LEGEND: Australian curriculum general links Specifically used Key words Differentiation product/pitch/process/pace: Pre-core/Core/Extender/ 6 month

above/Above 2 plus years extender Assessment Reminder focus type of assessment PEER RUBRIC FOR ORAL PRESENTATION:
TERM 3 2017 UNIT PLANNER FOR WEEKS 7-9 Mathematics Statistics and probability:
Data representation and interpretation/mental computation.
TIME TABLE: Data representation and interpretation: 9 lessons
Mondays 30 min 12.20-12.30pm
Tuesdays 30 min 11.30-12pm
Wednesdays 60 min 11.30-12.30pm
Thursdays 60 min 11.30-12.30pm
Fridays 80 min 11.40-12.50pm
TIME TABLE: MENTAL COMPUTATION:
Mondays 50 min 9.50-10.40am
Fridays 15 min 10-10.15 am

TITLE: How can we use data to answer questions? ORGANISING LEARNING AREA: Mathematics
STRAND: Statistic and probability
YEAR LEVEL: 4 24 students SUB STRAND: Data representation and interpretation

LEARNING INTENTION:
I want the children to know and understand that there are several ways to represent data during the process of collecting, organising and interpreting chosen or given data.
I want the children to understand that the choice of representing and interpretation of data depends on the question and its purpose.
I want the children to know and understand and develop the language vocabulary used to describe most/ mostly or least.

MY GOALS CORRELATE WITH:

Teaching for Effective Learning Framework link: 1.6 Learning for effective teaching. Design, plan and organise for learning and teaching by tailoring programs to meet
the needs of and extend all learners, with differentiation being seen as essential. What processes have I put in place to get feedback about the effectiveness of our systems
and structures?

AITSL Australian Professional Standards for Teachers link: 3.6 Evaluate and improve teaching programs

ACARA LINKS:
KEY CONCEPT: Australian curriculum links:
Key ideas:In Mathematics, the key ideas are the proficiency strands of understanding, fluency, problem-solving and reasoning. The proficiency strands describe the actions in
which students can engage when learning and using the content. While not all proficiency strands apply to every content description, they indicate the breadth of mathematical
actions that teachers can emphasise.

Understanding: Students build a robust knowledge of adaptable and transferable mathematical concepts. They make connections between related concepts and
progressively apply the familiar to develop new ideas. They develop an understanding of the relationship between the why and the how of mathematics. Students build
understanding when they connect related ideas, when they represent concepts in different ways, when they identify commonalities and differences between aspects of
content, when they describe their thinking mathematically and when they interpret mathematical information.

Fluency: Students develop skills in choosing appropriate procedures; carrying out procedures flexibly, accurately, efficiently and appropriately; and recalling factual knowledge
and concepts readily. Students are fluent when they calculate answers efficiently, when they recognise robust ways of answering questions, when they choose appropriate
methods and approximations, when they recall definitions and regularly use facts, and when they can manipulate expressions and equations to find solutions.

Problem-solving: Students develop the ability to make choices, interpret, formulate, model and investigate problem situations, and communicate solutions effectively.
Students formulate and solve problems when they use mathematics to represent unfamiliar or meaningful situations, when they design investigations and plan their
approaches, when they apply their existing strategies to seek solutions, and when they verify that their answers are reasonable.

Reasoning: Students develop an increasingly sophisticated capacity for logical thought and actions, such as analysing, proving, evaluating, explaining, inferring, justifying and
generalising. Students are reasoning mathematically when they explain their thinking, when they deduce and justify strategies used and conclusions reached, when they adapt
the known to the unknown, when they transfer learning from one context to another, when they prove that something is true or false, and when they compare and contrast
related ideas and explain their choices.

Year 4 Level Description

The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and
algebra, measurement and geometry, and statistics and probability. The proficiencies reinforce the significance of working mathematically within the content and describe how
the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics. The achievement standards reflect the
content and encompass the proficiencies.

