Teaching pack · Year 4 Statisticsseegongsik /au
Acquiring and Representing Data: a week of ready-to-teach maths
Five days of lessons for Year 4 Statistics. Print this pack and the week is prepared.
AC9M4ST01
acquire data for categorical and discrete numerical variables to address a question of interest or purpose, using digital tools; represent data using many-to-one pictographs, column graphs and other displays or visualisations; interpret and discuss the information that has been created
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: “What kind of data?”, “Collecting data with tallies”, “Many-to-one pictograph”, “Building a column graph”, “Reading the display”.
seegongsik.com/au/y4/statistics/AC9M4ST01
Aligned to Australian Curriculum V9 (AC9M4ST01). 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 | What kind of data? | Practise the idea with talk, board and worksheet | Board: What kind of data? |
| 2 | Collecting data with tallies | Practise the idea with talk, board and worksheet | Board: Collecting data with tallies |
| 3 | Many-to-one pictograph | Practise the idea with talk, board and worksheet | Board: Many-to-one pictograph |
| 4 | Building a column graph | Practise the idea with talk, board and worksheet | Board: Building a column graph |
| 5 | Reading the display | Practise the idea with talk, board and worksheet | Board: Reading the display |
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 acquiring and representing data. Ask: What did you practise today?
seegongsik.com/au/y4/statistics/AC9M4ST01/pack
Day 1 · Teacher planDay 1 of 5
What kind of data?
Children practise “What kind of data?” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain what kind of data? in Year 4 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 “What kind of 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 “What kind of 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 “What kind of data?” on screen for the main block.
seegongsik.com/au/y4/statistics/AC9M4ST01
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 what kind of data?.
Day 1 · Worksheet
What kind of 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
Collecting data with tallies
Children practise “Collecting data with tallies” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain collecting data with tallies in Year 4 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 “Collecting data with tallies”,
- 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 “Collecting data with tallies”. 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 “Collecting data with tallies” on screen for the main block.
seegongsik.com/au/y4/statistics/AC9M4ST01
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 collecting data with tallies.
Day 2 · Worksheet
Collecting data with tallies
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
Many-to-one pictograph
Children practise “Many-to-one pictograph” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain many-to-one pictograph in Year 4 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 “Many-to-one pictograph”,
- 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 “Many-to-one pictograph”. 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 “Many-to-one pictograph” on screen for the main block.
seegongsik.com/au/y4/statistics/AC9M4ST01
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 many-to-one pictograph.
Day 3 · Worksheet
Many-to-one pictograph
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
Building a column graph
Children practise “Building a column graph” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain building a column graph in Year 4 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 “Building a column graph”,
- 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 “Building a column graph”. 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 “Building a column graph” on screen for the main block.
seegongsik.com/au/y4/statistics/AC9M4ST01
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 building a column graph.
Day 4 · Worksheet
Building a column graph
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 the display
Children practise “Reading the display” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain reading the display in Year 4 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 the display”,
- 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 the display”. 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 the display” on screen for the main block.
seegongsik.com/au/y4/statistics/AC9M4ST01
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 the display.
Day 5 · Worksheet
Reading the display
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 Acquiring and Representing Data
Cut out. Hold up a card and give an example.
What kind of data?
Give an example.
Collecting data with tallies
Give an example.
Many-to-one pictograph
Give an example.
Building a column graph
Give an example.
Reading the display
Give an example.
Store in an envelope labelled AC9M4ST01.
Mini-check · End of week
Show what you know: Acquiring and Representing 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 (acquiring and representing data) 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.