Teaching pack · Year 6 Statisticsseegongsik /au
Critiquing Statistical Claims: a week of ready-to-teach maths
Five days of lessons for Year 6 Statistics. Print this pack and the week is prepared.
AC9M6ST02
identify statistically informed arguments presented in traditional and digital media; discuss and critique methods, data representations and conclusions
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 truncated axis”, “Spot the problem”, “How big is the sample?”, “Same data, different headline”, “Questions to ask”.
seegongsik.com/au/y6/statistics/AC9M6ST02
Aligned to Australian Curriculum V9 (AC9M6ST02). 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 truncated axis | Practise the idea with talk, board and worksheet | Board: The truncated axis |
| 2 | Spot the problem | Practise the idea with talk, board and worksheet | Board: Spot the problem |
| 3 | How big is the sample? | Practise the idea with talk, board and worksheet | Board: How big is the sample? |
| 4 | Same data, different headline | Practise the idea with talk, board and worksheet | Board: Same data, different headline |
| 5 | Questions to ask | Practise the idea with talk, board and worksheet | Board: Questions to ask |
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 critiquing statistical claims. Ask: What did you practise today?
seegongsik.com/au/y6/statistics/AC9M6ST02/pack
Day 1 · Teacher planDay 1 of 5
The truncated axis
Children practise “The truncated axis” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the truncated axis 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 truncated axis”,
- 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 truncated axis”. 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 truncated axis” on screen for the main block.
seegongsik.com/au/y6/statistics/AC9M6ST02
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 truncated axis.
Day 1 · Worksheet
The truncated axis
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
Spot the problem
Children practise “Spot the problem” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain spot the problem 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 “Spot the problem”,
- 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 “Spot the problem”. 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 “Spot the problem” on screen for the main block.
seegongsik.com/au/y6/statistics/AC9M6ST02
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 spot the problem.
Day 2 · Worksheet
Spot the problem
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
How big is the sample?
Children practise “How big is the sample?” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain how big is the sample? 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 “How big is the sample?”,
- 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 big is the sample?”. 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 big is the sample?” on screen for the main block.
seegongsik.com/au/y6/statistics/AC9M6ST02
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 big is the sample?.
Day 3 · Worksheet
How big is the sample?
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
Same data, different headline
Children practise “Same data, different headline” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain same data, different headline 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 “Same data, different headline”,
- 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 “Same data, different headline”. 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 “Same data, different headline” on screen for the main block.
seegongsik.com/au/y6/statistics/AC9M6ST02
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 same data, different headline.
Day 4 · Worksheet
Same data, different headline
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
Questions to ask
Children practise “Questions to ask” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain questions to ask 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 “Questions to ask”,
- 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 “Questions to ask”. 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 “Questions to ask” on screen for the main block.
seegongsik.com/au/y6/statistics/AC9M6ST02
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 questions to ask.
Day 5 · Worksheet
Questions to ask
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 Critiquing Statistical Claims
Cut out. Hold up a card and give an example.
The truncated axis
Give an example.
Spot the problem
Give an example.
How big is the sample?
Give an example.
Same data, different headline
Give an example.
Questions to ask
Give an example.
Store in an envelope labelled AC9M6ST02.
Mini-check · End of week
Show what you know: Critiquing Statistical Claims
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 (critiquing statistical claims) 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.