Teaching pack · Year 10 Statisticsseegongsik /au
Reading Statistics in the Media: a week of ready-to-teach maths
Five days of lessons for Year 10 Statistics. Print this pack and the week is prepared.
AC9M10ST01
analyse claims, inferences and conclusions of statistical reports in the media, including ethical considerations and identification of potential sources of bias
Start here: five minutes to Monday
- Skim the week at a glance.
- Print the five days (plan + worksheet each).
- Cut out the card sheet once.
- Open the free interactive unit on your board.
- Teach from the plan.
On the board
On-screen pictures: “The truncated axis trick”, “Link the claim to its evidence”, “Mean or median: which average?”, “Is the sample representative?”, “Correlation is not causation”.
seegongsik.com/au/y10/statistics/AC9M10ST01
Aligned to Australian Curriculum V9 (AC9M10ST01). Original material from seegongsik. Descriptors (c) ACARA, CC BY 4.0.
The week at a glance5 lessons
The week at a glance
One lesson a day. Run them in order where you can.
| Day | Lesson | Children learn and do | On screen |
|---|---|---|---|
| 1 | The truncated axis trick | Practise the idea with talk, board and worksheet | Board: The truncated axis trick |
| 2 | Link the claim to its evidence | Practise the idea with talk, board and worksheet | Board: Link the claim to its evidence |
| 3 | Mean or median: which average? | Practise the idea with talk, board and worksheet | Board: Mean or median: which average? |
| 4 | Is the sample representative? | Practise the idea with talk, board and worksheet | Board: Is the sample representative? |
| 5 | Correlation is not causation | Practise the idea with talk, board and worksheet | Board: Correlation is not causation |
Materials
- This pack printed.
- Pencils and the board or projector.
- Optional counters or rulers if a day plan names them.
A note home
This week in maths we work on reading statistics in the media. Ask: What did you practise today?
seegongsik.com/au/y10/statistics/AC9M10ST01/pack
Day 1 · Teacher planDay 1 of 5
The truncated axis trick
Children practise “The truncated axis trick” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the truncated axis trick in Year 10 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “The truncated axis trick”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “The truncated axis trick”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “The truncated axis trick” on screen for the main block.
seegongsik.com/au/y10/statistics/AC9M10ST01
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about the truncated axis trick.
Day 1 · Worksheet
The truncated axis trick
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 2 · Teacher planDay 2 of 5
Link the claim to its evidence
Children practise “Link the claim to its evidence” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain link the claim to its evidence in Year 10 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Link the claim to its evidence”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Link the claim to its evidence”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Link the claim to its evidence” on screen for the main block.
seegongsik.com/au/y10/statistics/AC9M10ST01
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about link the claim to its evidence.
Day 2 · Worksheet
Link the claim to its evidence
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 3 · Teacher planDay 3 of 5
Mean or median: which average?
Children practise “Mean or median: which average?” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain mean or median: which average? in Year 10 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Mean or median: which average?”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Mean or median: which average?”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Mean or median: which average?” on screen for the main block.
seegongsik.com/au/y10/statistics/AC9M10ST01
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about mean or median: which average?.
Day 3 · Worksheet
Mean or median: which average?
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 4 · Teacher planDay 4 of 5
Is the sample representative?
Children practise “Is the sample representative?” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain is the sample representative? in Year 10 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Is the sample representative?”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Is the sample representative?”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Is the sample representative?” on screen for the main block.
seegongsik.com/au/y10/statistics/AC9M10ST01
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about is the sample representative?.
Day 4 · Worksheet
Is the sample representative?
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 5 · Teacher planDay 5 of 5
Correlation is not causation
Children practise “Correlation is not causation” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain correlation is not causation in Year 10 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Correlation is not causation”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Correlation is not causation”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Correlation is not causation” on screen for the main block.
seegongsik.com/au/y10/statistics/AC9M10ST01
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about correlation is not causation.
Day 5 · Worksheet
Correlation is not causation
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Cut-out cardsReuse all week
Talk cards for Reading Statistics in the Media
Cut out. Hold up a card and give an example.
The truncated axis trick
Give an example.
Link the claim to its evidence
Give an example.
Mean or median: which average?
Give an example.
Is the sample representative?
Give an example.
Correlation is not causation
Give an example.
Store in an envelope labelled AC9M10ST01.
Mini-check · End of week
Show what you know: Reading Statistics in the Media
NameClassDate
Work on your own. Use pictures or numbers.
1. Draw or write the big idea of this week.
2. Give one clear example.
3. Give a second different example.
4. What mistake should we watch for?
I can explain this idea to a partner:Yes □ No □
Mini-check · AnswersTeacher
Answers and look-fors
- Item 1 names the unit idea (reading statistics in the media) in child words.
- Items 2-3: two different correct examples.
- Item 4: a real muddle for this topic.
Use day-plan look-fors across the week.