UNIT NAME: Recognising, collecting and recording data YEAR LEVEL: 3
SEMESTER: 3 NUMBER OF WEEKS/LESSONS: 4 weeks/20 lessons CONTENT STRAND (National Curriculum): Data representation and interpretation
Targeted student learning outcomes & elaborations:
• Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording (ACMSP068)
• 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)
Elaborations:
 Refining questions and planning investigations that involve collecting data, and carrying out the investigation. Narrowing focus questions
 Exploring meaningful and increasingly efficient ways to record data, and representing and reporting the results of investigations
 Comparing various student gathered data representations and describing their similarities and differences
Big mathematical ideas/concepts:
• Data collections are planned to investigate their own and others’ questions
• How to collect and organise data
• Data displays represent collected data
• Elements of data displays
• How to create data displays
• How to interpret data displays using elements of displays
• Identify and clarify as issue of interest or question to be investigated
• Us observation and questioning as ways of gathering data
• Suggest and use different recording methods to collect data
• Classify data into suitable categories
• Determine the method for data collection
Prior knowledge/skills:
• Ability to identify picture and column graph
• Basic understanding of column and picture graphs
• Collecting data using a tally
• Carroll Diagram
• Object categories
• Yes/no categories
• Counting/adding on
• Difference
Resources:
* Interactive whiteboard (various lessons)
* post it notes
* Newspapers (for data display collection)
* Magazines (for data display collection)
* computers
* ICT application
 Kid Zone: Create a Graph http://nces.ed.gov/nceskids/graphing/classic/bar_pie_data.asp?ChartType=bar
 Firefly: Maths is fun http://www.fireflytlc.com.au/program/imathsnational5/investigation5/weblink501
Catering for diverse learners:
* Computer applications to create and produce graphs
* Picture and column graphs for visual learners
* Options to formulate own questions
* small group activities
* whole class activities
* individual actvities allowing studnets to work at own pace
* chance to revisit prior knowledge
Lesson Sequence/Overview
Lesson objective: Students will revisit how to organise data into categories. They will have an understanding in this concept. Pre requisite knowledge: Students know: *Object categories *Yes/no categories *Data can be explored in various ways Classroom organisation/ teaching strategies: *Whole group activity (explicit teaching on how to organise categories) *Masking taped line, separating room *Students will step onto either side of the line, depending on the question posed and their answer. *Pose Questions: Are blue eyes the most common? Step onto blue eye or non blue eye side  are birthdays in the first half of the year most common? Step onto first half or not first half side  did most people in our class walk to school today? Step onto walk/ not walk side *Students discuss each time they change sides

Lesson Objective: Students revisit and understand how to record information on a table/ Carroll Diagram Pre requisite knowledge: Students know: *How to sort information on a Carroll Diagram *Object categories *Yes/no categories *Data can be explored in various ways Classroom organisation/ Teaching strategies: *Whole group activity (explicit teaching on organising categories into Carroll diagram) *Small group activity (student led) *Table created on interactive *Students names attached *Teacher suggests 2 different categories and students move their name based on their answer. *Teacher adds a second category (creating a Carroll diagram) *In small groups students play with Carroll diagrams. *Questions and categories are posed by students

Lesson Objective: Students revisit and understand how data is represented in a table and how to organise this. Pre requisite knowledge: Students know: *Data can be explored in various ways *Data displays represent collected data *Data collections are planned to investigate their own and others’ questions. Classroom Organisation/Teaching strategies: *Whole group activity (explicit teaching on recording data) *Partner work (student led) * Collect and record data about students in the class *In pairs students answer questions about the table Pose questions: Are names with 6 letters the most common in our class? How could we find this out? What information do we need to find this out? What would be the best way to organise our data? Are 6 letter names the most common? How many names have exactly 6 letters? Do any names have more than 6 letters? How many? 
Lesson objective: Students will test hypothesis and confirm with their understanding of a picture graph. Pre requisite Knowledge: Students know: *How to organise data on a simple picture graph *Data can be explored in various ways *Data displays represent collected data *Data collections are planned to investigate their own and others’ questions.
Classroom Organisation/Teaching strategies: *Whole class activity (explicit teaching on recording data in a simple picture graph) *Interactive whiteboard displaying photos of students * Collect and record data about students in the class *Table is displayed with 4 categories. *Pose questions: How many children go to bed at 8pm? How many children go to bed later than 9pm? Would this look the same for children in year 2? Why/why not? How could we refine the question? (on a school night/ weekend) 
Lesson Objective: To gain an understanding in the students’ knowledge of simple bar graphs. Pre requisite knowledge: Students know: *How to organise data on a simple bar graph *Data can be explored in various ways *Data displays represent collected data *Data collections are planned to investigate their own and others’ questions. *Elements of bar graphs Classroom organisation/teaching strategies: *Whole group activity (explicit teaching on elements of a bar graph) *Small group activity (student led) *A block graph is displayed on the whiteboard, no title or x axis *Students individually creating different titles and x axis information. *Students justify the title and axes they have given the graph Pose questions: could we tell the number of people for each if it wasn’t displayed in blocks?  What do the numbers on each side of the graph mean?  What else can we tell from this graph?  What is missing from this graph? who would find the graph useful?

