Teaching pack · Year 10 Statisticsseegongsik /au
Boxplots and Quartiles: a week of ready-to-teach maths
Five days of lessons for Year 10 Statistics. Print this pack and the week is prepared.
AC9M10ST02
compare data distributions for continuous numerical variables using appropriate data displays including boxplots; discuss the shapes of these distributions in terms of centre, spread, shape and outliers in the context of the data
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 five-number summary”, “Building the boxplot”, “Quartiles split the data in four”, “The IQR and outliers”, “Comparing groups with boxplots”.
seegongsik.com/au/y10/statistics/AC9M10ST02
Aligned to Australian Curriculum V9 (AC9M10ST02). 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 five-number summary | Practise the idea with talk, board and worksheet | Board: The five-number summary |
| 2 | Building the boxplot | Practise the idea with talk, board and worksheet | Board: Building the boxplot |
| 3 | Quartiles split the data in four | Practise the idea with talk, board and worksheet | Board: Quartiles split the data in four |
| 4 | The IQR and outliers | Practise the idea with talk, board and worksheet | Board: The IQR and outliers |
| 5 | Comparing groups with boxplots | Practise the idea with talk, board and worksheet | Board: Comparing groups with boxplots |
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 boxplots and quartiles. Ask: What did you practise today?
seegongsik.com/au/y10/statistics/AC9M10ST02/pack
Day 1 · Teacher planDay 1 of 5
The five-number summary
Children practise “The five-number summary” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the five-number summary 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 five-number summary”,
- 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 five-number summary”. 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 five-number summary” on screen for the main block.
seegongsik.com/au/y10/statistics/AC9M10ST02
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 five-number summary.
Day 1 · Worksheet
The five-number summary
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
Building the boxplot
Children practise “Building the boxplot” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain building the boxplot 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 “Building the boxplot”,
- 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 “Building the boxplot”. 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 “Building the boxplot” on screen for the main block.
seegongsik.com/au/y10/statistics/AC9M10ST02
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 building the boxplot.
Day 2 · Worksheet
Building the boxplot
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
Quartiles split the data in four
Children practise “Quartiles split the data in four” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain quartiles split the data in four 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 “Quartiles split the data in four”,
- 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 “Quartiles split the data in four”. 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 “Quartiles split the data in four” on screen for the main block.
seegongsik.com/au/y10/statistics/AC9M10ST02
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 quartiles split the data in four.
Day 3 · Worksheet
Quartiles split the data in four
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
The IQR and outliers
Children practise “The IQR and outliers” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the iqr and outliers 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 IQR and outliers”,
- 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 IQR and outliers”. 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 IQR and outliers” on screen for the main block.
seegongsik.com/au/y10/statistics/AC9M10ST02
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 iqr and outliers.
Day 4 · Worksheet
The IQR and outliers
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
Comparing groups with boxplots
Children practise “Comparing groups with boxplots” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain comparing groups with boxplots 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 “Comparing groups with boxplots”,
- 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 “Comparing groups with boxplots”. 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 “Comparing groups with boxplots” on screen for the main block.
seegongsik.com/au/y10/statistics/AC9M10ST02
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 comparing groups with boxplots.
Day 5 · Worksheet
Comparing groups with boxplots
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 Boxplots and Quartiles
Cut out. Hold up a card and give an example.
The five-number summary
Give an example.
Building the boxplot
Give an example.
Quartiles split the data in four
Give an example.
The IQR and outliers
Give an example.
Comparing groups with boxplots
Give an example.
Store in an envelope labelled AC9M10ST02.
Mini-check · End of week
Show what you know: Boxplots and Quartiles
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 (boxplots and quartiles) 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.