At this year level:

understanding includes making connections between representations of numbers, partitioning and combining numbers flexibly, extending place value to decimals,
using appropriate language to communicate times and describing properties of symmetrical shapes
fluency includes recalling multiplication tables, communicating sequences of simple fractions, using instruments to measure accurately, creating patterns with shapes
and their transformations and collecting and recording data
problem-solving includes formulating, modelling and recording authentic situations involving operations, comparing large numbers with each other, comparing time
durations and using properties of numbers to continue patterns
reasoning includes using generalising from number properties and results of calculations, deriving strategies for unfamiliar multiplication and division tasks, comparing
angles, communicating information using graphical displays and evaluating the appropriateness of different displa

CONTENT DESCRIPTOR: Data representation and interpretation

Describe different methods of data collection and representation and evaluate their effectiveness.
Construct data displays from given or collected data
Week 7/8/9:
Select and trial methods for data collection, including survey questions and recording sheets (ACMSP095)
Elaboration Choosing the most effective way to collect data for a given investigation.

Construct suitable data displays, with and without the use of digital technologies, from given or collected data. Include tables, column graphs and picture graphs where one
picture can represent many data values (ACMSP096)
 Elaboration: Exploring ways of presenting data and showing the results of investigations

Evaluate the effectiveness of different displays in illustrating data features including variability (ACMSP097)

Elaboration: Suggesting questions that can be answered by a given data display and using the display to answer questions

ACHIEVEMENT STANDARD:
By the end of Year 4, students choose appropriate strategies for calculations involving multiplication and division. They recognise common equivalent fractions in familiar
contexts and make connections between fraction and decimal notations up to two decimal places. Students solve simple purchasing problems. They identify and explain
strategies for finding unknown quantities in number sentences. They describe number patterns resulting from multiplication. Students compare areas of regular and irregular
shapes using informal units. They solve problems involving time duration. They interpret information contained in maps. Students identify dependent and independent events.
They describe different methods for data collection and representation, and evaluate their effectiveness.
Students use the properties of odd and even numbers. They recall multiplication facts to 10 x 10 and related division facts. Students locate familiar fractions on a number line.
They continue number sequences involving multiples of single digit numbers. Students use scaled instruments to measure temperatures, lengths, shapes and objects. They
convert between units of time. Students create symmetrical shapes and patterns. They classify angles in relation to a right angle. Students list the probabilities of everyday
events. They construct data displays from given or collected data.

LEARNING OUTCOMES: CROSS-CURRICULUM PRIORITIES: GENERAL CAPABILITIES:

Aboriginal & Torres Strait Islander histories & cultures Literacy
Related to Australian Curriculum: PORTFOLIO EXAMPLE Numeracy
TASK SEVERAL LESSONS AND END OF UNIT SUMMATIVE Asia & Australias engagement with Asia Information &
Reflect on the best way to ask a question to collect and Communication
present data. Sustainability Technology
Ask students to: Capability
1. predict responses Critical & Creative
2. collect data Thinking
3. construct and display data from information collected Personal & Social
capability
Differentiation: Group sizes, write or draw. Teacher and or peer Ethical
support or individual work. Scribe year 3, 4 and or 5 outcomes. Understanding
MY WORDS: Intercultural
1. Formulate questions and a record sheet to collect data Understanding
to conduct a survey(ACMSP095) .

2. Predict responses.

3. Explore ways to organise and represent data from

investigations(Y3=ACMSP069):

OR

4. A: Create a simple column or picture graph

(Y3 =ACMSP069) or
 B: Construct a suitable column graph, picture graph
Y4 =(ACMSP096) or

C: A dot plot graph (Y5= ACMSP119) without the use of

digital technologies from given or collected data.

5. Analyse and justify why it was affective or why it was not

effective (ACMSP095) .

6. Interpret: What questions could be answered in a data

display? Use displays to answer given or own
investigation questions(ACMSP097).

