UNIT PLANNER

Pre-service Teacher name: Highlight planning process: Date:

Danielle Monjean Planned collaboratively with ST
Planned collaboratively with peer
Year level/ age range & number of students: Planned independently based on ST lessons
Year 1’s – 24 students Planned Independently
Unit title:
Data Representation – Graphing and Chance
Learning area and outcomes:
Mathematics

General capabilities consideration:

Numeracy
ICT
Personal and social capabilities
Cross-curricula consideration: ATSI, Asia & Aust engagement with Asia, Sustainability

Student diversity consideration: students with disability, gifted and talented students, students for whom EAL/D
_______ – language barrier, learning disability
________- learning difficulties
________- Lack of engagement
Learning intentions: Success criteria for students:
WALT;
We are learning to collect data, create a graph and I know that I can do this when I tally the gain data,
read the graphs. display this on either a bar or picture graph. I know
I can read graphs through looking at the scale and
We are learning to determine the chances of date represented and answering corresponding
different scenarios (will happen, won’t happen, questions.
might happen). I know that I can do this when I correctly determine
and categories events and scenarios into the
correct category.

Formative assessment: Summative assessment:

Observation of the students input into the lessons, Observe and mark the student’s worksheets
whether they can collect information through relating to the lesson, their flipbooks, graphing
conversation or tally and record this onto a graph. booklet and chance booklet.
Observe their comments regarding the questions.

Observe their input into activities, observe their

pictures of each term.

Range of teaching strategies: preparation/ organisation/ resources:

(What range of teaching strategies will I use and so what resources will I need for the students to engage in the activity? Where
will I access the resources from?)

Hands on teaching strategies – concrete materials

Whole class, group work or individual work.
Differentiation: (Are there any students that I need to personalise the activity for)

Specific student needs: learning/ behaviour Adjustment and considerations

Number of the day activities – task cards LA, MA,
HA
______and ______will need more assistance,
differentiated task for LA
The number of the day has been adjusted to suit
the lower ability students by using lower numbers.
The activities on graphs have included the use of
hands on activities. An SSO or I will work with the
lower ability students.

______- encouragement The higher ability students will be provided

numbers over 100 to extend their knowledge.
When learning about graphs, the higher ability
students will be extended through focussing mainly
on bar graphs, using the term, scale, categories,
title etc when completing their graphs. There are
fast finisher activities for these children when
needed.

UNIT TIMETABLE
(Weekly overview – brief detail only – use to determine time-frame etc)
WEEK MON TUES WED THURS FRI
BEG.
Week 6 Introduce graphs, Introduce bar graphs, No lesson Whole class; Graph: favourite
elements of their key elements. picture graph – colours
graphs, look at Construct a graph in Favourite fruit Introduce tally –
posters group – What represented use pop sticks to
Focus on picture superpower do you through stickez practice.
graphs – children wish you have? manipulatives Rule up tally table
colour and create Label, construct with Definitions of the on board. Students
their cupcake and concrete materials and elements and fill in answer questions
add to the read graph their flipbooks and add tallies.
birthdays graph. Cut up parts of graph Students create
and stick in book. graph
Label. Discuss results.
Week 7 Revise tally using Rotations Computer game- Computer Games – Go over graphs
whiteboards and 1. Graph and Fruit Fall Fishing Graph flip book
graph elements element sort Brainstorm ways Quick recap Reflect on learning
Complete 2. Graphing in of posing Look back over
favourite zoo reverse questions data
animal picture 3. Snap Explain task – Construct graphs
graph cubes/counter collecting data
Roll the dice game about chosen
4. Playing cards
topic
5. Roll and graph Students collect
data
Week 8 Introduce Recap on definitions No lesson The coin game Rock paper scissors
probability and Slushy game on (heads/tails) game –
terms computer Introduce display competition
Will happen, won’t Values line (3 points) (probability terms) Watch clip of little
happen, might Choose an example for Talk to partner and red riding hood
happen – what do each and draw share (make comments
we think this Draw picture of on narrative
mean? example and stick elements)
Brainstorm onto display Sort and glue
examples and terms/examples
write into books into books
Week 9 Card game in pairs Question: what is the Play slushy game Values line Discuss groupings
(flip) – what’s the chance that you will go What other words Watch the clip, of chance
chance, it will be home and play with can we use ‘homework Sort cards into
higher. your pets? instead of will excuses’ Possible or
Mystery snack Answer (Will happen, happen, wont Discuss video
Impossible piles
worksheets won’t happen, might happen, might Draw pictures of
happen) happen? each term in book In the possible
Tally to collect results Introduce terms group, then sort
Graph results (likely, unlikely, into certain or
impossible, uncertain
certain) Grab uncertain
Look at posters group and then
sort into likely,
unlikely
Do an example as
a class
Week 10 Probability scoot Flip b No Lesson
Make up own ook
questions tally
Make graph

SEQUENCE OF LESSONS/ LEARNING EXPERIENCES

Lesson
Main Resources Check for learning/
sequence Learning Experiences
Assessment
Focus
Birthday picture graph PowerPoint Diagnostic assessment
Graph posters - What do they
Cupcake templates already know
Superhero bar graph Graphing poster
Concrete materials (coloured Formative – view graph
squares) sort
Week 6:
Favourite fruit picture graph Labels
Parts of a graph sort sheet Formative – observe
Favourite colours bar graph Stickezz toys flipbooks
Tally flipbooks
Formative – observe
Pop sticks knowledge of tallying.
Board
Week 7: Tally practice Whiteboards Formative – observation
Favourite Zoo Animal picture graph Zoo Animal pictures One on one-time withs
Roll the dice game Labels students for extra support
Dice if needed.
Dice worksheet
Rotations
Graph and element sort
Graphing in reverse sheet
Deck of cards
Collecting data, using data to construct Penguin/spring roll and graph Summative assessment
graph sheets
Flipbook Smart board
Group task sheets
Flip book template
Week 8: Introduce probability and terms Smartboard Formative assessment -
Books observation
Computer games, values line, draw Drawing Template
Chance display Poster
Little red riding hood activity chance scenario cards
Rock paper scissor game template
Clip
Red riding hood templates
Card game, mystery snack Deck of cards
Mystery snack worksheet Formative assessment –
Chance question, answer and graph observe worksheet and
Graph template graph template
Week 9: Homework excuses – drawing Smart Board
Clip
Probability groupings Books
Deck of cards
Template
Probability scoot Scoot cards
Flipbook Flipbook template
Week 10:
Summative assessment
EVALUATION & REFLECTION: How effective was this unit?

Students
Level of Engagement
low high
Challenge for students
low high
Achievement/progress towards goals
low high
All learners catered for
no yes
Future teaching suggestions: What information did this unit provide about the future teaching/learning needs of these
students?

Assessment
difficult to carry out easy to carry out
allowed for range of student
unrelated to outcomes responses

Student feedback:

Supervising Teacher feedback:

Pre-service teacher evaluation: If you were to use this unit again, what changes would you make?