La Trobe University: Bachelor of Teaching (Primary)

EDU2SOM
Article I.

MATHEMATICS UNIT PLANNER FORMAT

Student Name: Jayde Brownhill 17994157

Mathematics Conceptual Focus: Data
Representation and interpretation
Year Level: 3/4
Duration: 10 Lessons over 2 weeks

AusVELS References
Content Strand(s): Statistics & Probability Data Representation & Interpretation
Level 4
Select and trial methods for data collection, including survey questions and recording sheets (ACMSP095)
- Comparing the effectiveness of different methods of collecting data
- Choosing the most effective way to collect data for a given investigation
Construct suitable data displays, with and without the use of digital technologies, from given or collected data. Include tables, columns graphs and
picture graphs where one picture can represent many data values (ACMSP096)
- exploring ways of presenting data and showing the results of investigations
Level 3
Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording (ACMSP068)
- Refining questions and planning investigations that involve collecting data, and carrying out the investigation.
Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of
digital technologies (ACMSP069)
La Trobe Primary Mathematics Unit Planner: EDU2SOM September 2014
Page 1

- exploring meaningful and increasingly efficient ways to record data, and representing and reporting the results of investigations.
Interpret and compare data displays (ACMSP070)
- comparing various student-generated data representations and describing their similarities and differences
Proficiency Strand(s):
Students will be building their understanding when they represent data in different ways, when they identify commonalities and differences between
aspects of data, when they describe their thinking mathematically and when they interpret different statistical information.
Fluency at levels 3 and 4 requires students to measure accurately using appropriate instruments; this would be in relation to creating simple bar graphs.
Furthermore students will be collecting and recording data throughout the unit to develop their fluency skills in relation to data and representation.
Reasoning at level 3 and 4 requires students to build on skills of creating and interpreting variations in the results of data collections and data displays.
They will be able to analyse, prove, evaluate, and justify their use of strategies by explaining their thinking.
Problem solving at levels 3 and 4 includes formulating and modelling authentic situations involving planning methods of data collection and
representation through the ability to make choices, interpret, formulate and investigate problem situations that are relevant to their world.
Mathematical Vocabulary
Collect, represent, information, data, interpret, picture graph, pictograph, bar graph, column, title, axis, axes, tally, tallying, Venn diagram, questionnaire,
predict, prediction, survey, summarise, option, labels, question, scale.

La Trobe Primary Mathematics Unit Planner: EDU2SOM September 2014

Page 2

Week 1
Teaching Focus

Engagement

Classifying:
Making decisions about
how to group objects
-How can you classify
objects?
-Attributes similar /
different
-How can you classify
our class?

Exploring the idea of how to classify using real

objects by discussing their attributes.
E.g. Classify using shape, colour, size, length,
function, appearance.
Bring in something that will excite and engage
the students like a pet guinea pig, Oscar.
Ask what do we know about Oscar?
- List his attributes on the board.
E.g. four legs, fluffy, brown.
Move on to classifying each other.
Sitting in a circle Ask:
How can we classify ourselves?
- Hair & Eye Colour, Clothes, Siblings.
Record this information in a table in the form of
tallies or ticks.

Classifying using Venn

Diagrams.
- One object can belong
to more than one
category.

Introductory Video:
http://pbskids.org/cyberchase/mathgames/logic-zoo/
Classifying using Woozle Cards How can
we classify these wozzles?
4 attributes of Wozzles:
- Shape (Curvy/Straight), Hair (bald/hairy),
Dots (1 dot/ 2 dots), Colour (Pink/Blue/Green)
Ask students to find the wozzle that is:
- Green and hairy

Procedure
Classifying objects:
In pairs/groups students will be
categorising/classifying attributes by:
- Choosing a collection of objects
that can be sorted/classified in
different ways
- Collecting appropriate data and
recording this in way they feel in
appropriate (ticks or words)
Differentiation: Give specific pairs/groups
topics that reflect their abilities.

Pulling it Together
Discuss the different attributes the
students recorded.
- What attributes did you record?
Compare similar/different ways
and what worked and what didnt
work and why.
- How did you record your data?
Is one way more effective than
another?

Focus Group: Lower ability.

Creating Venn Diagram:

In pairs have students have pick 2
attributes to create a Venn diagram.
E.g. Pink and Straight.
On butchers paper have them draw two
large circles that are overlapping.
- Students cut and paste all the Wozzles
that fit into the appropriate catergory.
Make two statements about their data.