DIFFERENTIATION
Year 3 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 - Scootle )
Year 5 Construct displays, including column
graphs, dot plots and tables, appropriate for
data type, with and without the use of digital
technologies (ACMSP119)

MENTAL COMPUTATION: SUPPORTING THIS MATHEMATICS CHANCE

LEARNING AREA:
LEARNING OUTCOME ACHIEVEMENT STANDARD:
Mental computation Mathematics Mathematical strategies to transfer into everyday Mathematics
TIME TABLE: MENTAL COMPUTATION: lessons including this unit. Learning area visual: By the
Mondays 50 min 9.50-10.40am end of Year 4, Students list
Fridays 15 min 10-10.15 am the probabilities of everyday
Week 7: events.
Lesson 1 Monday 50 min
Jodie doing due to my professional development at
school on growth mindset Understanding

Lesson 2 Friday 15 min Students build a robust

knowledge of adaptable and
 100 chart choose a number and create a sum/share transferable mathematical
homework examples. concepts.
Week 8:
Lesson 1 Monday 50 min
Jodie doing if I am still doing my professional
development at school on growth mindset

One of Jodies game packs doubles based on Ann Baker

strategies.
Lesson 2 Friday 15 min
100 chart choose a number and create a sum/share
homework examples.
Week 9:
Lesson 1 Monday 50 min
One of Jodies game packs doubles based on Ann Baker
strategies. If I was not on professional development week
8 I will do doubles. If I did do doubles week 8 I will choose
another strategy.

Mathematics Data representation and interpretation: ASSESSMENT

TEACHER WILL DO: Lesson 1 PRE-TEST: PRIOR KNOWLEDGE: How will I find out what the children already know?
Oral: Question and answer session Written responses to Strangers in our class worksheet!

TEACHER WILL DO formulate question design record sheet collect data formative: Lesson How will I know if the children are on track to know and understand
the learning intention? I learn how students are travelling by observe and give feedback of each students learning and assess on the spot if changes are needed.
Lesson 4: AND MID FORMATIVE ASSESSMENT TO SEE HOW STUDENTS ARE TRAVELLING STRENGTHS, INTERESTS, NEEDS AND DIVERSITY FORM for
anecdotal notes on student work sample photocopy.

TEACHER WILL DO: After lesson 8 SUMMATIVE OBSERVATIONAL CHECKLIST WITH COMMENTS or rubric: How will I know if the children have developed an
understanding of the learning intention? (DIAGNOSTIC: Mark student work sample summative student assessment data sheet designed by myself Joanne Lang)

..
STUDENTS WILL DO: Lesson 8 ORAL FINAL REFLECTION ON LEARNING ORAL WHOLE CLASS DISCUSSION: Student self-assessment final reflection of
learning.

Mathematics Data representation and interpretation: LEARNING EXPERIENCES OVERVIEW

Provocation part of lesson 1: Misconception question: Can you measure and group data?
how will you provoke or invite the children to learn?

OVERVIEW TEACHING AND LEARNING SEQUENCE

Lesson 1: 30m Misconception question: Can you measure and group data?
Tuesday Week 7 Mind mapping: Explain the term data? Explain what is a column graph? Explain what is a picture graph? Why do we collect data?
Assessment Pre-test Complete the strangers in our class worksheet.
oral answer definition
questions
And worksheet
Strangers in our class!

Lesson 2: Wednesday Mathematical language vocabulary most and mostly, least or fewest.
60m Maths Curse book introduction engagement column birthday graph.
Explicit teaching Explicit teaching using last chance unit lesson. Using column graphs lists such as table, picture and dot plot graphs introduction.
process using last Introducing the process of formulation questions collecting data, organising and representing data, analysing data, interpreting the results.
chance unit lesson Creating good questions discussion.
Students turn list of top 5 Adelaide United players statistics into column, picture or dot plot graphs and analyse effectiveness.
Using column graphs
lists such as table,
picture and dot plot
graphs introduction.

