Teaching pack · Year 7 Statisticsseegongsik /au
Describing data distributions: a week of ready-to-teach maths
Five days of lessons for Year 7 Statistics. Print this pack and the week is prepared.
AC9M7ST02
create different types of numerical data displays including stem-and-leaf plots using software where appropriate; describe and compare the distribution of data, commenting on the shape, centre and spread including outliers and determining the range, median, mean and mode
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 shape of a distribution”, “Centre and spread”, “Stem-and-leaf plot”, “Mean, median and mode”, “How an outlier pulls the mean”.
seegongsik.com/au/y7/statistics/AC9M7ST02
Aligned to Australian Curriculum V9 (AC9M7ST02). 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 shape of a distribution | Practise the idea with talk, board and worksheet | Board: The shape of a distribution |
| 2 | Centre and spread | Practise the idea with talk, board and worksheet | Board: Centre and spread |
| 3 | Stem-and-leaf plot | Practise the idea with talk, board and worksheet | Board: Stem-and-leaf plot |
| 4 | Mean, median and mode | Practise the idea with talk, board and worksheet | Board: Mean, median and mode |
| 5 | How an outlier pulls the mean | Practise the idea with talk, board and worksheet | Board: How an outlier pulls the mean |
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 describing data distributions. Ask: What did you practise today?
seegongsik.com/au/y7/statistics/AC9M7ST02/pack
Day 1 · Teacher planDay 1 of 5
The shape of a distribution
Children practise “The shape of a distribution” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the shape of a distribution in Year 7 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 a distribution”,
- 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 a distribution”. 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 a distribution” on screen for the main block.
seegongsik.com/au/y7/statistics/AC9M7ST02
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 a distribution.
Day 1 · Worksheet
The shape of a distribution
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
Centre and spread
Children practise “Centre and spread” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain centre and spread in Year 7 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 “Centre and 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 “Centre and 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 “Centre and spread” on screen for the main block.
seegongsik.com/au/y7/statistics/AC9M7ST02
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 centre and spread.
Day 2 · Worksheet
Centre and 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 3 · Teacher planDay 3 of 5
Stem-and-leaf plot
Children practise “Stem-and-leaf plot” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain stem-and-leaf plot in Year 7 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 “Stem-and-leaf plot”,
- 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 “Stem-and-leaf plot”. 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 “Stem-and-leaf plot” on screen for the main block.
seegongsik.com/au/y7/statistics/AC9M7ST02
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 stem-and-leaf plot.
Day 3 · Worksheet
Stem-and-leaf plot
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
Mean, median and mode
Children practise “Mean, median and mode” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain mean, median and mode in Year 7 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 “Mean, median and mode”,
- 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 “Mean, median and mode”. 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 “Mean, median and mode” on screen for the main block.
seegongsik.com/au/y7/statistics/AC9M7ST02
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 mean, median and mode.
Day 4 · Worksheet
Mean, median and mode
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
How an outlier pulls the mean
Children practise “How an outlier pulls the mean” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain how an outlier pulls the mean in Year 7 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 an outlier pulls the mean”,
- 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 an outlier pulls the mean”. 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 an outlier pulls the mean” on screen for the main block.
seegongsik.com/au/y7/statistics/AC9M7ST02
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 an outlier pulls the mean.
Day 5 · Worksheet
How an outlier pulls the mean
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 Describing data distributions
Cut out. Hold up a card and give an example.
The shape of a distribution
Give an example.
Centre and spread
Give an example.
Stem-and-leaf plot
Give an example.
Mean, median and mode
Give an example.
How an outlier pulls the mean
Give an example.
Store in an envelope labelled AC9M7ST02.
Mini-check · End of week
Show what you know: Describing data distributions
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 (describing data distributions) 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.