Teaching pack · Year 7 Statisticsseegongsik /au
Statistical investigations: a week of ready-to-teach maths
Five days of lessons for Year 7 Statistics. Print this pack and the week is prepared.
AC9M7ST03
plan and conduct statistical investigations involving data for discrete and continuous numerical variables; analyse and interpret distributions of data and report findings in terms of shape and summary statistics
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 statistical cycle”, “From display to conclusion”, “Discrete or continuous?”, “Summary statistics”, “Shape and where the centre sits”.
seegongsik.com/au/y7/statistics/AC9M7ST03
Aligned to Australian Curriculum V9 (AC9M7ST03). 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 statistical cycle | Practise the idea with talk, board and worksheet | Board: The statistical cycle |
| 2 | From display to conclusion | Practise the idea with talk, board and worksheet | Board: From display to conclusion |
| 3 | Discrete or continuous? | Practise the idea with talk, board and worksheet | Board: Discrete or continuous? |
| 4 | Summary statistics | Practise the idea with talk, board and worksheet | Board: Summary statistics |
| 5 | Shape and where the centre sits | Practise the idea with talk, board and worksheet | Board: Shape and where the centre sits |
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/y7/statistics/AC9M7ST03/pack
Day 1 · Teacher planDay 1 of 5
The statistical cycle
Children practise “The statistical cycle” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the statistical cycle 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 statistical 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 statistical 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 statistical cycle” on screen for the main block.
seegongsik.com/au/y7/statistics/AC9M7ST03
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 statistical cycle.
Day 1 · Worksheet
The statistical 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
From display to conclusion
Children practise “From display to conclusion” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain from display to conclusion 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 “From display to conclusion”,
- 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 “From display to conclusion”. 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 “From display to conclusion” on screen for the main block.
seegongsik.com/au/y7/statistics/AC9M7ST03
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 from display to conclusion.
Day 2 · Worksheet
From display to conclusion
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
Discrete or continuous?
Children practise “Discrete or continuous?” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain discrete or continuous? 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 “Discrete or continuous?”,
- 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 “Discrete or continuous?”. 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 “Discrete or continuous?” on screen for the main block.
seegongsik.com/au/y7/statistics/AC9M7ST03
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 discrete or continuous?.
Day 3 · Worksheet
Discrete or continuous?
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
Summary statistics
Children practise “Summary statistics” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain summary statistics 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 “Summary statistics”,
- 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 “Summary statistics”. 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 “Summary statistics” on screen for the main block.
seegongsik.com/au/y7/statistics/AC9M7ST03
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 summary statistics.
Day 4 · Worksheet
Summary statistics
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
Shape and where the centre sits
Children practise “Shape and where the centre sits” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain shape and where the centre sits 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 “Shape and where the centre sits”,
- 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 “Shape and where the centre sits”. 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 “Shape and where the centre sits” on screen for the main block.
seegongsik.com/au/y7/statistics/AC9M7ST03
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 shape and where the centre sits.
Day 5 · Worksheet
Shape and where the centre sits
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 statistical cycle
Give an example.
From display to conclusion
Give an example.
Discrete or continuous?
Give an example.
Summary statistics
Give an example.
Shape and where the centre sits
Give an example.
Store in an envelope labelled AC9M7ST03.
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.