Lesson 3: Thursday Do your own in class survey for data representation and interpretation using the process
60m Focus After formulation question write a prediction.
Do your own in class Process: of formulation questions and collecting data, organising and representing data, analysing data, interpreting the results.
survey for data Ideas examples if cannot generate will be given. Class about self: Eye colour, shoe size, height or numbers in family members. About feelings or
representation and opinions. Favourite ice-cream scoop flavour, colour, digital game or tv show.
interpretation using
the process

Lesson 4: Friday 80m Process: of formulation questions collecting data, organising and representing data, analysing data, interpreting the results.
Mid assessment focus Students hand up books end of lesson
design formulate Teacher: After lesson Photo copy books and write annotation note.
question design
record sheet collect
focus design focus design formulate question design record sheet collect data
data formative to see
how students are
travelling
Week 8 Monday
student free day Student free day
Lesson 5: Tuesday Process: of formulation questions collecting data, organising and representing data, analysing data, interpreting the results.
30m
Lesson 6: Wednesday Engagement my show bag scenario. Smartie investigation: transferring for fluency to another set of data.
60m Process: Predict how many of each colour smartie questions collecting data, organising and representing data, analysing data, interpreting the
results.

Lesson 7: Thursday Smartie investigation: transferring for fluency to another set of data.
60m Process: Predict how many of each colour smartie questions collecting data, organising and representing data, analysing data, interpreting the
results.

Lesson 8: Friday 80m Summative assessment post-test student sample of work in week 8 with observational checklist and comments to mark after.
Summative DIAGNOSTIC: Mark student work sample)
Assessment Post test
Student oral self-assessment final reflection of learning.
Student oral self- Prepare Zoo question book pages to record collected data: What South American and African animals did I see at the Adelaide Zoo
assessment final Excursion?
reflection of learning.
Week 9: Wednesday After Zoo: Question, what South American and African animals did you see at the Adelaide zoo? Collecting data,
60m organising and representing data, analysing data, interpreting the results. Reflection on learning share findings.

TEACHING AND LEARNING SEQUENCE

Stage of inquiry/teacher Learner activity Learner organisation and resources Cross curriculum
focus Assessment resource learning area or
Assessment point other important
inclusive links
ADDITIONAL NOTES: take photos of student work camera without students for ethics
Lesson 1: Tuesday 30m Prior knowledge. Students respond to teacher questions. Whole class on mat
Week 7 Think pair share
Provocation engagement. Misconception question: Can you measure and group
Assessment Pre-test data?
diagnostic prior knowledge Differentiation whole group and think pair share. Individual: Strangers in our class worksheet each
oral answer questions. student
Asking and answering
questions. Mind mapping: Observe teacher recording their responses to: Whiteboard and markers
Explain the term data? Explain what is a column graph?
Explain what is a picture graph? What is a dot plot? Why do
we collect data?

Complete individually the strangers in our class worksheet.

Lesson 2: Wednesday 60m Differentiation students different graph representations. Whole class on mat.
Explicit teaching using last Recap last lesson and discuss last chance unit lesson survey Maths Curse Jon Scieszka book introduction
chance unit lesson students filled out about how they felt about the HaSS animal engagement column birthday graph.
research lessons.
Using column graphs lists Introduce activity.
such as table, picture and Introducing the process of formulation questions collecting
dot plot graphs introduction. data, organising and representing data, analysing data,
interpreting the results.
Process: of formulation
questions collecting data, HaSS good questions in survey. Student responses to survey HaSS
organising and representing Creating good questions and introducing various graphs for
data, analysing data, effectiveness easy or hard.
interpreting the results. Students says their response to

Process: formulation questions collecting data, organising

and representing data, analysing data, interpreting the
results.
Turning question, data collected
Definitions and uses of graphs, lists such as tables, picture
and dot plot graphs.

Observe and listen to teacher using HaSS data for questions

into each form below.

Column graphs are similar to bar graphs and line graphs.

All three have grid lines going horizontally and vertically. The
column graph is more similar to the bar graph in that it is
used more for one time or single events rather than
continuous events. In the column graph the data is literally
presented in columns
Differences

Mathematical tables are lists of numbers showing the

results of calculation with varying arguments, before
calculators were cheap and plentiful, people would use such
tables to simplify and drastically speed up computation.

A dotplot is a type of graphic display used to compare

frequency counts within categories or groups. As you might
guess, a dotplot is made up of dots plotted on a graph.

A picture graph is a pictorial display of data with symbols,

icons, and pictures to represent different quantities. The
symbols, icons, and pictures of a picture graph typically
represent concepts or ideas, or stand in for a larger quantity
of something.

