Appendix 1:

Lesson Plan - Maths Workshop 1

Name: Julie Nhem Date: 22 May 2017 Date:

Mentor Teacher: Jesse Waters School: Wooranna Park Primary

School

Duration of Lesson: 40 minutes Class size: 14

Title of the lesson/activity: Introducing Statistics and Probability

Intended Learning Outcomes/ Learning Intentions:

For students to be able to:
Recognise the concept of asking questions
Compose general questions about like, dislikes, animals and everyday
experiences
Compose yes or no questions
Use the yes or no questions to collect data
Answer questions using yes or no.
Posing questions about themselves and familiar objects and events, for
example, 'Do you have any pets?'
Answering questions that have exactly two mutually exclusive possible
response

Prior Learning and Experiences:

This is an introductory lesson to Statistics and Probability in Mathematics. The
have no prior learning or experiences of the unit.

Links to the curriculum (AusVELS or the Victorian Curriculum) and to the

curriculum planning of the school:

Answer yes/no questions to collect information (VCMSP083) (Victorian

Curriculum 2016)

Elaborations:
Posing questions about themselves and familiar objects and events, for example,
'Do you have any pets?'

Answering questions that have exactly two mutually exclusive possible response

Resources, Materials and Organisation:

Whiteboard
Whiteboard marker
Pens
 Pencils
Textas
Yes or No Worksheet

Teaching Strategies and Lesson Structure

Introduction: Teacher will introduce the students to the lesson.

Today we will be starting to learn about statistics and

probability. We are going to learn how to represent
data.

But before we do that, we need to ask questions.

Teacher and students will brainstorm on the whiteboard

what a question is.

Teacher will introduce the students to a yes or no

question

Teacher: What do you think a yes or no question is?

Possible answer: A question where you have to answer
yes or no?

Teacher will write an example on the board. Do you

have any pets

Teacher is to write the amount of yess and nos on the

whiteboard.

Teacher will ask another yes or no question, Do you like

the playground here at Wooranna Park.

Teacher is to write the answers on the board.

Teacher is to ask, did we just answer yes or no

questions?

Teacher is to ask the students to share some yes or no

questions and are will write the answers on the
whiteboard.

Teacher will explain the worksheet for this lesson.

Worksheet: Students are required to read the questions

on the worksheet and answer yes or no.

Challenge: Students get house points if they can develop

one yes or no question once they have finished.
Body: Students will work independently at their tables on the
given worksheet. Teacher will work with a small group
to target teacher.
Teacher will roam the classroom to help students who
need it.
Conclusion: Teacher is to gather the students back to the floor.
Teacher will go through the questions with the students
to explore the answers.

Students will share the questions they have developed.

Assessment: Observations from class discussion and worksheet from
this lesson.

Lesson Plan - Maths Workshop 2

Name: Julie Nhem Date: 25 May 2017 Date:

Mentor Teacher: Jesse Waters School: Wooranna Park Primary

School

Duration of Lesson: 40 minutes Class size: 14

Title of the lesson/activity: Learning to represent data

Intended Learning Outcomes/ Learning Intentions:

For students to be able to:
Recognise questions
Pose general questions about like, dislikes, animals and everyday
experiences
Pose questions about themselves and familiar objects and events, for
example, 'Do you have any pets?'
Answer questions that have exactly two mutually exclusive possible
response
Use the yes or no questions to collect data
Represent the data on the graph

Prior Learning and Experiences:

This is the second lesson focusing on Statistics and Probability. Students have
previously looked at developing yes and no questions in the previous lesson.
Students will use these questions in this lesson to develop a graph.

Links to the curriculum (AusVELS or the Victorian Curriculum) and to the

curriculum planning of the school:

Organise answers to yes/no questions into simple data displays using objects
and drawings(VCMSP084)

Elaborations:

Representing responses to questions using simple displays, including grouping

students according to their answers (Victorian Curriculum 2016)

Resources, Materials and Organisation:

Whiteboard
Whiteboard marker
Pens
Pencils
Textas
Ruler
Simple graph for students to shade

Teaching Strategies and Lesson Structure

Introduction: Teacher will quickly revisit the last lesson.

Teacher: What did we look at in the last maths

workshop?
Students: Asking Questions

Teacher and students will quickly discuss the type of

questions they focused on.

Teacher will do a quick brainstorm on the board of the

questions that the students have developed.

Teacher will introduce the students to todays lesson.

Today we will be using one of the yes or no questions to

collect data and we are going to put it into a graph.

Teacher: Why do you think its important to collect data?

Possible answers: So we know what people like and

dont like, or so we know how much people to count? So
we can see the information?

Teacher is to explain that it is important to collect and

represent data so that we can organise information
clearly.
 Teacher will begin by asking a yes or no question to the
students. Do you like eating vegetables?

Teacher is to collect the class data and will write it on

the whiteboard.

Teacher will present a graph with a yes or no column.

Together with the class, they are going to look at the
information and determine the amount of boxes that are
needed to be shaded in for yes and no.

The teacher is to discuss the graph with the students and

mention this is how we show/represent data

Teacher is to explain the task for todays lesson.

Teacher is to clear the whiteboard and write a new yes

or no question.

Teacher will ask the class and will collect data and write
in on the whiteboard.

Students will be given a blank graph to represent the

data individually at their tables.

Body: Independent work students will represent the data

collected from the class on a blank graph.

