Teaching pack · Year 9 Statisticsseegongsik /au
Choosing the Right Data Display: a week of ready-to-teach maths
Five days of lessons for Year 9 Statistics. Print this pack and the week is prepared.
AC9M9ST04
choose appropriate forms of display or visualisation for a given type of data; justify selections and interpret displays for a given context
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: “Categorical or numerical?”, “Bar chart for categories”, “Bar versus histogram”, “Scatter plot for a relationship”, “Line graph over time”.
seegongsik.com/au/y9/statistics/AC9M9ST04
Aligned to Australian Curriculum V9 (AC9M9ST04). 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 | Categorical or numerical? | Practise the idea with talk, board and worksheet | Board: Categorical or numerical? |
| 2 | Bar chart for categories | Practise the idea with talk, board and worksheet | Board: Bar chart for categories |
| 3 | Bar versus histogram | Practise the idea with talk, board and worksheet | Board: Bar versus histogram |
| 4 | Scatter plot for a relationship | Practise the idea with talk, board and worksheet | Board: Scatter plot for a relationship |
| 5 | Line graph over time | Practise the idea with talk, board and worksheet | Board: Line graph over time |
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 choosing the right data display. Ask: What did you practise today?
seegongsik.com/au/y9/statistics/AC9M9ST04/pack
Day 1 · Teacher planDay 1 of 5
Categorical or numerical?
Children practise “Categorical or numerical?” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain categorical or numerical? 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 “Categorical or numerical?”,
- 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 “Categorical or numerical?”. 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 “Categorical or numerical?” on screen for the main block.
seegongsik.com/au/y9/statistics/AC9M9ST04
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 categorical or numerical?.
Day 1 · Worksheet
Categorical or numerical?
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
Bar chart for categories
Children practise “Bar chart for categories” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain bar chart for categories 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 “Bar chart for categories”,
- 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 “Bar chart for categories”. 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 “Bar chart for categories” on screen for the main block.
seegongsik.com/au/y9/statistics/AC9M9ST04
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 bar chart for categories.
Day 2 · Worksheet
Bar chart for categories
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
Bar versus histogram
Children practise “Bar versus histogram” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain bar versus histogram 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 “Bar versus histogram”,
- 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 “Bar versus histogram”. 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 “Bar versus histogram” on screen for the main block.
seegongsik.com/au/y9/statistics/AC9M9ST04
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 bar versus histogram.
Day 3 · Worksheet
Bar versus histogram
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
Scatter plot for a relationship
Children practise “Scatter plot for a relationship” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain scatter plot for a relationship 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 “Scatter plot for a relationship”,
- 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 “Scatter plot for a relationship”. 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 “Scatter plot for a relationship” on screen for the main block.
seegongsik.com/au/y9/statistics/AC9M9ST04
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 scatter plot for a relationship.
Day 4 · Worksheet
Scatter plot for a relationship
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
Line graph over time
Children practise “Line graph over time” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain line graph over time 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 “Line graph over time”,
- 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 “Line graph over time”. 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 “Line graph over time” on screen for the main block.
seegongsik.com/au/y9/statistics/AC9M9ST04
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 line graph over time.
Day 5 · Worksheet
Line graph over time
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 Choosing the Right Data Display
Cut out. Hold up a card and give an example.
Categorical or numerical?
Give an example.
Bar chart for categories
Give an example.
Bar versus histogram
Give an example.
Scatter plot for a relationship
Give an example.
Line graph over time
Give an example.
Store in an envelope labelled AC9M9ST04.
Mini-check · End of week
Show what you know: Choosing the Right Data Display
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 (choosing the right data display) 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.