La Trobe Primary Mathematics Unit Planner: EDU2SOM September 2014

Page 3

Have students explain their Venn

Diagram to another group and
compare similarities/differences.
As a class have students present
their Venn diagrams discussing
the attributes they choose.
- Why do we have different
results?
- What other possibilities could we
make? How? Why?

- Pink and curvy

- Yellow and curvy etc.
On the floor pick two attributes and model how
you model classify them using a Venn Diagram
using hoolahoops.
- Have students place a Wozzle in the correct
hoop. (Explain that not all Wozzles will fit into
a hoop).
Discuss and create statements about the data.
Classifying using Venn
Diagram with 3
categories.

Classifying using Wozzles, How can we

classify 3 attributes in a Venn Diagram?
Discuss and clarify the purpose of a Venn
Diagram.
- Discuss the 4 attributes of Wozzles again:
Shape (Curvy/Straight), Hair (bald/hairy), Dots
(1 dot/ 2 dots), Colour (Pink/Blue/Green)
Set up a 3 hoop Venn diagram.
Model how to choose three attributes and label
each hoop. E.g. (Green, Bald, 1 dot)
-Firstly model how you would classify using
three attributes. Model your thought process
out loud so the students can understand the
process of classifying 3 attributes.
E.g. Okay so this one is green so it will fit in
this hoop, but can it fit into any of the other two
hoops? Etc.
*** Explain that they can only choose one from
Shape, Hair, Dots and Colour.

Focus Group: High ability group.

Extend their use/understanding of Venn
diagram by introducing a 3rd Circle.

Reflection: Something new I

learnt was
One strategy I used was

Creating Venn Diagram:

In groups of 4 or 5 students vote for what
three attributes they will be working with.
- On butcher paper have them draw 3
large overlapping circles.
- Students cut and paste all the Wozzle
that will fit into the three categories.

Have students explain their Venn

Diagram to another group and
compare similarities/differences.

-Students should make 2 statements

about the data they collected.
E.g. Only one Wozzle is bald, pink and
curvy.
3 Wozzles are Bald and curvy.
*Group students according to ability so
that the lower ability students will be the
teacher focus group can continue
working on a 2 hoop Venn diagram.

La Trobe Primary Mathematics Unit Planner: EDU2SOM September 2014

Page 4

As a class have students present

their Venn diagrams discussing
the attributes they choose.
- Why do we have different
results?
- What other possibilities could we
make? How? Why?

Displaying information
using Two way graphs

Students are introduced to creating a two-way

table.
- Students are given the opportunity to create a
set of yes/no questions, relevant to their class.
- Teacher reveals a two-way table on large
(butcher's) paper or whiteboard. Teacher
explains how to collect data through the use of
a two-way table.
Watches the
Simpsons

Doesnt
watch
Simpsons

Plays sport
outside
Doesnt play
sport
outside
- In order for students to place their name in a
cell, they must have answered YES to both a
corresponding row and column question.
-Make predictions about the questions.
- Students write their name on a post-it note
and place their name in the corresponding cell.
- Students share methods for a systematic way
of collecting the data from the whole class, e.g.
noting names instead of using tally marks for
individuals.
- Draw conclusions about the data in
comparison to their predictions. E.g. I thought
that more people would watch the Simpsons.
Focus Questions:

Exploring what questions to ask to collect

Creating their own two-way:

- In groups of 4, students develop two
questions to ask their classmates and
place these questions on a two-way
table.
- Teacher Focus: (Lower ability) Help
students create the table before
gathering the data in the survey. Draw
the table and then assist them in
collecting data.

Have students compare and

discuss their two-way table to
another group.
Focusing on questions:
- What was the most popular
answer? Why?
- What was the least popular
answer? Why?
As a class have one student from
each group reflect on the activity
in front of the class.

Extension: The teacher encourages the

use of percentages and fractions when
drawing conclusions about the data.
- E.g. 10/20 (or 50%) of students
watches the Simpsons and plays outside.
Only 4/20 (20%) plays outside and
doesnt watch the Simspons.

