Teaching pack · Year 10 Statisticsseegongsik /au
Scatterplots and Correlation: a week of ready-to-teach maths
Five days of lessons for Year 10 Statistics. Print this pack and the week is prepared.
AC9M10ST03
construct scatterplots and comment on the association between the 2 numerical variables in terms of strength, direction and linearity
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: “A scatterplot of paired data”, “Positive, negative, or none”, “The line of best fit”, “Strength: how tightly points cluster”, “Correlation still is not causation”.
seegongsik.com/au/y10/statistics/AC9M10ST03
Aligned to Australian Curriculum V9 (AC9M10ST03). 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 | A scatterplot of paired data | Practise the idea with talk, board and worksheet | Board: A scatterplot of paired data |
| 2 | Positive, negative, or none | Practise the idea with talk, board and worksheet | Board: Positive, negative, or none |
| 3 | The line of best fit | Practise the idea with talk, board and worksheet | Board: The line of best fit |
| 4 | Strength: how tightly points cluster | Practise the idea with talk, board and worksheet | Board: Strength: how tightly points cluster |
| 5 | Correlation still is not causation | Practise the idea with talk, board and worksheet | Board: Correlation still 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 scatterplots and correlation. Ask: What did you practise today?
seegongsik.com/au/y10/statistics/AC9M10ST03/pack
Day 1 · Teacher planDay 1 of 5
A scatterplot of paired data
Children practise “A scatterplot of paired data” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain a scatterplot of paired data 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 “A scatterplot of paired data”,
- 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 “A scatterplot of paired data”. 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 “A scatterplot of paired data” on screen for the main block.
seegongsik.com/au/y10/statistics/AC9M10ST03
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 a scatterplot of paired data.
Day 1 · Worksheet
A scatterplot of paired data
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
Positive, negative, or none
Children practise “Positive, negative, or none” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain positive, negative, or none 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 “Positive, negative, or none”,
- 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 “Positive, negative, or none”. 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 “Positive, negative, or none” on screen for the main block.
seegongsik.com/au/y10/statistics/AC9M10ST03
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 positive, negative, or none.
Day 2 · Worksheet
Positive, negative, or none
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
The line of best fit
Children practise “The line of best fit” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the line of best fit 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 line of best fit”,
- 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 line of best fit”. 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 line of best fit” on screen for the main block.
seegongsik.com/au/y10/statistics/AC9M10ST03
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 line of best fit.
Day 3 · Worksheet
The line of best fit
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
Strength: how tightly points cluster
Children practise “Strength: how tightly points cluster” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain strength: how tightly points cluster 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 “Strength: how tightly points cluster”,
- 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 “Strength: how tightly points cluster”. 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 “Strength: how tightly points cluster” on screen for the main block.
seegongsik.com/au/y10/statistics/AC9M10ST03
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 strength: how tightly points cluster.
Day 4 · Worksheet
Strength: how tightly points cluster
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 still is not causation
Children practise “Correlation still is not causation” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain correlation still 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 still 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 still 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 still is not causation” on screen for the main block.
seegongsik.com/au/y10/statistics/AC9M10ST03
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 still is not causation.
Day 5 · Worksheet
Correlation still 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 Scatterplots and Correlation
Cut out. Hold up a card and give an example.
A scatterplot of paired data
Give an example.
Positive, negative, or none
Give an example.
The line of best fit
Give an example.
Strength: how tightly points cluster
Give an example.
Correlation still is not causation
Give an example.
Store in an envelope labelled AC9M10ST03.
Mini-check · End of week
Show what you know: Scatterplots and Correlation
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 (scatterplots and correlation) 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.