Teaching pack · Year 9 Statisticsseegongsik /au
Comparing Data Distributions: a week of ready-to-teach maths
Five days of lessons for Year 9 Statistics. Print this pack and the week is prepared.
AC9M9ST03
represent the distribution of multiple data sets for numerical variables using comparative representations; compare data distributions with consideration of centre, spread and shape, and the effect of outliers on these measures
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: “From data to five numbers”, “Anatomy of a box plot”, “Range versus IQR”, “The outlier rule”, “Comparing two distributions”.
seegongsik.com/au/y9/statistics/AC9M9ST03
Aligned to Australian Curriculum V9 (AC9M9ST03). 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 | From data to five numbers | Practise the idea with talk, board and worksheet | Board: From data to five numbers |
| 2 | Anatomy of a box plot | Practise the idea with talk, board and worksheet | Board: Anatomy of a box plot |
| 3 | Range versus IQR | Practise the idea with talk, board and worksheet | Board: Range versus IQR |
| 4 | The outlier rule | Practise the idea with talk, board and worksheet | Board: The outlier rule |
| 5 | Comparing two distributions | Practise the idea with talk, board and worksheet | Board: Comparing two distributions |
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 comparing data distributions. Ask: What did you practise today?
seegongsik.com/au/y9/statistics/AC9M9ST03/pack
Day 1 · Teacher planDay 1 of 5
From data to five numbers
Children practise “From data to five numbers” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain from data to five numbers in Year 9 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 data to five numbers”,
- 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 data to five numbers”. 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 data to five numbers” on screen for the main block.
seegongsik.com/au/y9/statistics/AC9M9ST03
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 data to five numbers.
Day 1 · Worksheet
From data to five numbers
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
Anatomy of a box plot
Children practise “Anatomy of a box plot” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain anatomy of a box plot in Year 9 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 “Anatomy of a box 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 “Anatomy of a box 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 “Anatomy of a box plot” on screen for the main block.
seegongsik.com/au/y9/statistics/AC9M9ST03
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 anatomy of a box plot.
Day 2 · Worksheet
Anatomy of a box 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 3 · Teacher planDay 3 of 5
Range versus IQR
Children practise “Range versus IQR” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain range versus iqr in Year 9 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 “Range versus IQR”,
- 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 “Range versus IQR”. 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 “Range versus IQR” on screen for the main block.
seegongsik.com/au/y9/statistics/AC9M9ST03
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 range versus iqr.
Day 3 · Worksheet
Range versus IQR
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
The outlier rule
Children practise “The outlier rule” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the outlier rule in Year 9 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 outlier rule”,
- 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 outlier rule”. 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 outlier rule” on screen for the main block.
seegongsik.com/au/y9/statistics/AC9M9ST03
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 outlier rule.
Day 4 · Worksheet
The outlier rule
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
Comparing two distributions
Children practise “Comparing two distributions” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain comparing two distributions in Year 9 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 “Comparing two distributions”,
- 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 “Comparing two distributions”. 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 “Comparing two distributions” on screen for the main block.
seegongsik.com/au/y9/statistics/AC9M9ST03
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 comparing two distributions.
Day 5 · Worksheet
Comparing two distributions
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 Comparing Data Distributions
Cut out. Hold up a card and give an example.
From data to five numbers
Give an example.
Anatomy of a box plot
Give an example.
Range versus IQR
Give an example.
The outlier rule
Give an example.
Comparing two distributions
Give an example.
Store in an envelope labelled AC9M9ST03.
Mini-check · End of week
Show what you know: Comparing 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 (comparing 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.