Teaching pack · Year 6 Statisticsseegongsik /au
Comparing Data Sets: a week of ready-to-teach maths
Five days of lessons for Year 6 Statistics. Print this pack and the week is prepared.
AC9M6ST01
interpret and compare data sets for ordinal and nominal categorical, discrete and continuous numerical variables using comparative displays or visualisations and digital tools; compare distributions in terms of mode, range and shape
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 data set”, “The mode is the most common”, “The range measures spread”, “Comparing two distributions”, “The shape of the data”.
seegongsik.com/au/y6/statistics/AC9M6ST01
Aligned to Australian Curriculum V9 (AC9M6ST01). 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 data set | Practise the idea with talk, board and worksheet | Board: Reading a data set |
| 2 | The mode is the most common | Practise the idea with talk, board and worksheet | Board: The mode is the most common |
| 3 | The range measures spread | Practise the idea with talk, board and worksheet | Board: The range measures spread |
| 4 | Comparing two distributions | Practise the idea with talk, board and worksheet | Board: Comparing two distributions |
| 5 | The shape of the data | Practise the idea with talk, board and worksheet | Board: The shape of the data |
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 data sets. Ask: What did you practise today?
seegongsik.com/au/y6/statistics/AC9M6ST01/pack
Day 1 · Teacher planDay 1 of 5
Reading a data set
Children practise “Reading a data set” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain reading a data set in Year 6 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 data set”,
- 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 data set”. 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 data set” on screen for the main block.
seegongsik.com/au/y6/statistics/AC9M6ST01
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 data set.
Day 1 · Worksheet
Reading a data set
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 mode is the most common
Children practise “The mode is the most common” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the mode is the most common in Year 6 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 mode is the most common”,
- 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 mode is the most common”. 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 mode is the most common” on screen for the main block.
seegongsik.com/au/y6/statistics/AC9M6ST01
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 mode is the most common.
Day 2 · Worksheet
The mode is the most common
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 range measures spread
Children practise “The range measures spread” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the range measures spread in Year 6 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 range measures spread”,
- 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 range measures spread”. 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 range measures spread” on screen for the main block.
seegongsik.com/au/y6/statistics/AC9M6ST01
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 range measures spread.
Day 3 · Worksheet
The range measures spread
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
Comparing two distributions
Children practise “Comparing two distributions” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain comparing two distributions in Year 6 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 “Comparing two distributions”,
- 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 “Comparing two distributions”. 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 “Comparing two distributions” on screen for the main block.
seegongsik.com/au/y6/statistics/AC9M6ST01
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 comparing two distributions.
Day 4 · Worksheet
Comparing two distributions
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
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 6 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/y6/statistics/AC9M6ST01
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 5 · 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 □
Cut-out cardsReuse all week
Talk cards for Comparing Data Sets
Cut out. Hold up a card and give an example.
Reading a data set
Give an example.
The mode is the most common
Give an example.
The range measures spread
Give an example.
Comparing two distributions
Give an example.
The shape of the data
Give an example.
Store in an envelope labelled AC9M6ST01.
Mini-check · End of week
Show what you know: Comparing Data Sets
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 data sets) 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.