One thing we found challenging

was
The part I enjoyed the most
was

Developing focus questions

Turn and talk:

La Trobe Primary Mathematics Unit Planner: EDU2SOM September 2014

Page 5

- Developing appropriate
focus questions.
- Refining and
extending focus
questions

information.
E.g. Do you like vegemite? Yes or No? Survey
the class and record students name under
each response.
Discuss the concept of tallies for quicker/easier
collection of data. Change the names into
tallies tally. Total the results & discuss the
outcomes.
- How can we extend this question to find more
information about our class?
Focus on type of spreads.
- What about if we survey the class on their
favourite breakfast spreads?
- Do you drive to school?
Focus on other ways of getting to school.

Split students up into groups of 3 or 4.

- Provide each group with a selection of
questions that are primarily Yes or No.
- Ask them to extend the question to find
out more information.
E.g.
Do you have any pets?
Possible answers: How many pets do
you have? What type of pets do you
have?
Do you have any sisters?
Possible answer: How many siblings do
you have?
Have teacher move from group to group
and ask students to explain/justify their
answers.

With a partner discuss the

strategy you used for the survey.

Resources:
Wozzle Cards, Venn Diagram Hoops, Blank histograph

Week 2
Teaching Focus

Engagement

Procedure

La Trobe Primary Mathematics Unit Planner: EDU2SOM September 2014

Page 6

Pulling it Together

Planning &
Conducting Surveys:
- How to write
surveys.
- How to conduct
surveys.
Tallying, ticks

Exploring how to write surveys.

Exploring the favourite colours of the class.
- Limit the choice to 6 colours and explain
the significance of this
- Develop the appropriate focus question
with the students.
- Draw up a table on the board with two
titles (colours & no. of students) on the left
and right side, respectively. See below:
Colours

No. of Students.

Blue

Orange

Yellow
Green
Total:
*Illustrate tallies as well.

Creating their own survey

In groups of 3 or 4 have students create their own
focus question to survey.
E.g.
- What is favourite food?
- How do you get to school?
- What is your favourite ice-cream?
Students should brainstorm possible answers and
pick categories that would be the most popular with
3/4students.
E.g. Ice cream: Chocolate, Vanilla, Caramel, Cookies
and Cream, Banana.
Have students create a survey using a table to
record their results.
Before conduct have students make predictions
about their data.
Conduct survey (independently record).
** Students will be surveying 16 people.
Teacher focus: (Lower Ability) Present the students
with 3 possible things they could survey e.g.
favourite foods, colour. Develop a focus question
with them.
Extension: Have students create a survey table that
includes the responses of boys and girls separately.
E.g.
Colours

Boys

Girls

Total no.
Students.

Chocolate

Vanilla

La Trobe Primary Mathematics Unit Planner: EDU2SOM September 2014

Page 7

Have each group present

their information to the class.
- Talk about how they
developed there focus
question and what options
they included in there survey
and why.
- Ask students to compare
their predictions with the
results, were youre
predictions close?
- What does this information
tell us about our class?
Extensions Students:
- Make statements about boy
and girls. E.g.
- Both girls and boys liked
strawberry the same but
most girls prefer chocolate.
- Have three students come
up to the board and choose
a reflection starter and write
a sentence.

Strawberry

Total:

14

How to collate data.

-Creating Pictographs.
-Collaborative Class
graph

Exploring Pictographs to represent

information:
Survey the class: What is your favourite
flavour of ice-cream?
-Discuss possible answers and what they
think the most popular will be. (List
predications)
- Pick 5 or 6 flavours and have the students
stand behind their favourite.
- Take a photo of the People Graph
What are other ways to record this
information? Use unifix blocks to represent
information.
- What can you tell me about the flavours
by looking at the graph.

Teacher Modelling Activity:

- Using the unifix blocks or the people graph have
students independently tally the information of
favourite ice-cream flavour.
Then model how to create a graph.
Introductory Video: http://www.youtube.com/watch?
v=-Y9n67yG9d8
Steps to creating a graph / pictograph:
1. Title for the graph
2. Draw the vertical and horizontal axes.
3. Label the horizontal axis (Ice cream Flavour)
4.Write the flavours of ice-cream where the symbols
will be.
5. Label the vertical axis (Number of Students).
6.Decide on the scale.
7. Draw pictures to show the total for each.
-Have students follow the steps at the same time as
you. Stopping to clarify or discuss issues.

Reflection Statement:
My favourite thing about
todays lesson was
because..
I am still unsure of
I want to know more about

Properties of graphs:
-Discussing options /
possibilities

Understand the properties of graphs:

Show an example of a bar graph
(histograph),
- Cover the title and axes labels on a simple
bar graph.
Ask: - Do we know what this graph is
about?
- What is missing that might help us
know what it is about?

