Teaching pack: Sampling and Distributions (Year 8) -- a week of maths lessons

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Teaching pack · Year 8 Statisticsseegongsik /au

Sampling and Distributions: a week of ready-to-teach maths

Five days of lessons for Year 8 Statistics. Print this pack and the week is prepared.

AC9M8ST02

analyse and report on the distribution of data from primary and secondary sources using random and non-random sampling techniques to select and study samples

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: “Day 1 practice”, “Day 2 practice”, “Day 3 practice”, “Day 4 practice”, “Day 5 practice”.

seegongsik.com/au/y8/statistics/AC9M8ST02

Aligned to Australian Curriculum V9 (AC9M8ST02). 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	Day 1 practice	Practise the idea with talk, board and worksheet	Board: Day 1 practice
2	Day 2 practice	Practise the idea with talk, board and worksheet	Board: Day 2 practice
3	Day 3 practice	Practise the idea with talk, board and worksheet	Board: Day 3 practice
4	Day 4 practice	Practise the idea with talk, board and worksheet	Board: Day 4 practice
5	Day 5 practice	Practise the idea with talk, board and worksheet	Board: Day 5 practice

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 sampling and distributions. Ask: What did you practise today?

seegongsik.com/au/y8/statistics/AC9M8ST02/pack

Day 1 · Teacher planDay 1 of 5

Day 1 practice

Children practise “Day 1 practice” with talk, the board picture, and a short worksheet. About 40 minutes.

We are learning to

explain day 1 practice in Year 8 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 “Day 1 practice”,
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 “Day 1 practice”. 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 “Day 1 practice” on screen for the main block.

seegongsik.com/au/y8/statistics/AC9M8ST02

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 day 1 practice.

Day 1 · Worksheet

Day 1 practice

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

Day 2 practice

Children practise “Day 2 practice” with talk, the board picture, and a short worksheet. About 40 minutes.

We are learning to

explain day 2 practice in Year 8 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 “Day 2 practice”,
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 “Day 2 practice”. 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 “Day 2 practice” on screen for the main block.

seegongsik.com/au/y8/statistics/AC9M8ST02

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 day 2 practice.

Day 2 · Worksheet

Day 2 practice

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

Day 3 practice

Children practise “Day 3 practice” with talk, the board picture, and a short worksheet. About 40 minutes.

We are learning to

explain day 3 practice in Year 8 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 “Day 3 practice”,
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 “Day 3 practice”. 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 “Day 3 practice” on screen for the main block.

seegongsik.com/au/y8/statistics/AC9M8ST02

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 day 3 practice.

Day 3 · Worksheet

Day 3 practice

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

Day 4 practice

Children practise “Day 4 practice” with talk, the board picture, and a short worksheet. About 40 minutes.

We are learning to

explain day 4 practice in Year 8 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 “Day 4 practice”,
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 “Day 4 practice”. 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 “Day 4 practice” on screen for the main block.

seegongsik.com/au/y8/statistics/AC9M8ST02

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 day 4 practice.

Day 4 · Worksheet

Day 4 practice

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

Day 5 practice

Children practise “Day 5 practice” with talk, the board picture, and a short worksheet. About 40 minutes.

We are learning to

explain day 5 practice in Year 8 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 “Day 5 practice”,
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 “Day 5 practice”. 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 “Day 5 practice” on screen for the main block.

seegongsik.com/au/y8/statistics/AC9M8ST02

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 day 5 practice.

Day 5 · Worksheet

Day 5 practice

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 Sampling and Distributions

Cut out. Hold up a card and give an example.

Day 1 practice

Give an example.

Day 2 practice

Give an example.

Day 3 practice

Give an example.

Day 4 practice

Give an example.

Day 5 practice

Give an example.

Store in an envelope labelled AC9M8ST02.

Mini-check · End of week

Show what you know: Sampling and 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 (sampling and 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.