Teaching pack · Year 5 Statisticsseegongsik /au
Line Graphs and Change: a week of ready-to-teach maths
Five days of lessons for Year 5 Statistics. Print this pack and the week is prepared.
AC9M5ST02
interpret line graphs representing change over time; discuss the relationships that are represented and conclusions that can be made
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: “Reading a line graph”, “Rising, falling and steady”, “Finding the highest and lowest”, “The relationship the graph shows”, “Drawing conclusions”.
seegongsik.com/au/y5/statistics/AC9M5ST02
Aligned to Australian Curriculum V9 (AC9M5ST02). 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 | Reading a line graph | Practise the idea with talk, board and worksheet | Board: Reading a line graph |
| 2 | Rising, falling and steady | Practise the idea with talk, board and worksheet | Board: Rising, falling and steady |
| 3 | Finding the highest and lowest | Practise the idea with talk, board and worksheet | Board: Finding the highest and lowest |
| 4 | The relationship the graph shows | Practise the idea with talk, board and worksheet | Board: The relationship the graph shows |
| 5 | Drawing conclusions | Practise the idea with talk, board and worksheet | Board: Drawing conclusions |
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 line graphs and change. Ask: What did you practise today?
seegongsik.com/au/y5/statistics/AC9M5ST02/pack
Day 1 · Teacher planDay 1 of 5
Reading a line graph
Children practise “Reading a line graph” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain reading a line graph in Year 5 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 a line 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 “Reading a line 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 “Reading a line graph” on screen for the main block.
seegongsik.com/au/y5/statistics/AC9M5ST02
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 a line graph.
Day 1 · Worksheet
Reading a line 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 2 · Teacher planDay 2 of 5
Rising, falling and steady
Children practise “Rising, falling and steady” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain rising, falling and steady in Year 5 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 “Rising, falling and steady”,
- 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 “Rising, falling and steady”. 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 “Rising, falling and steady” on screen for the main block.
seegongsik.com/au/y5/statistics/AC9M5ST02
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 rising, falling and steady.
Day 2 · Worksheet
Rising, falling and steady
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
Finding the highest and lowest
Children practise “Finding the highest and lowest” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain finding the highest and lowest in Year 5 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 “Finding the highest and lowest”,
- 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 “Finding the highest and lowest”. 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 “Finding the highest and lowest” on screen for the main block.
seegongsik.com/au/y5/statistics/AC9M5ST02
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 finding the highest and lowest.
Day 3 · Worksheet
Finding the highest and lowest
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 relationship the graph shows
Children practise “The relationship the graph shows” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the relationship the graph shows in Year 5 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 relationship the graph shows”,
- 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 relationship the graph shows”. 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 relationship the graph shows” on screen for the main block.
seegongsik.com/au/y5/statistics/AC9M5ST02
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 relationship the graph shows.
Day 4 · Worksheet
The relationship the graph shows
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
Drawing conclusions
Children practise “Drawing conclusions” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain drawing conclusions in Year 5 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 “Drawing conclusions”,
- 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 “Drawing conclusions”. 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 “Drawing conclusions” on screen for the main block.
seegongsik.com/au/y5/statistics/AC9M5ST02
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 drawing conclusions.
Day 5 · Worksheet
Drawing conclusions
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 Line Graphs and Change
Cut out. Hold up a card and give an example.
Reading a line graph
Give an example.
Rising, falling and steady
Give an example.
Finding the highest and lowest
Give an example.
The relationship the graph shows
Give an example.
Drawing conclusions
Give an example.
Store in an envelope labelled AC9M5ST02.
Mini-check · End of week
Show what you know: Line Graphs and Change
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 (line graphs and change) 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.