Creating their own graphs:

In pairs, students pick one of the titles on the board,
create a survey and collect information from 10
classmates.
Students then construct a bar graph using the
checklist as a guide.

Reiterating the property of

graphs
- Have students sitting on
the floor and use one of the
students graphs as an
example to work through the
properties of the graph and
point out any features they
may have missed in a
constructive manner.

- Creating their own

graph.

- Students should make two statements about their

graphs.

La Trobe Primary Mathematics Unit Planner: EDU2SOM September 2014

Page 8

Exploring other
graphs
- Creating a Pie
Graph collaboratively.

- What are some possible titles &

labels that could make sense?
Promote discussion asking for reasons and
whether students agree/ disagree.
List some possible titles for the graphs on
the board e.g. Birthday months, shoe size,
travelling to school, favourite movie,
favourite sport.
Finally discuss the features they learnt from
the previous lesson. E.g. title, labelling the
axis and sections of data. Record this in the
form of a checklist.

E.g. More students play soccer than netball. 3

students play football.

Reading and Understanding Pie graphs:

- Show students some example of a pie
graphs and discuss their features.
Ask:
- How is this different from a bar graph?
- Why might we use Pie graphs?
Show the students a bar graph and pie
graph detailing the same information.
Discuss similarities/differences.

Modelling how to create a Pie graph:

Decide on a title or focus question e.g. What is your
favourite subject this year?
Reading, Maths, Art etc.
Discuss the possible answers with students.
- Create a table and survey 16 children, record
results.
Steps to creating a Pie Graph:
1. Begin by drawing a large circle.
Then split the circle into half horizontally and then
vertically.
2. Next, split each quarter into two even sections.
3. Then split each eighth into two more even
sections. You should now have sixteen segments on
your pie chart.

Extension: Interactive game,

http://www.kidsmathgamesonline.com/numbers/math
data.html

La Trobe Primary Mathematics Unit Planner: EDU2SOM September 2014

Page 9

Develop at least 3 questions

that you can ask other
people to read and interpret
your pie chart?
E.g.
What was the most popular
subject from our class?
What is the least popular
subject?
What fraction of students
liked Reading?

4. Colour your pie chart according to the results of

your survey. Add a key to show what each colour
represents, label each segment and give the graph a
title.
** Prompt the students with questions as you colour
in, getting them to guide you. E.g. so if 3 students
choose reading how many segments should I colour
in?
Extension: Simpsons Pie Chart Challenge.
http://www.tes.co.uk/ResourceDetail.aspx?
storyCode=6116997&
Resources:
Pet Guinea Pig (Something similar), Hula-hoops (Venn Diagram), Computers (Internet), Matching Graph Game cards.

ASSESSMENT
Assessment FOR Learning
Establishing Prior Knowledge
Observations and immediate feedback
from/during lessons.
Lesson 1: Questioning students understanding of
classification and working from that.

Assessment OF Learning
Lesson 1: Recorded information about objects
they classified according to specific attributes
Lesson 2 & 3: Venn Diagram about Woozles
Lesson 5: Focus questions the students extend.
Lesson 6: Survey Sheet.
Lesson 8: Bar graphs.

K-W-L Sheet.

Assessment AS Learning
Student Reflection
Reflection Strategies:
I was challenged by
Something new I learnt was
I want to know more about
My favourite strategy was because
I want to work on
Teacher Reflection
Ongoing and constant during each lesson,
making adjustments according to student
understanding and progress

La Trobe Primary Mathematics Unit Planner: EDU2SOM September 2014

Page 10


Effective feedback to/from students during group
and individual activities
References:
Websites:
http://www.teachingideas.co.uk/maths/files/piechartchallenge.pdf
http://mysecondsense.blogspot.com.au/2012/04/do-you-woozle.html#comment-form
http://www.tes.co.uk/ResourceDetail.aspx?storyCode=6116997&
http://ausvels.vcaa.vic.edu.au/
http://maths.org.au/index.php/school-education-mainmenu/times-modules

La Trobe Primary Mathematics Unit Planner: EDU2SOM September 2014

Page 11

La Trobe University
Bachelor of Teaching (Primary)
Article II.

