Teaching pack · Year 10 Statisticsseegongsik /au
Two-Way Tables: a week of ready-to-teach maths
Five days of lessons for Year 10 Statistics. Print this pack and the week is prepared.
AC9M10ST04
construct two-way tables and discuss possible relationship between categorical variables
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 two-way table”, “Row and column totals: the margins”, “Joint proportion: a cell over the whole”, “Conditional proportion: within a group”, “Reading association from the table”.
seegongsik.com/au/y10/statistics/AC9M10ST04
Aligned to Australian Curriculum V9 (AC9M10ST04). 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 two-way table | Practise the idea with talk, board and worksheet | Board: A two-way table |
| 2 | Row and column totals: the margins | Practise the idea with talk, board and worksheet | Board: Row and column totals: the margins |
| 3 | Joint proportion: a cell over the whole | Practise the idea with talk, board and worksheet | Board: Joint proportion: a cell over the whole |
| 4 | Conditional proportion: within a group | Practise the idea with talk, board and worksheet | Board: Conditional proportion: within a group |
| 5 | Reading association from the table | Practise the idea with talk, board and worksheet | Board: Reading association from the table |
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 two-way tables. Ask: What did you practise today?
seegongsik.com/au/y10/statistics/AC9M10ST04/pack
Day 1 · Teacher planDay 1 of 5
A two-way table
Children practise “A two-way table” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain a two-way table 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 two-way table”,
- 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 two-way table”. 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 two-way table” on screen for the main block.
seegongsik.com/au/y10/statistics/AC9M10ST04
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 two-way table.
Day 1 · Worksheet
A two-way table
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
Row and column totals: the margins
Children practise “Row and column totals: the margins” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain row and column totals: the margins 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 “Row and column totals: the margins”,
- 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 “Row and column totals: the margins”. 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 “Row and column totals: the margins” on screen for the main block.
seegongsik.com/au/y10/statistics/AC9M10ST04
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 row and column totals: the margins.
Day 2 · Worksheet
Row and column totals: the margins
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
Joint proportion: a cell over the whole
Children practise “Joint proportion: a cell over the whole” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain joint proportion: a cell over the whole 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 “Joint proportion: a cell over the whole”,
- 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 “Joint proportion: a cell over the whole”. 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 “Joint proportion: a cell over the whole” on screen for the main block.
seegongsik.com/au/y10/statistics/AC9M10ST04
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 joint proportion: a cell over the whole.
Day 3 · Worksheet
Joint proportion: a cell over the whole
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
Conditional proportion: within a group
Children practise “Conditional proportion: within a group” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain conditional proportion: within a group 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 “Conditional proportion: within a group”,
- 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 “Conditional proportion: within a group”. 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 “Conditional proportion: within a group” on screen for the main block.
seegongsik.com/au/y10/statistics/AC9M10ST04
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 conditional proportion: within a group.
Day 4 · Worksheet
Conditional proportion: within a group
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
Reading association from the table
Children practise “Reading association from the table” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain reading association from the table 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 “Reading association from the table”,
- 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 “Reading association from the table”. 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 “Reading association from the table” on screen for the main block.
seegongsik.com/au/y10/statistics/AC9M10ST04
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 reading association from the table.
Day 5 · Worksheet
Reading association from the table
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 Two-Way Tables
Cut out. Hold up a card and give an example.
A two-way table
Give an example.
Row and column totals: the margins
Give an example.
Joint proportion: a cell over the whole
Give an example.
Conditional proportion: within a group
Give an example.
Reading association from the table
Give an example.
Store in an envelope labelled AC9M10ST04.
Mini-check · End of week
Show what you know: Two-Way Tables
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 (two-way tables) 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.