ACU LESSON PLAN FORMAT

Class: Year 8 Date: 20th November 2017 Time: Start: 12:05pm

Finish: 1:20pm
Key Learning Area: Mathematics Lesson Topic: Statistics – Stem-and-leaf plots

Recent Prior Experience: (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
 Students will have encounter stem-and-leaf plots in year 7
 Students would have been taught range, mode, median and mean from previous lessons
Syllabus Outcome(s): Indicators of Learning for this lesson:
One or two only. Please note the syllabus reference Behaviours that contribute toward achievement of
number AND write out in full. outcome(s). Quote syllabus numbers. Must be clear,
 ACMSP170: Construct and compare a range specific, observable. Curriculum Content Strands may
including stem-and-leaf plots and dot plots be used as headings.
By the end of this lesson, the students will:
 Understand how to draw a back-to-back
stem-and-leaf plot
Assessment:
Strategies which will be used to assess
learners’ attainment of learning outcomes.
Should be linked to each learning indicator.
 T must observe Ss behaviour
 T observes how Ss responds to
questions, directly or to the
classroom
 T observes Ss as they write down
notes
 T check their work in their books

Resources:
Any safety issues to be considered:
List resources you used in preparing the lesson AND those used in the lesson and
T must always consider the general wellbeing of the Ss, T must
implementation.
always look out for inappropriate behaviour such as playing with
scissors, aggressive behaviour, sitting correctly in a chair. Whiteboard, Australian Signpost Mathematics Year 8

Lesson Content/ Indicators of
Learning (What is Taught):
Note key skills, concepts and values
addressed in each section. Link to
your ‘Indicators of Learning’.
INTRODUCTION
Introduction to the Lesson
T. T starts by linking in last lesson
LESSON SEQUENCE
Timing Teaching Strategies/Learning Experiences: (How it is Resources and Organisation:
(mins) taught)
Write detailed steps showing what the teacher (T) will do
and what students (Ss) will do.
2 mins  T asks Ss to come in classroom and sit down
 T waits until Ss are quiet and T greets the class
 T instructs Ss to take out their workbook and
textbooks. If some Ss are acting inappropriately, call
them out their names.
3 mins  T addresses the homework from Last Thursday “Only
the last two questions were needed to be completed.”
 T states “This is the last section on data analysis and
were doing stem and leaf plots.”
 T writes the data and heading underlined on the top
left corner of the board.
 T states “You guys would already have done stem-and-
leaf plots in year 7 so were going to expand on it.
Today were going to learn about back-to-back stem
and leaf.”
DEVELOPMENT
Introduce stem-and-leaf plots
 T. Samples data from Ss
Introduce back-to-back stem-and-
leaf plots
 T. Samples data from Ss.
10 mins  T picks out Ss to give numbers from 20 to 40 (10  Whiteboard
numbers).
 T then arranges the numbers in ascending order. Stem Leaf
 T shows reminds Ss to draw a stem-and-leaf plot by 2
drawing the plot using the given numbers from Ss. 3
 T reminds Ss that the numbers is smallest closer to the 4
stem and largest further away and is in ascending Key: (2|3) = 23
order.
 T asks Ss “What is missing?” after completing the
table.
 T addresses the class missing Key: (2|3) = 23
 T explains that “without a key to the stem-and-leaf
plot we don’t know what the data is actually
represent. For example: 2 and 3 can mean 2.3 and not
23.’
 T states “If you are drawing a stem-and-leaf plot
always have a key to explain the data.
10 mins  T picks out Ss to give numbers from 20 to 40 (10
numbers).
 T asks Ss what is the first step to doing the question? T
explains to arrange numbers in ascending order.
 T arranges the numbers in ascending order.
 T states “The first example was something you have
done in year 7, now were going one step further and
do back-to-back stem-and-leaf plots.
  T uses the numbers from the first example and the Sample 1 Sample 2
new numbers from this second example to draw back- Leaf Stem Leaf
to-back stem-and-leaf plot. 2
 T explains on the left side, you put the first set of data. 3
 T asks class “How do you draw the stem-and-leaf on 4
the left-hand side?”
 T explains “numbers is smaller closest to the stem and
big number are further away from the stem.”
 T draws in the copies the data from the first example
and enter the data for the test 2.
 T asks Ss “What is the last thing we are forgetting?”
 T reminds Ss of the key.
 T ask Ss to calculate the range, mode, median and
mean for sample 1 and then sample 2.
 T explains “there is no shortcut to finding the mean, so
you have to manually find it on the calculator.”

 T. T instructs Ss to start exercise 48 mins

 Ss works through exercise 14:06
14:06
 T checks their homework
 T goes around the classroom assisting students that
need help.
 EXTENSION: Give Ss Cambridge Exercise 9I to
complete if they completed Exercise 14:06.

CLOSURE
 T. T assigns homework for Ss 2 mins  T assigns homework that is to be completed by next
lesson.
 T ends the lesson.