Teaching pack: A Data Investigation (Year 3) -- a week of maths lessons

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Teaching pack · Year 3 Statisticsseegongsik /au

A Data Investigation: 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.

AC9M3ST03

conduct guided statistical investigations involving the collection, representation and interpretation of data for categorical and discrete numerical variables with respect to questions of interest

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: “The investigation cycle”, “A good question”, “Collect and tally”, “Represent it”, “Interpret and answer”. Each day plan names which picture to show.

seegongsik.com/au/y3/statistics/AC9M3ST03

Aligned to the Australian Curriculum V9 (AC9M3ST03). 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	The investigation cycle	Practise the idea with talk, board and worksheet	Board: The investigation cycle
2	A good question	Practise the idea with talk, board and worksheet	Board: A good question
3	Collect and tally	Practise the idea with talk, board and worksheet	Board: Collect and tally
4	Represent it	Practise the idea with talk, board and worksheet	Board: Represent it
5	Interpret and answer	Practise the idea with talk, board and worksheet	Board: Interpret and answer

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 a data investigation. Ask: What did you practise today? Can you show me with a drawing?

seegongsik.com/au/y3/statistics/AC9M3ST03/pack

Day 1 · Teacher planDay 1 of 5

The investigation cycle

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

We are learning to

explain the idea of the investigation cycle 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 investigation cycle”,
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 investigation cycle”. 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 investigation cycle” on screen for the main teaching block. Match button labels on the plan talk prompts to the live unit.

seegongsik.com/au/y3/statistics/AC9M3ST03

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 investigation cycle.
Drawings or numbers match the board story, not random decoration.

Day 1 · Worksheet

The 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

A good question

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

We are learning to

explain the idea of a good question 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 “A good question”,
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 “A good question”. 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 “A good question” on screen for the main teaching block. Match button labels on the plan talk prompts to the live unit.

seegongsik.com/au/y3/statistics/AC9M3ST03

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 a good question.
Drawings or numbers match the board story, not random decoration.

Day 2 · Worksheet

A good 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 and tally

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

We are learning to

explain the idea of collect and 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 “Collect and 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 “Collect and 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 “Collect and 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/AC9M3ST03

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 collect and tally.
Drawings or numbers match the board story, not random decoration.

Day 3 · Worksheet

Collect and 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

Represent it

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

We are learning to

explain the idea of represent it 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 “Represent it”,
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 “Represent it”. 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 “Represent it” on screen for the main teaching block. Match button labels on the plan talk prompts to the live unit.

seegongsik.com/au/y3/statistics/AC9M3ST03

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 represent it.
Drawings or numbers match the board story, not random decoration.

Day 4 · Worksheet

Represent it

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 answer

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

We are learning to

explain the idea of interpret and answer 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 “Interpret and answer”,
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 “Interpret and answer”. 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 “Interpret and answer” on screen for the main teaching block. Match button labels on the plan talk prompts to the live unit.

seegongsik.com/au/y3/statistics/AC9M3ST03

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 interpret and answer.
Drawings or numbers match the board story, not random decoration.

Day 5 · Worksheet

Interpret and answer

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 A Data Investigation

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

The investigation cycle

Give an example.

A good question

Give an example.

Collect and tally

Give an example.

Represent it

Give an example.

Interpret and answer

Give an example.

Store in an envelope labelled AC9M3ST03 for next year.

Mini-check · End of week

Show what you know: A Data Investigation

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 (a data investigation) 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: conduct guided statistical investigations involving the collection, representation and interpretation of data for categorical and discrete numerical variables with respect to questions of interest