Teaching pack · Year 9 Statisticsseegongsik /au
Planning a Statistical Investigation: a week of ready-to-teach maths
Five days of lessons for Year 9 Statistics. Print this pack and the week is prepared.
AC9M9ST05
plan and conduct statistical investigations involving the collection and analysis of different kinds of data; report findings and discuss the strength of evidence to support any conclusions
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 investigation cycle”, “Primary or secondary data?”, “From data to summary”, “Reporting honestly”, “Limitations of a conclusion”.
seegongsik.com/au/y9/statistics/AC9M9ST05
Aligned to Australian Curriculum V9 (AC9M9ST05). 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 investigation cycle | Practise the idea with talk, board and worksheet | Board: The investigation cycle |
| 2 | Primary or secondary data? | Practise the idea with talk, board and worksheet | Board: Primary or secondary data? |
| 3 | From data to summary | Practise the idea with talk, board and worksheet | Board: From data to summary |
| 4 | Reporting honestly | Practise the idea with talk, board and worksheet | Board: Reporting honestly |
| 5 | Limitations of a conclusion | Practise the idea with talk, board and worksheet | Board: Limitations of a conclusion |
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 planning a statistical investigation. Ask: What did you practise today?
seegongsik.com/au/y9/statistics/AC9M9ST05/pack
Day 1 · Teacher planDay 1 of 5
The investigation cycle
Children practise “The investigation cycle” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the investigation cycle 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 investigation 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 investigation 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 investigation cycle” on screen for the main block.
seegongsik.com/au/y9/statistics/AC9M9ST05
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 investigation cycle.
Day 1 · Worksheet
The investigation 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
Primary or secondary data?
Children practise “Primary or secondary data?” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain primary or secondary data? 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 “Primary or secondary data?”,
- 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 “Primary or secondary data?”. 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 “Primary or secondary data?” on screen for the main block.
seegongsik.com/au/y9/statistics/AC9M9ST05
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 primary or secondary data?.
Day 2 · Worksheet
Primary or secondary data?
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
From data to summary
Children practise “From data to summary” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain from data to summary 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 summary”,
- 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 summary”. 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 summary” on screen for the main block.
seegongsik.com/au/y9/statistics/AC9M9ST05
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 summary.
Day 3 · Worksheet
From data to summary
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
Reporting honestly
Children practise “Reporting honestly” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain reporting honestly 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 “Reporting honestly”,
- 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 “Reporting honestly”. 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 “Reporting honestly” on screen for the main block.
seegongsik.com/au/y9/statistics/AC9M9ST05
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 reporting honestly.
Day 4 · Worksheet
Reporting honestly
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
Limitations of a conclusion
Children practise “Limitations of a conclusion” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain limitations of a conclusion 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 “Limitations of a 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 “Limitations of a 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 “Limitations of a conclusion” on screen for the main block.
seegongsik.com/au/y9/statistics/AC9M9ST05
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 limitations of a conclusion.
Day 5 · Worksheet
Limitations of a 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 □
Cut-out cardsReuse all week
Talk cards for Planning a Statistical Investigation
Cut out. Hold up a card and give an example.
The investigation cycle
Give an example.
Primary or secondary data?
Give an example.
From data to summary
Give an example.
Reporting honestly
Give an example.
Limitations of a conclusion
Give an example.
Store in an envelope labelled AC9M9ST05.
Mini-check · End of week
Show what you know: Planning a Statistical Investigation
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 (planning a statistical investigation) 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.