Lesson objective: identify with students when to use a column graph to display data Pre requisite knowledge: Students know: *Data can be explored in various ways *Data displays represent collected data *Data collections are planned to investigate their own and others’ questions. Classroom organisation/teaching strategies *Whole class activity (explicit teaching on elements of a column graph) *Use people lines to create a human graph. *Use post it notes to create various block graphs that can be changed. *Pose a question: How can we tell how many students like maths in our class? *Take ideas. Suggest students form lines. *Pose a question is maths popular in our class? Students should recognise this from size of lines. *Pose a second question and repeat above step. *Students handed post it notes to record information *Place post it notes in columns on board *Invite students to suggest possible axis and labels

Lesson objective: To allow students to explore what they learnt in the previous lesson and create different graphs using post it notes Pre requisite knowledge: Students know: *Data can be explored in various ways *Data displays represent collected data *Data collections are planned to investigate their own and others’ questions. *How to create data displays
Classroom Organisation/Teaching strategies: Whole group activity (teacher led review of previous lesson) Small group activity (student led) *Revise yesterdays lesson *Groups of 810 *groups provided with small whiteboards/blackboards *students create various block graphs on boards using post it notes as each block.
*Post it notes and boards allow students to create, explore and erase various graphs.
*Students discuss possible questions for each graph they create

Lesson objective: students show their understanding of interpreting a pre created column graph Pre requisite knowledge: Students know: *Data can be explored in various ways *Data displays represent collected data *Data collections are planned to investigate their own and others’ questions. *How to create data displays
Classroom organisation/Teaching strategies: *Explicit teaching to whole class *Individual activity (student led) *Graph displaying children who had a lunch order in a week *Discuss *Posed questions: What day did most children have a lunch order? How many had a lunch order on Wednesday? How many more people had a lunch order Tuesday than Friday? Who would find this information useful? If not lunch orders, what else could this graph be representing?

Lesson Objective: students show their understanding of analysing graphs that are pre created Pre requisite knowledge: Students know: *Data can be explored in various ways *Data displays represent collected data *Data collections are planned to investigate their own and others’ questions. *How to create data displays *The axes and labels of graphs
Classroom organisation/ Teaching strategies: *Whole group activity (explicit teaching on elements of a column graph) *Individual activity (student led) *Bar graph is displayed showing ‘playground equipment children in a class prefer’ *Graph does not display the x axis information (names of equipment) *Children fill in x axis based on information given 2 students like slides better than bars Only 1 student likes the sandpit The number of students liking the ropes is equal to the number liking slides 
Lesson objective: to create a column graph with imaginative information fun activity requiring students imagination
pre requisite knowledge: students know: *Data can be explored in various ways *Data displays represent collected data *Data collections are planned to investigate their own and others’ questions. *How to create data displays *Various animals of the world Classroom organisation/ Teaching strategies: *Whole group activity (teacher led creation of a column graph) *Individual activity (student led) *Collect, organise and display data that relates to classroom themes (animals) *Pose questions: How should this info be organised? How should we collect the info? *Using whiteboard info is gathered in a bar graph. DISCUSS *pick second category *Gather new info on board Pose questions: What has changed? What is now the most popular? If we could only choose animals that could fly what would change?

Lesson objective: students understand how to formulate questions to collect data Pre requisite knowledge: Students know: *Data can be explored in various ways *Data displays represent collected data *Data collections are planned to investigate their own and others’ questions. *Vocabulary: focus, refine, brainstorm Classroom organisation/ teaching strategies: *Whole group activity (explicit teaching on formulating appropriate questions) *Small group activity (student led) *Identify questions or issues e.g. Favourites, numbers, measures? *Narrow down and refine focus questions. * Discuss options: *As a class decide on a question to plan and investigate. (NOTE: A good one to begin with is: What are the pets students in 3T have at home? *Discussion of how this information could be found out? *Brainstorm this information could be found out. (survey, questionaire, table, count) Have students jot down what they will need to find out. (NOTE: remind students that there may be the need for an “others” category when collecting data)