Teacher will focus on small group and will roam the

classroom.
Conclusion: Students are to return to the floor to reflect on what was
learnt during this lesson. Students will share and
compare their work. Teacher is to facilitate class
discussion.

Assessment: Observations and informal work completed by the

students.

Lesson Plan - Maths Workshop 3

Name: Julie Nhem Date: 29 May 2017 Date:

Mentor Teacher: Jesse Waters School: Wooranna Park Primary

School
Duration of Lesson: 40 minutes Class size: 14

Title of the lesson/activity: Learning to represent and interpret data

Intended Learning Outcomes/ Learning Intentions:

For students to be able to:
Recognise questions
Pose general questions about like, dislikes, animals and everyday
experiences
Pose questions about themselves and familiar objects and events, for
example, 'Do you have any pets?'
Answer questions that have exactly two mutually exclusive possible
response
Use the yes or no questions to collect data
Represent the data on the graph
Make a statement or conclusion from the graph.

Prior Learning and Experiences:

This is the third lesson focusing on statistics and probability. Students have
previously looked at developing yes/no questions and collecting data. Students
have also learnt how to represent data in a simple graph.

Links to the curriculum (AusVELS or the Victorian Curriculum) and to the

curriculum planning of the school:

Answer yes/no questions to collect information(VCMSP083)

Interpret simple data displays about yes/no questions(VCMSP085)

Organise answers to yes/no questions into simple data displays using objects
and drawings(VCMSP084) (Victorian Curriculum 2016)

Elaborations:

Representing responses to questions using simple displays, including grouping

students according to their answers
Using data displays to answer simple questions such as how many students
answered yes to having pets? (Victorian Curriculum 2016)

Resources, Materials and Organisation:

Whiteboard
Whiteboard marker
Pens
Pencils
 Textas
Ruler
Worksheet

Teaching Strategies and Lesson Structure

Introduction: Teacher will revisit what was learnt during the last two
lessons.

Teacher will create a brainstorm with the students.

Teacher will ask a new question to collect data. Do you

like wearing school uniform?

Teacher is to ask the students to answer yes or no and

will write the data collected on the whiteboard. Together
with the students, the teacher will use the data to
represent it on the graph.

Teacher will ask students about the graph:

How many students like wearing school uniform?

How many students dont like wearing school uniform?

Are there more students who dont like wearing school

than those who dont?

Teacher will facilitate the class discussion in regard to

the graph produced. Teacher will explain We just made
a statement about the graph or We just learnt how to
read the information on the graph This is also
known as interpreting data.

Teacher is to clear the whiteboard and explain the task

for this lesson.

Teacher will quickly ask the class a new yes or no

question.

Teacher will collect and write the data on the board.

The task for the students is to use this information

provided to represent it in a graph. They are required to
write once sentence about it. Teacher may write
prompts on the board to help the students.
Body: Independent work

Teacher is to work with a group of students on the floor

and roam the classroom to help students when needed.
Conclusion: Students will return to the floor to share how they
represented the data in the graph. Students will share
their statements with their peers.

Assessment: Observations from class discussion and formative

assessment

Lesson Maths Workshop 4

Name: Julie Nhem Date: 31 May 2017 Date:

Mentor Teacher: Jesse Waters School: Wooranna Park Primary

School

Duration of Lesson: 40 minutes Class size: 14

Title of the lesson/activity: Learning to represent and interpret data

Intended Learning Outcomes/ Learning Intentions:

For students to be able to:
Recognise questions
Pose general questions about like, dislikes, animals and everyday
experiences
Pose questions about themselves and familiar objects and events, for
example, 'Do you have any pets?'
Answer questions that have exactly two mutually exclusive possible
response
Use the yes or no questions to collect data
Represent the data on the graph
Make a statement or conclusion from the graph.

Prior Learning and Experiences:

This is the final lesson for Statistics and Probability. Students have focused on
developing and answering yes/no questions to collect information, interpreting
simple data displays about yes/no questions and organising data into a simple
display.

Links to the curriculum (AusVELS or the Victorian Curriculum) and to the

curriculum planning of the school:

Answer yes/no questions to collect information(VCMSP083)

Interpret simple data displays about yes/no questions(VCMSP085)

Organise answers to yes/no questions into simple data displays using objects
and drawings(VCMSP084) (Victorian Curriculum 2016)

Elaborations:

Representing responses to questions using simple displays, including grouping

students according to their answers
Using data displays to answer simple questions such as how many students
answered yes to having pets?
Resources, Materials and Organisation:
Whiteboard
Whiteboard marker
Pens
Pencils
Textas
Ruler
Summative assessment

Teaching Strategies and Lesson Structure

Introduction: Teacher will reflect with the students what they have
learnt throughout this learning unit:

Asking questions
Asking yes/no questions
Collecting data as a class and from peers
Using a graph to represent the data collect
Talking about the graph and writing something
small about.

Teacher will write a brainstorm on the board and will

explain the task for this lesson.

Students will be given the task for this lesson and the
teacher will explain the instructions. The students
wlll need at least 10 minutes to collect data, hence
the introduction of this lesson will be a brief class
discussion.

Body: Independent and collaborative work

Students will be given their summative assessment for

this learning unit. They will be required to develop a yes
or no question and will collect data from it. They will use
this to represent it on a graph and will write a small
 statement about it.

Conclusion: Students will pack up and head to recess.

Assessment: Summative assessment.