Teaching pack · Year 10 Statisticsseegongsik /au
Bivariate Investigations: a week of ready-to-teach maths
Five days of lessons for Year 10 Statistics. Print this pack and the week is prepared.
AC9M10ST05
plan and conduct statistical investigations of situations that involve bivariate data; evaluate and report findings with consideration of limitations of any inferences
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 statistical investigation cycle”, “Asking an answerable question”, “Collect, then display appropriately”, “Analyse: describe the relationship”, “Interpret and report”.
seegongsik.com/au/y10/statistics/AC9M10ST05
Aligned to Australian Curriculum V9 (AC9M10ST05). 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 statistical investigation cycle | Practise the idea with talk, board and worksheet | Board: The statistical investigation cycle |
| 2 | Asking an answerable question | Practise the idea with talk, board and worksheet | Board: Asking an answerable question |
| 3 | Collect, then display appropriately | Practise the idea with talk, board and worksheet | Board: Collect, then display appropriately |
| 4 | Analyse: describe the relationship | Practise the idea with talk, board and worksheet | Board: Analyse: describe the relationship |
| 5 | Interpret and report | Practise the idea with talk, board and worksheet | Board: Interpret and report |
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 bivariate investigations. Ask: What did you practise today?
seegongsik.com/au/y10/statistics/AC9M10ST05/pack
Day 1 · Teacher planDay 1 of 5
The statistical investigation cycle
Children practise “The statistical investigation cycle” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the statistical investigation cycle 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 statistical investigation cycle”,
- 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 statistical investigation cycle”. 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 statistical investigation cycle” on screen for the main block.
seegongsik.com/au/y10/statistics/AC9M10ST05
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 statistical investigation cycle.
Day 1 · Worksheet
The statistical investigation cycle
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
Asking an answerable question
Children practise “Asking an answerable question” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain asking an answerable question 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 “Asking an answerable question”,
- 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 “Asking an answerable question”. 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 “Asking an answerable question” on screen for the main block.
seegongsik.com/au/y10/statistics/AC9M10ST05
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 asking an answerable question.
Day 2 · Worksheet
Asking an answerable question
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
Collect, then display appropriately
Children practise “Collect, then display appropriately” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain collect, then display appropriately 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 “Collect, then display appropriately”,
- 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 “Collect, then display appropriately”. 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 “Collect, then display appropriately” on screen for the main block.
seegongsik.com/au/y10/statistics/AC9M10ST05
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 collect, then display appropriately.
Day 3 · Worksheet
Collect, then display appropriately
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
Analyse: describe the relationship
Children practise “Analyse: describe the relationship” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain analyse: describe the relationship 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 “Analyse: describe the relationship”,
- 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 “Analyse: describe the relationship”. 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 “Analyse: describe the relationship” on screen for the main block.
seegongsik.com/au/y10/statistics/AC9M10ST05
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 analyse: describe the relationship.
Day 4 · Worksheet
Analyse: describe the relationship
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
Interpret and report
Children practise “Interpret and report” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain interpret and report 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 “Interpret and report”,
- 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 “Interpret and report”. 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 “Interpret and report” on screen for the main block.
seegongsik.com/au/y10/statistics/AC9M10ST05
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 interpret and report.
Day 5 · Worksheet
Interpret and report
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 Bivariate Investigations
Cut out. Hold up a card and give an example.
The statistical investigation cycle
Give an example.
Asking an answerable question
Give an example.
Collect, then display appropriately
Give an example.
Analyse: describe the relationship
Give an example.
Interpret and report
Give an example.
Store in an envelope labelled AC9M10ST05.
Mini-check · End of week
Show what you know: Bivariate Investigations
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 (bivariate investigations) 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.