Lesson objective: students demonstrate their understanding of how to collect data from a formulated question in the previous lesson Pre requisite knowledge: Students know: *Data can be explored in various ways *Data displays represent collected data *Data collections are planned to investigate their own and others’ questions.
Classroom organisation/ teaching strategies: Whole group activity (explicit teaching on collecting data with tally marks) Individual activity (student led)
Whole class tally to answer question (NOTE: remind students that the fifth tally mark is a line across the group like a gate)
Student led: Students individually collect their own data using a tally chart Collect data relating to previous lesson ( e.g. what is favourite ice cream of students in 3T) 
Lesson objective: students demonstrate their understanding by creating a picture graph with the information from the previous lesson
Pre requisite knowledge: Students know: *Data can be explored in various ways *Data displays represent collected data *Data collections are planned to investigate their own and others’ questions. *How to create a basic picture graph Classroom organisation/ teaching strategies: Whole group activity (explicit teaching on creating a picture graph) Individual activity (student led) *Create a class picture graph of based on yesterdays tally *Follow steps to create a picture graph *As a class label and title graph *Students place pictures of pets on graph *Students will create their own picture graph using the information from previous lesson (ice cream flavours) 
Lesson objective: students demonstrate their understanding by creating a column graph with the information from the previous lesson
Pre requisite knowledge: Students know: *Data can be explored in various ways *Data displays represent collected data *Data collections are planned to investigate their own and others’ questions. *The elements of a basic bar graph Classroom organisation/ Teaching Strategies: *Whole group activity (explicit teaching on creating a column graph) *Individual activity (student led) *Create a column graph using previous lesson information *Students colour in boxes above labels. (each pet needs a separate colour)
*Students create own column graph including labels, title and data from previous lesson (ice cream flavours) 
Lesson objective: students show an understanding of analysing and interpreting data displays created in the previous lessons
Pre requisite knowledge: *students collected data and created a graph in the previous lessons. *Students have interpreted data in previous lessons Classroom organisation/ teaching strategies: *Whole group activity (explicit teaching on analysing and comparing graphs) *Individual activity (student led) *Previous tally, picture graph and column graph displayed
*Pose questions: Which graph easiest to read? Why? What information can we gather from these graphs? For whom would this information be useful? What is the most common? What is the least common? *Discuss each question with students *Students do the above with their individually created graphs and tallies in the previous lessons 
Lesson objective: students know what various graphs and data displays look like and how they are displayed
Pre requisite knowledge: Students know: *Data displays represent collected data *How to interpret data displays using elements of displays *Students have an understanding of what various graphs and data look like
Classroom organisation/ Teaching strategies: *Teacher led review of data and graphs *Small groups(student led)
*Explore the ways data and information is presented in the world (newspapers, magazines, around the school, classroom)
*Collect samples of this
*Pose questions: can you interpret the data you have collected? Are any graphs difficult to interpret? Why?

Lesson objective: students will be shown how to create a column graph using ICT
Pre requisite knowledge: *students are familiar with creating graphs on paper. *Students are familiar with using computers to display information
Classroom organisation/ Teaching strategies: Whole group activity (explicit teaching on creating graphs on computer) Individual activity (student led)
*Data from a previous lesson will be in put into a computer interactive. *Students are shown 2 different ICT applications and how to use them
*Step by step students are shown through the application
*Student have the opportunity to investigate and explore these applications on individual computers

Lesson objective: how to interpret graphs created by other groups
Pre requisite knowledge: *students are becoming familiar with comparing and interpreting graphs
Classroom organisation/ teaching strategies: Whole group activity (explicit teaching on interpreting graphs made by others) Individual activity (student led)
*Present a table displaying favourite football teams of students in a Melbourne class
*Discuss table
*Pose questions (answer individually) What is the most popular team? How many students were surveyed all together? Which 2 teams are least popular? Why do you think there was an ‘other’ category? What does this mean?

Lesson objective: how to conduct own class survey to analyse and compare with previous lessons data display
Pre requisite knowledge: Students know: *Data collections are planned to investigate their and others’ questions *How to collect and organise data *Data displays represent collected data *How to create data displays *How to interpret data displays using element of displays *To check data collected
Classroom organisation/ teaching strategies: *Individual activity (student led)
*Students conduct own survey on favourite football teams in their class
*Students individually present results in ICT application shown in previous lessons
*Students individually answer similar questions posed yesterday

Lesson objective: show an understanding of how to compare graphs and data from the previous 2 lessons Pre requisite knowledge: Students know: *How to interpret data displays using element of displays
Classroom organisation/ Teaching strategies: * Group Discussion ( teacher led about comparisons) *Individual activity (student led) *Students will compare data from each graph in previous 2 lessons
*Pose questions: What is the most popular sport from each class? Can you think of reasons these might be different? Which is the most popular team overall? How do you know this? Are there any similar team numbers? What other information can you compare?
*Students share what they have found with the class * review and discuss learning’s of previous 3 days
