Teaching pack: Collecting and Recording Data (Year 3) -- a week of maths lessons

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Teaching pack · Year 3 Statisticsseegongsik /au

Collecting and Recording Data: a week of ready-to-teach maths

Five days of lessons for Year 3 Statistics. Print this pack and the week is prepared: each day has a one-page plan and a student worksheet, plus cut-out cards, a mini-check and answers.

AC9M3ST01

acquire data for categorical and discrete numerical variables to address a question of interest or purpose by observing, collecting and accessing data sets; record the data using appropriate methods including frequency tables and spreadsheets

Start here: five minutes to Monday

Skim the week at a glance on the next page.
Print the five days (plan + worksheet each).
Cut out the card sheet once; reuse all week.
Open the free interactive unit on your board.
Teach from the plan: timings, talk prompts and answers are on one page.

No maths background needed

Written for the busy generalist teacher. Plain words, common muddles, and model answers are on every plan.

On the board

On-screen pictures for this unit include: “Categorical or numerical?”, “The tally counter”, “Read the tally”, “The frequency table”, “Good question, right method”. Each day plan names which picture to show.

seegongsik.com/au/y3/statistics/AC9M3ST01

Aligned to the Australian Curriculum V9 (AC9M3ST01). Original material from seegongsik, not endorsed by ACARA. Descriptors (c) ACARA, CC BY 4.0. Free to print and use in class.

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	Categorical or numerical?	Practise the idea with talk, board and worksheet	Board: Categorical or numerical?
2	The tally counter	Practise the idea with talk, board and worksheet	Board: The tally counter
3	Read the tally	Practise the idea with talk, board and worksheet	Board: Read the tally
4	The frequency table	Practise the idea with talk, board and worksheet	Board: The frequency table
5	Good question, right method	Practise the idea with talk, board and worksheet	Board: Good question, right method

Materials (one trip)

This pack printed (plans, worksheets, cards, mini-check).
Pencils, scrap paper, and the board or projector for the interactive unit.
Optional counters, number cards or rulers if your day plan names them.

A note home

This week in maths we work on collecting and recording data. Ask: What did you practise today? Can you show me with a drawing?

seegongsik.com/au/y3/statistics/AC9M3ST01/pack

Day 1 · Teacher planDay 1 of 5

Categorical or numerical?

Children practise the idea behind “Categorical or numerical?” using talk, the board picture, and a short worksheet. About 40 minutes.

We are learning to

explain the idea of categorical or numerical? in Year 3 words,
use the board picture to check our 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 “Categorical or numerical?”,
worksheet (next sheet), one per child,
optional cut-out cards from this pack.

Lesson flow (about 40 minutes)

5 min	Warm-up Quick oral examples linked to yesterday if any. Ask: “What do you already know that might help today?”
10 min	On the board Open “Categorical or numerical?”. Press through the controls while children predict. Ask: “What changed on the screen? What stayed the same?”
15 min	Worksheet Children complete the day sheet. Circulate for muddles listed below.
10 min	Share Two children share an example. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?”

On the board

Leave “Categorical or numerical?” on screen for the main teaching block. Match button labels on the plan talk prompts to the live unit.

seegongsik.com/au/y3/statistics/AC9M3ST01

Watch for

Skipping the board and only copying answers -- bring them back to the picture.
Correct answer with no explanation -- ask “how do you know?”.

Make it easier, make it bigger

Easier: do the first two worksheet items together.
Bigger: invent one new example for a partner to solve.

Answers and look-fors

Meeting the idea sounds like a clear sentence about categorical or numerical?.
Drawings or numbers match the board story, not random decoration.

Day 1 · Worksheet

Categorical or numerical?

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

The tally counter

Children practise the idea behind “The tally counter” using talk, the board picture, and a short worksheet. About 40 minutes.

We are learning to

explain the idea of the tally counter in Year 3 words,
use the board picture to check our 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 tally counter”,
worksheet (next sheet), one per child,
optional cut-out cards from this pack.

Lesson flow (about 40 minutes)

5 min	Warm-up Quick oral examples linked to yesterday if any. Ask: “What do you already know that might help today?”
10 min	On the board Open “The tally counter”. Press through the controls while children predict. Ask: “What changed on the screen? What stayed the same?”
15 min	Worksheet Children complete the day sheet. Circulate for muddles listed below.
10 min	Share Two children share an example. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?”

On the board

Leave “The tally counter” on screen for the main teaching block. Match button labels on the plan talk prompts to the live unit.

seegongsik.com/au/y3/statistics/AC9M3ST01

Watch for

Skipping the board and only copying answers -- bring them back to the picture.
Correct answer with no explanation -- ask “how do you know?”.

Make it easier, make it bigger

Easier: do the first two worksheet items together.
Bigger: invent one new example for a partner to solve.

Answers and look-fors

Meeting the idea sounds like a clear sentence about the tally counter.
Drawings or numbers match the board story, not random decoration.

