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LESSON RATIONALE What experience/lessons have the class had previously? How will this lesson build upon prior knowledge?
This unit will assist students in their business project to analyse and present data. This lesson will
focus on understanding graphs and why certain graphs are used over others.
MAIN LEARNING OUTCOMES AND DIFFERENTIATION – ensuring progress for all students
These must be specific activities that are observable. How each one will be assessed must be stated in the ‘Assessment for Learning’ section.
KEY VOCABULARY:
What key terms are essential for
accessing this topic? What words Data, Line Graph, Axis, Graph, Bar Graph, Mode, Range, Estimation,
are used differently in everyday Trends
contexts? These words should be
defined for students.
SUPPORT PLANNED
FOR INDIVIDUALS:
What additional support will these
Student has own math workbook to study with SSO.
students receive in order to
achieve their potential?
Resources required:
However, plan for situations
where these are unavailable!
Whiteboards, Signpost, Workbook
LESSON PLAN
TIME STUDENT ACTIVITY TEACHER SUPPORT ASSESSMENT FOR LEARNING
Starter
Key terms: Range, Mode (most often), x Discussion on prior knowledge,
Brain Game: MATH BINGO (Refer to activity sheets) and y axis, intervals, title link to Project Profit and why
graphs can be useful outside the
classroom
Main
Additional Questions for differentiation. Signpost Textbook question
Lesson 1
Extra activity sheets
Introduce Line Graphs (Discussion)
Record weather and tidal info
Pose why certain graphs are used over others (bar vs
line). Have Workstations discuss and write down on
whiteboards – Ask Random Workstations for input
Lesson 2
Additional Activities
Line Graphs