Creating good questions discussion.

Individual or pairs.
 Students turn list of top 5 Adelaide United players statistics
into column, picture or dot plot graphs and analyse Swipe and wipe with blank white paper whiteboard
effectiveness. markers.

Students turn to practice all forms they think would be

effective to use to record, analyse and interpret.
Easier or harder.

Adelaide United Home Adelaide United website

Reflection of learning what graph was more effective.
http://www.adelaideunited.com.au/
Whole class

Lesson 3: Thursday 60m Differentiation students assistance from others and choice of Whole class on mat
organising and representing data from their investigations.
Do your own in class survey Recap last lesson:
for data representation and Introduce activity.
interpretation using the Mathematics graph book and lead pencil.
process 1. Formulate question, design a record sheet to collect
Process: of formulation data to conduct a survey. Individually alongside peers for support at desks.
questions and collecting 2. Predict responses
data, organising and 3. Collect data
representing data, analysing Whole class share time on mat
data, interpreting the results. NOTE: Ideas examples if cannot generate will be given.
Class about self: Eye colour, shoe size, height or numbers in
If needed give examples family members. About feelings or opinions. Favourite ice-
cream scoop flavour, colour, digital game or tv show.

Reflection of learning above focus.

DESIGN a focus for . Whole group on mat.
anecdotal notes on Differentiation students assistance from others and choice of
organising and representing data from their investigations. DESIGN a focus for anecdotal notes on
student work sample Introduce assessment activity.
Lesson 4: AND MID student work sample
FORMATIVE 4. Organising and representing data.
Lesson 4: AND MID FORMATIVE
ASSESSMENT TO SEE ASSESSMENT TO SEE HOW STUDENTS
HOW STUDENTS ARE Students hand up books end of lesson ARE TRAVELLING STRENGTHS,
Teacher: After lesson Photo copy books and write annotation INTERESTS, NEEDS AND DIVERSITY
TRAVELLING note.
STRENGTHS, FORM for anecdotal notes on student
INTERESTS, NEEDS work sample.
AND DIVERSITY FORM focus design formulate question design record sheet
collect data
for anecdotal notes on Use their collected data to organise and represent in either
student work sample. column, picture or dot plot graph NOT LIST THST WAS Individually alongside peers for support at desks.
Process: of formulation JUST FOR ADELAIDE UNITED EXAMPLE USING IT AS A Mathematic graph book and lead pencils.
questions collecting data, TOOL TO CONVERT INTO EITHER OF 3 LISTED HERE
organising and representing THE STUDENT SUCCESS CRITERIEA.
data, analysing data,
interpreting the results. Reflection of learning above focus. Whole group on mat.

Lesson 5: Week 8 Tuesday Differentiation students assistance from others and choice of Whole group on the mat.
30m organising and representing data from their investigations. Mathematics graph book and lead pencil.
Recap last lesson:
Process: of formulation Introduce activity. Individually alongside peers for support at desks.
questions collecting data, Process: of formulation questions collecting data, organising
organising and representing and representing data, analysing data, interpreting the
data, analysing data, results.
interpreting the results. Reflection of learning analysis and interpretation. Whole group on mat.

Lesson 6: Wednesday 60m Differentiation students assistance from others and choice of Whole group on the mat.
Engagement my show bag organising and representing data from their investigations. Smartie packets 1 each student.
scenario. In pairs individually record round 1 and 2 results on
Recap last lesson: Smartie investigation sheet
Smartie investigation: Introduce activity. Engagement my show bag scenario.
transferring for fluency to Predict how many of each colour smartie questions Double page left side Smartie investigation sheet.
another set of data. collecting data, organising and representing data, analysing Right side for next lesson. Mathematics graph book
Process: Predict how many of data, interpreting the results. and lead and colour pencils
each colour smartie questions Whole group on mat.
collecting data, organising and Reflection of learning.
representing data, analysing
data, interpreting the results.

