Вы находитесь на странице: 1из 4


Learning experience



Introducing data- seek prior knowledge from students on collecting data.
Who knows what data is?
Introduce to students different ways we can collect data e.g. counting,
tables, graphs
Hand out different coloured counters to students
Ask students to count out all the blue counters, then pink etc.
Create a table that shows all the colours.
Review what a tally mark is
Ask each students how many of each colour they have
Tally mark these numbers in the correct box
Model how to set out a table and collect data
Re-cap as a class and discuss / clarify with students information in which


was being taught during lesson.

Ask what have we found out about data? How could we use collecting

data in our real life?

Re-cap on last lesson to seek clarity from students.
What is data? When do we use it?
Ask for examples from students. What ways can we collect data?

- Counters (Seen appendix 1)

- Use pick me box to select
students for question answering
Note Students prior
knowledge of the topic and how
my learners best learn.
Extension - provide with more
Modification- Work with partner/
teacher assistant and closely

- Internet access
- Examples of graphs
(Appendix 2)

- Youtube clips (Appendix 3)

Demonstrate to students the different ways we can represent our collected
data (bar graph, pie graph, picture graph and tally graph)
Provide students with a visual see appendix 2.
Students to watch YouTube presentation on each graph providing a visual
and audio for students (Appendix 3).

Scaffold: When grouping

students keep in mind fairness.
Lower academic level students
together etc. as this will allow all
students to have go.

Plough back- throughout lesson put together a number of questions for a class
quiz. Provide images of the different styles of presenting data. Divide the class
into small groups to complete the task.
Wednesday Introduction
Re-cap on last lesson to seek clarity from students.
Remind students different types of graphs.
Whats one way we can display our data?
Use explicit instruction strategy (I DO, WE DO, YOU DO) on collecting
Learning manager completes a tally graph as I DO on whiteboard.
Students create 2 tally graphs on whiteboard as a class with assistance of
learning manager.
Students then create a tally table individually (asking class mates to
answer their question)
Learning manager pauses throughout to remind and cue students (eg. Do

Be sure to ask/ question different

students and include all students
with creating graph. Ask
students without hand up
(use pick me box)
Provide students with an
example of the incorrect way
and then follow with the correct
way- Students to demonstrate

I ask my question like this? or this?)

(This will assist ELS students)


As a class discuss the different issues and the results gathered from
undergoing the task.
What went wrong and why? How can we do a better job at this next
time? Which of your answers had the most?
Which had the least?
Students are asked to complete cut and paste work sheet.
Work sheet entitles students to cut out names of each graph
Glue underneath the correct picture of each graph.

Learning manager/ teacher

Learning manager checks for clarity and understanding before moving on.
Students to create a picture graph with information collect from previous
Learning manager creates a picture graph firstly on the board
Creates Picture graph with the class before giving students individual task.

Modification: Teacher assistance

Students to share with class their picture graph
Discuss/ mention any issues they had when creating it and how they over
come any problems they may have encountered.
Re-cap from previous lessons on data.
Ask students questions on graphs to seek clarity and refresh memory.

one another.

assistance to further assist

students still struggling

-Cut and paste work sheet(Appendix 4)

-Scissors and glue for students

for lower students with cutting

and pasting.
Extension: write reason for
placement and cross mark with

Be sure to be clear when

completing I DO especially for

Students are to use information from previous lesson to create pie graph.
Learning manager demonstrate to students as an I DO, WE DO, YOU

LM Firstly demonstrating a pie graph,

Complete a number of pie graphs as a class and then
Allow students to complete individually or in pairs.

Each pair/ individual is to swap their pie graph with another pair /

individual and answer questions provided on a work sheet.

Which one has the most? etc. and report back.

Modification: instead of
completing in pairs join lower
students in small group to work
with learning manager or
teacher assistant for further