LESSON PLAN FORMAT

Name: Jayde Brownhill

School:
Topic: Data Representation and Interpretation
Learning Area: Understanding Venn diagrams

Date:
Year Level: 3/4
Duration: 60 minutes

Learning Purpose:
Students will begin to understand the different ways in which one object can be classified i.e. one object
can belong to more than one category. Through using Venn diagrams students can begin to understand
the relationships between a given set of things i.e. Woozle cards. Students will be able to use problem
solving skills to categorising a set of data.

AusVELS references:
Select and trial methods for data collection, including surveys questions and recording sheets
- Choosing the most effective way to collect data for a given investigation
Construct suitable data displays from given or collected data.
- Exploring ways of presenting data and showing the results of investigations
Group set up
Engagement:
Explain to the students that we will be doing a similar activity to the
previous lesson. Ask:
What is classifying?
How do we classify objects or things (different attributes)?
Why do we classify?

Materials

Whole group
instruction

Explain that the students that they will be using a new strategy for
classifying objects. This strategy will help us organise our objects once
we have identified different attributes and how they can be classified.
Show the students the Woozle cards and go through each attribute
(colour, shape, hair, dots) and make a chart with all the possibilities.
(See appendix 1).
Ask students to find the Woozle that is:
- green and hairy - pink and curvy -yellow and 2 dots.
Do this until you think they have the hang of it.

La Trobe Primary Mathematics Unit Planner: EDU2SOM September 2014

Page 12

Woozle
Cards

On the floor place 2 hula-hoops explain the significance of each

hula-hoop by picking an attribute for each. i.e. 1st hoop green, 2nd hoop
curvy.

Hula Hoops

Then over-lap them explaining the significance of this i.e. if the woozle
is green and has a curvy body it belongs in the middle as it can be
classified by both attributes.

Model how to classify 2 woozles and then have students take turns to
complete the rest.
*Remember to explain that not all woozles will fit into a category.
Pick another two attributes from each section and complete the same
activity.

Procedure:
Whilst sitting on the floor organise students into groups of 4 or 5.

Groups of
4 or 5.

Explain that in groups students will need to:

- Pick 2 attributes for their Venn diagram (maybe through voting).
- Delegate who will be cutting and gluing.
- Double check with the teacher once they have decided on their
attributes.
Provide each student with the necessary materials (details in
resources section) and on the butchers paper have them draw two
large overlapping circles (something to trace may need to be provided).
Students cut and paste all the Woozles they can into the appropriate
spot. (re-iterate that not all Woozles can be categorised).
Once finished students need to make two statements about their
data.
Pulling it together:
Once completed allow students time to explain their Venn diagram to
the class.
Compare two groups Venn diagrams and discussing the different

Whole class on
the floor.

La Trobe Primary Mathematics Unit Planner: EDU2SOM September 2014

Page 13

Butchers
paper, a set
of woozle
cards,
markers,
glue &
scissors

attributes they choose:

- Why do we have different results?
- What other possibilites could we make? Why? How?
Reflection:
Have 3 students reflect on their learning by choosing one reflection
sentence starter:
Something new I learnt today was
One strategy I used today was
The thing that challenged me the most was because
The student should write their responses into the class maths journal.
Have a discussion with the class, seeing if other students
agree/disagree with the other students.
Observations of students learning:
Informal methods of student learning and understanding can be derived from the initial activity through
monitoring the level of contribution and participation when classifying the Woozles.
Student learning will primarily be derived from the final Venn Diagram; this will give a clear idea
indication if the students have grasped the purpose of the Venn Diagram by looking at the
positioning/classification of their Woozles in relation to chosen attributes.
Teachers Resources:
Hula hoops (2)
Woozle cards (Teacher set, already prepared)
Woozle card sets (Student set enough for each group)
Butchers paper
Markers
Glue
Scissors
Catering for inclusion:
This lesson draws upon the principals of Multiple Intelligences.
Kinaesthetic Learners are catered to in this lesson as it the activities are hands-on requiring them to
construct a representation of the information to show understanding.
The Venn Diagram is an effective strategy that caters for Visual/Spatial learners. It allows students to
represent their understanding of classification in visual context.
This lesson is based on social collaboration to achieve learning goals, directly catering to those
students who respond positively to Interpersonal activities.
Your reflection:

Supervisors comments:

La Trobe Primary Mathematics Unit Planner: EDU2SOM September 2014

Page 14

Appendix 1:

La Trobe Primary Mathematics Unit Planner: EDU2SOM September 2014

Page 15