LESSON PLAN

Unit/Lesson Title: Lesson duration: Stage/Level: Class/Group:

Survey, Tally, Bar Graph- Displaying data 30 minutes Stage 2 Room 2
Year 3 Tamie Treloar

Rationale: Syllabus topic/content: Syllabus outcome:

The aim is to build on students’ previous Mathematics ACARA

knowledge of data collection and
representation. Students have previously
collected data on their favourite sport
and constructed a tally and column
graph. Following a summative
assessment, students survey the class
on a question of their choice. Students
plan for construction of a tally and
construct a bar graph to represent their
findings.
 Statistics and Probability o (ACMSP069) Year 3
 Data representation and interpretation o (ACMSP070) Year 3
Achievement Strand: They interpret and
compare data displays.
Collect data, organise into categories
and create displays using lists,
tables, picture graphs and simple
column graphs, with and without the
use of digital
technologies (ACMSP069)

Interpret and
compare data displays (ACMSP070)

Prior Knowledge: Risk Assessment: Resources:

 Tallys, pictograms, bar and column Everyday classroom risks, tripping/falling USB, PPT, SmartBoard, 23x iPads
graphs etc
 Surveying skills
Specific Teaching Target:

Learning objectives:
To collect data, represent it as a column graph and make inferences

Success criteria:
I can use surveys to collect data and make inferences from it following construction of a tally and column graph using ICT
Syllabus content Time Content/Learning Experience Teaching Class Assessment
Strategies Organisation Techniques
Collect data, Introduction
organise into
categories and Today we are going to use the data
5 minutes collection skills we have been working on to Group All students on
create displays
survey, tally and represent findings from a instruction the ‘mat’ facing
using lists, question. teacher and
tables, picture SmartBoard
graphs and simple Body
column graphs,
with and without Class demonstration:
the use of digital Last lesson you chose a question in the
GoogleForms quiz your filled out. The
technologies (ACM
questions you chose from are real life
SP069) 5 minutes examples of questions that might be
answered using a tally to work out what Modelling
outcome got the most selections. I will first
give a quick run through to refresh you on
how to use the tally and bar graph software
called Meta- Chart which we detailed in a
lesson a couple lessons ago. TAKE CLASS
THROUGH SOFTWARE USING EXAMPLE
FROM LAST LESSON.

10 minutes Formative task

Come up and collect an iPad. I would like
you to think about the question you want to
survey the class on and select some
options that other students can choose Formative
from. For example, if you choose ‘What assessment
should the class get for a special lunch on
Friday?’ you might use the options: Pizza, Students
Subway, KFC, McDonalds or Other. Then moving around
you can list these as ‘slices’ in your Tally. I Individual task classroom
expect this part of the lesson to be a bit obtaining
noisy, but I want you to survey at least 12 survey results
 people for their answers. Lets start.

Now you have your data, I want you to use

Met- Chart to make it into a bar graph. Use
the website we used last week to complete Students to
the task and navigate to the rubric to help desks.
you to know what you need to do in the iPad and
assessment. access to
Interpret and websites:
compare data displays (A Conclusion https://misstami
CMSP070) eroom2.weebly.
Today we surveyed the class to collect data com/
to put into a tally and bar graph. We used
Met- Chart to construct our designs. Next https://www.met
week we will look at what we designed and a-
think about some more questions we might chart.com/bar#/
ask another class and what technology display
might be useful in collecting their answers.
https://www.met
a-
chart.com/tally

Students might need assistance to modify values and may need to work in groups with students confident in ICT use