Lesson 7: Thursday 60m Differentiation students assistance from others and choice of Whole group on the mat.
Smartie investigation: organising and representing data from their investigations. Individual students Smartie investigation sheet
transferring for fluency to Recap last lesson: Right side of previous lesson Smartie investigation
another set of data. Introduce activity. sheet. Mathematics graph book and lead pencil.
Process: Predict how many of Process: Predict how many of each colour smartie questions .
each colour smartie questions collecting data, organising and representing data, analysing Whole group on mat.
collecting data, organising and data, interpreting the results.
representing data, analysing
data, interpreting the results.
Reflection of learning your predictions, analysis and
result and effectiveness of organising and representing
data.
Lesson 8: Friday 80m Differentiation students Teacher scribes and varied data Whole group on the mat.
Post-Test to design refer to graph organisation and representation outcomes column, Individually at desks.
Australian Curriculum picture or dot plot.
examples and adapt. Introduce post-test activity. Design student worksheet
Worksheet Individually do post test
(DIAGNOSTIC: student work sample summative
Student oral self- Read to self till everyone finished student assessment data sheet designed by
assessment discussion of myself Joanne Lang)
learning as whole class. Student oral self- assessment discussion of learning as Reading book when finished.
whole class.
Prepare Zoo question book
pages to record What South Prepare Zoo question book pages to record What South
American and African American and African animals did I see at the Adelaide Whole group on mat.
animals did I see at the Zoo Excursion? Individually when finished post test.
Adelaide Zoo Excursion?

Lesson 9: Wednesday 60m After Zoo Whole group on the mat.

After Zoo Question, what Question, what South American and African animals did you Individually in Mathematic graph book and lead
South American and African see at the Adelaide zoo? Collecting data, pencil.
animals did you see at the organising and representing data, analysing data, Whole group on mat.
Adelaide zoo? Collecting data, interpreting the results.
organising and representing
data, analysing data, Reflection on learning share findings.
interpreting the results.
NOTE: TEACHER TO BE DONE WHEN COMPLETED .
SUMMATIVE WILL
MARK WORK
SAMPLE.

RESOURCES/ORGANISATION:
Mathematics Data representation and interpretation

ASSESSMENT ITEMS: TEACHER AND STUDENT

Assessment Pre-test oral answer definition questions
And worksheet Strangers in our class!

DESIGN a focus for anecdotal notes on student work sample focus design formulate question design record
sheet collect data
Lesson 4: AND MID FORMATIVE ASSESSMENT TO SEE HOW STUDENTS ARE TRAVELLING STRENGTHS,
INTERESTS, NEEDS AND DIVERSITY FORM for anecdotal notes on student work sample.
 Teacher: After lesson 8 SUMMATIVE OBSERVATIONAL CHECKLIST WITH COMMENTS: (DIAGNOSTIC: student work sample summative student assessment
data sheet designed by myself Joanne Lang)
Student: Lesson 8 DESIGN FROM AUS CURRIC ADAPT

WEEK 7-9:
MATERIALS CONRETE:
Individual: Strangers in our class worksheet each student

Whiteboard and markers

Maths Curse Jon Scieszka book introduction engagement column birthday graph.
Student responses to survey HaSS
Swipe and wipe with blank white paper whiteboard markers.
Mathematics graph book and lead pencil.
Smartie packets 1 each student.
In pairs individually record round 1 and 2 results on Smartie investigation sheet
Double page left side Smartie investigation sheet. Right side for next lesson. Mathematics graph book and lead and colour pencils
Reading book when finished.

WEBSITES:
Adelaide United Home Adelaide United website

http://www.adelaideunited.com.au/
:

Mathematics mental computation

MATERIALS CONCRETE:
Jodies pack of Ann Baker strategy games: doubles and more.

EVALUATION:
To what extent did we achieve our purpose? How could you develop the learning experiences & assessment tasks? What evidence is there to show the students
connection to the organising concept? What student directed learning arose from the unit? Assess the unit by providing evidence of students understanding of
the learning intention. What connections can be built between this unit and another?

MATHEMATICS: STATISTICS AND PROBABILITY Data representation and interpretation

MATHEMATICS MENTAL COMPUTATION: