Lesson 2: Describing or reading data.

Assessment of, Required Resources

Specific Lesson Objectives (KUDS): for and as adjustments
aligned with the
 Data can be collected from many different content
sources, not just surveys. descriptors
 Know that data is used to answer questions
and to justify your answer.
 Students can justify their solution.
 Students can correctly display their data
into graphs and tables.
 Students can correctly label their graphs
and tables.

Learning Goal:
In this lesson, students will graph data from
the most popular tuckshop ideas and how
long it took students to get served at each
new tuckshop idea. Students will decide on
the best way to represent their data and
justify their choice.

ACARA Content Descriptor Students Will

Achieve in This Lesson:

Construct displays, including

column graphs, dot plots and
tables, appropriate
for data type, with and without
the use of digital technologies
(ACMSP119).

Construct and use a range of

representations, including
tables and graphs, to represent
and describe observations,
patterns or relationships
in data using digital technologies as
appropriate(ACSIS090). 

Plan, rehearse and deliver

presentations for defined
audiences and purposes
incorporating accurate and
sequenced content and
multimodal
elements (ACELY1700 ).  

Time: The teacher will explain that in this

lesson we will be using the data
2 collected yesterday on how to
mins make the tuckshop more efficient,
to draw your graphs.

The teacher will do an example Assessment for For students who  Whiteboard
graph on the whiteboard by survey learning: are still at the
5 students on what their favourite The teacher will student language
mins colour is (blue, pink, green or listen to the stage, the  Post-it-note
yellow). The teacher will ask the student’s teacher might paper
students, ‘what type of graph answers. The need to do a
should I use to graph our data?’. teacher will graph on the
Answer: observe who whiteboard using
Bar graph understands the post-it-note
work. paper to
represent
Construct student’s
displays, favourite colours.
including
column
graphs, dot
plots and
tables,
appropriate
for data type
, with and
without the
use of
digital
technologie
s
(ACMSP119)
.

Pose
questions
and collect
categorical Students with  Human bar
The teacher and students will go or numerical sensory issues graph
 out onto the oval where they will data by might not want resources
create a human bar graph. Once observation to sit on the  School oval
15 the students have created their or grass. The  Phone to take
mins human bar graph, the teacher will survey (AC teacher would photo
take a photo of them. MSP118). need to bring a  Mat for the
Key question when out on the mat down to the child
oval: oval for the child
 What words would we put down to sit on.
Assessment for
the bottom (x axis).
learning:
 Would numbers would we put
The teacher will Example of
along the side (y axis). observe human bar
 Where would you sit on this student’s graph.
graph? answers. From
these answers,
the teacher will
be able to
understand if
Return to Classroom
students
understand how
to structure a
bar graph and its
The teacher will put the photo of
elements.  Whiteboard
their human bar graph onto the Students with
whiteboard. The teacher will also vision problems
draw up a bar graph using the may find it
same data. difficult to see
The teacher will ask the students the image on the
10 questions when graphing their whiteboard. The
mins data. teacher will need
Question to ask students: to send the
 The graphs title Teacher
student a copy of
 The axis titles Observations:
the image for
 What points do we need to put From the
them to view it
on our graph? on their iPad.
student’s
 How to put the data onto the responses, the
graph? teacher will be
able to recognise
if students
understand the
elements of
graphs.

The teacher will ask the students,

why wouldn’t we use a line graph Students who
or a pie graph to display our data? may not feel
5 Answer: comfortable
mins Line graph and pie graph are used answering
 to compare different sets of data. questions in
With the data we collected we are front of the class
not comparing two sets of data. can use Padlet to
answer the
Teacher can see questions.
if students
understand you
use different
graphs when
displaying
different sets of
The teacher will draw on the data. The
whiteboard the favourite colours teacher would  Maths books
data in a pie and dot plot. The record these
teacher will question and discuss answers in their
with the students on the following: assessment
- As you can see from all three journal.
graphs they all represent the same
data, however, one of these graphs
is most suitable to what we are
10 representing. The teacher will
mins The bar graph is most suitable. keep anecdotal
notes of the
Using the bar graph displaying the student’s
student’s favourite colours, the responses. With
teacher will ask the students their response’s
questions: the teacher can
- What does this graph tell underpin who
you? needs more
- Does it contain all of the guidance.
information we need?
- Is there anything you can’t Construct
find out from this graph? displays,
- What was the most popular including
colour? column
- What was the least popular graphs, dot
colour?
plots and
tables,
appropriate
for data type
In their group (assignment groups), , with and The teacher will
students will draw up a graph using without the have a small  Post-it notes if
their data collected from the use of group at the students
15 tuckshop waiting times and which digital front of the require them.
mins option would make the tuckshop technologie classroom for  Maths books
more efficient. The students will s students who are
choose what type of graph would (ACMSP119) struggling to  iPads
be more suitable to display their . understand how
data and justify their choice. they are meant
Students will use a voice recorder to graph their
on their iPads to justify their information.
choice. Students will also need to
ensure their graph is correctly Teacher aide will
labelled. work with groups
The teacher will who are
walk around the struggling and
classroom and need more help.
observe the
students work. 
Students who are
Summative task. still at the
children’s
Once students language stage,
have completed will need to set
their graphs, the their graph out
teacher will using post-it
collect a work notes.
sample. The
sample
will get the
teacher to
understand how
well the
students
understand the
content.

Construct
displays,
including
column
graphs, dot
plots and
tables,
appropriate
for data type
, with and
without the
use of
digital
technologie
s
 (ACMSP119)
.

Plan,
rehearse
and deliver
presentation
s for defined
audiences
and
purposes
incorporatin
g accurate
and
sequenced
content and
multimodal
elements (A
CELY1700 ).

Any additional information/description/explanations:

Teaching Strategies and Experiences Used:

- Whole class discussions
- Questioning
- Group work
- Outdoor activity

How Will I Know When Students Achieve This Lesson?

 When students understand the elements of a graph
 When students can successfully graph their data on the most popular tuckshop idea and how long it takes
for students to get served.
 Students have successfully justified their choice of graph.
 Students graph is correctly labelled.

How Assessment is Designed to Cater for all Needs

 If students are still at the children’s language stage, the teacher will accommodate to this.

Feedback
 I will provide verbal feedback throughout the lesson.
 I will collect student’s graphs (tuckshop graphing) and look over them. If I notice students have
really struggled with the task, I will discuss privately with them and explain graphing concepts.