Day 2 · Worksheet

The tally counter

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

Read the tally

Children practise the idea behind “Read the tally” using talk, the board picture, and a short worksheet. About 40 minutes.

We are learning to

explain the idea of read the tally in Year 3 words,
use the board picture to check our 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 “Read the tally”,
worksheet (next sheet), one per child,
optional cut-out cards from this pack.

Lesson flow (about 40 minutes)

5 min	Warm-up Quick oral examples linked to yesterday if any. Ask: “What do you already know that might help today?”
10 min	On the board Open “Read the tally”. Press through the controls while children predict. Ask: “What changed on the screen? What stayed the same?”
15 min	Worksheet Children complete the day sheet. Circulate for muddles listed below.
10 min	Share Two children share an example. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?”

On the board

Leave “Read the tally” on screen for the main teaching block. Match button labels on the plan talk prompts to the live unit.

seegongsik.com/au/y3/statistics/AC9M3ST01

Watch for

Skipping the board and only copying answers -- bring them back to the picture.
Correct answer with no explanation -- ask “how do you know?”.

Make it easier, make it bigger

Easier: do the first two worksheet items together.
Bigger: invent one new example for a partner to solve.

Answers and look-fors

Meeting the idea sounds like a clear sentence about read the tally.
Drawings or numbers match the board story, not random decoration.

Day 3 · Worksheet

Read the tally

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 frequency table

Children practise the idea behind “The frequency table” using talk, the board picture, and a short worksheet. About 40 minutes.

We are learning to

explain the idea of the frequency table in Year 3 words,
use the board picture to check our 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 frequency table”,
worksheet (next sheet), one per child,
optional cut-out cards from this pack.

Lesson flow (about 40 minutes)

5 min	Warm-up Quick oral examples linked to yesterday if any. Ask: “What do you already know that might help today?”
10 min	On the board Open “The frequency table”. Press through the controls while children predict. Ask: “What changed on the screen? What stayed the same?”
15 min	Worksheet Children complete the day sheet. Circulate for muddles listed below.
10 min	Share Two children share an example. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?”

On the board

Leave “The frequency table” on screen for the main teaching block. Match button labels on the plan talk prompts to the live unit.

seegongsik.com/au/y3/statistics/AC9M3ST01

Watch for

Skipping the board and only copying answers -- bring them back to the picture.
Correct answer with no explanation -- ask “how do you know?”.

Make it easier, make it bigger

Easier: do the first two worksheet items together.
Bigger: invent one new example for a partner to solve.

Answers and look-fors

Meeting the idea sounds like a clear sentence about the frequency table.
Drawings or numbers match the board story, not random decoration.

Day 4 · Worksheet

The frequency 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 5 · Teacher planDay 5 of 5

Good question, right method

Children practise the idea behind “Good question, right method” using talk, the board picture, and a short worksheet. About 40 minutes.

We are learning to

explain the idea of good question, right method in Year 3 words,
use the board picture to check our 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 “Good question, right method”,
worksheet (next sheet), one per child,
optional cut-out cards from this pack.

Lesson flow (about 40 minutes)

5 min	Warm-up Quick oral examples linked to yesterday if any. Ask: “What do you already know that might help today?”
10 min	On the board Open “Good question, right method”. Press through the controls while children predict. Ask: “What changed on the screen? What stayed the same?”
15 min	Worksheet Children complete the day sheet. Circulate for muddles listed below.
10 min	Share Two children share an example. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?”

On the board

Leave “Good question, right method” on screen for the main teaching block. Match button labels on the plan talk prompts to the live unit.

seegongsik.com/au/y3/statistics/AC9M3ST01

Watch for

Skipping the board and only copying answers -- bring them back to the picture.
Correct answer with no explanation -- ask “how do you know?”.

Make it easier, make it bigger

Easier: do the first two worksheet items together.
Bigger: invent one new example for a partner to solve.

Answers and look-fors

Meeting the idea sounds like a clear sentence about good question, right method.
Drawings or numbers match the board story, not random decoration.

Day 5 · Worksheet

Good question, right method

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 Collecting and Recording Data

Cut out. Hold up a card and give an example. Partner checks with the board if needed.

Categorical or numerical?

Give an example.

The tally counter

Give an example.

Read the tally

Give an example.

The frequency table

Give an example.

Good question, right method

Give an example.

Store in an envelope labelled AC9M3ST01 for next year.

Mini-check · End of week

Show what you know: Collecting and Recording Data

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 (collecting and recording data) in child words.
Items 2-3: two different correct examples linked to the week’s pictures.
Item 4: a real muddle (wrong place value, unfair compare, mixed units, etc.).
At standard: clear example + short explanation. Beyond: teaches a partner with a new example.

Use day-plan look-fors across the week; this check is summative, not a surprise trap.

Descriptor: acquire data for categorical and discrete numerical variables to address a question of interest or purpose by observing, collecting and accessing data sets; record the data using appropriate methods including frequency tables and spreadsheets