Teaching pack · Year 6 Statisticsseegongsik /au
Statistical Investigations: a week of ready-to-teach maths
Five days of lessons for Year 6 Statistics. Print this pack and the week is prepared.
AC9M6ST03
plan and conduct statistical investigations by posing and refining questions or identifying a problem and collecting relevant data; analyse and interpret the data and communicate findings within the context of the investigation
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 investigation cycle”, “Posing a good question”, “Collecting the data”, “Analysing the data”, “Interpreting the result”.
seegongsik.com/au/y6/statistics/AC9M6ST03
Aligned to Australian Curriculum V9 (AC9M6ST03). 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 investigation cycle | Practise the idea with talk, board and worksheet | Board: The investigation cycle |
| 2 | Posing a good question | Practise the idea with talk, board and worksheet | Board: Posing a good question |
| 3 | Collecting the data | Practise the idea with talk, board and worksheet | Board: Collecting the data |
| 4 | Analysing the data | Practise the idea with talk, board and worksheet | Board: Analysing the data |
| 5 | Interpreting the result | Practise the idea with talk, board and worksheet | Board: Interpreting the result |
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 statistical investigations. Ask: What did you practise today?
seegongsik.com/au/y6/statistics/AC9M6ST03/pack
Day 1 · Teacher planDay 1 of 5
The investigation cycle
Children practise “The investigation cycle” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the investigation cycle 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 investigation cycle”,
- 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 investigation cycle”. 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 investigation cycle” on screen for the main block.
seegongsik.com/au/y6/statistics/AC9M6ST03
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 investigation cycle.
Day 1 · Worksheet
The investigation cycle
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
Posing a good question
Children practise “Posing a good question” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain posing a good question 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 “Posing a good question”,
- 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 “Posing a good question”. 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 “Posing a good question” on screen for the main block.
seegongsik.com/au/y6/statistics/AC9M6ST03
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 posing a good question.
Day 2 · Worksheet
Posing a good question
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
Collecting the data
Children practise “Collecting the data” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain collecting 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 “Collecting 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 “Collecting 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 “Collecting the data” on screen for the main block.
seegongsik.com/au/y6/statistics/AC9M6ST03
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 the data.
Day 3 · Worksheet
Collecting 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
Analysing the data
Children practise “Analysing the data” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain analysing 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 “Analysing 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 “Analysing 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 “Analysing the data” on screen for the main block.
seegongsik.com/au/y6/statistics/AC9M6ST03
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 analysing the data.
Day 4 · Worksheet
Analysing 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 5 · Teacher planDay 5 of 5
Interpreting the result
Children practise “Interpreting the result” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain interpreting the result 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 “Interpreting the result”,
- 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 “Interpreting the result”. 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 “Interpreting the result” on screen for the main block.
seegongsik.com/au/y6/statistics/AC9M6ST03
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 interpreting the result.
Day 5 · Worksheet
Interpreting the result
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 Statistical Investigations
Cut out. Hold up a card and give an example.
The investigation cycle
Give an example.
Posing a good question
Give an example.
Collecting the data
Give an example.
Analysing the data
Give an example.
Interpreting the result
Give an example.
Store in an envelope labelled AC9M6ST03.
Mini-check · End of week
Show what you know: Statistical Investigations
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 (statistical investigations) 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.