions for and consequences of student misbehaviour. Physical

Education and Sport Pedagogy, 12(2), 155-167. Retrieved from https://www-tandfonline-
com.ezproxy.uws.edu.au/doi/abs/10.1080/17408980701712148

David, L. (2007). Behaviorism. Retrieved from: https://www.learning-theories.com/behaviorism.html

Demanet, J., & Van Houtte, M. (2012). Teachers' attitudes and students' opposition. School
misconduct as a reaction to teachers' diminished effort and affect. Teaching and Teacher
Education, 28(6), 860-869. Retrieved from https://www-sciencedirect-
com.ezproxy.uws.edu.au/science/article/pii/S0742051X12000522

Kristinsdottir, S. (2019). Social Development Theory. [online] Learning Theories. Retrieved from:
https://www.learning-theories.com/vygotskys-social-learning-theory.html

Martin, A.J. (2002). Motivation and academic resilience: Developing a model of student
enhancement. Australian Journal of Education, 46, 34-49.

Wiesman, J. (2012). Student Motivation and the Alignment of Teacher Beliefs. The Clearing House: A
Journal of Educational Strategies, Issues and Ideas, 85(3), 102-108.