Teaching pack · Year 4 Statisticsseegongsik /au
Comparing and Analysing Displays: a week of ready-to-teach maths
Five days of lessons for Year 4 Statistics. Print this pack and the week is prepared.
AC9M4ST02
analyse the effectiveness of different displays or visualisations in illustrating and comparing data distributions, then discuss the shape of distributions and the variation in the data
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 same data, two ways”, “Which display is clearer?”, “The shape of the data”, “How much variation?”, “When a display misleads”.
seegongsik.com/au/y4/statistics/AC9M4ST02
Aligned to Australian Curriculum V9 (AC9M4ST02). 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 same data, two ways | Practise the idea with talk, board and worksheet | Board: The same data, two ways |
| 2 | Which display is clearer? | Practise the idea with talk, board and worksheet | Board: Which display is clearer? |
| 3 | The shape of the data | Practise the idea with talk, board and worksheet | Board: The shape of the data |
| 4 | How much variation? | Practise the idea with talk, board and worksheet | Board: How much variation? |
| 5 | When a display misleads | Practise the idea with talk, board and worksheet | Board: When a display misleads |
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 comparing and analysing displays. Ask: What did you practise today?
seegongsik.com/au/y4/statistics/AC9M4ST02/pack
Day 1 · Teacher planDay 1 of 5
The same data, two ways
Children practise “The same data, two ways” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the same data, two ways 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 “The same data, two ways”,
- 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 same data, two ways”. 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 same data, two ways” on screen for the main block.
seegongsik.com/au/y4/statistics/AC9M4ST02
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 same data, two ways.
Day 1 · Worksheet
The same data, two ways
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
Which display is clearer?
Children practise “Which display is clearer?” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain which display is clearer? 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 “Which display is clearer?”,
- 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 “Which display is clearer?”. 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 “Which display is clearer?” on screen for the main block.
seegongsik.com/au/y4/statistics/AC9M4ST02
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 which display is clearer?.
Day 2 · Worksheet
Which display is clearer?
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
The shape of the data
Children practise “The shape of the data” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the shape of the 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 “The shape of the 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 “The shape of the 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 “The shape of the data” on screen for the main block.
seegongsik.com/au/y4/statistics/AC9M4ST02
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 shape of the data.
Day 3 · Worksheet
The shape of the 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 4 · Teacher planDay 4 of 5
How much variation?
Children practise “How much variation?” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain how much variation? 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 “How much variation?”,
- 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 “How much variation?”. 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 “How much variation?” on screen for the main block.
seegongsik.com/au/y4/statistics/AC9M4ST02
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 how much variation?.
Day 4 · Worksheet
How much variation?
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
When a display misleads
Children practise “When a display misleads” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain when a display misleads 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 “When a display misleads”,
- 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 “When a display misleads”. 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 “When a display misleads” on screen for the main block.
seegongsik.com/au/y4/statistics/AC9M4ST02
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 when a display misleads.
Day 5 · Worksheet
When a display misleads
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 Comparing and Analysing Displays
Cut out. Hold up a card and give an example.
The same data, two ways
Give an example.
Which display is clearer?
Give an example.
The shape of the data
Give an example.
How much variation?
Give an example.
When a display misleads
Give an example.
Store in an envelope labelled AC9M4ST02.
Mini-check · End of week
Show what you know: Comparing and Analysing Displays
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 (comparing and analysing displays) 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.