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Lesson Plan 1 2

This 75-80 minute mathematics lesson introduces students to core statistics concepts through a data collection activity about career preferences. Students will collect survey data from their peers, analyze and visually represent the data in graphs, and present their findings. The lesson aims to teach students how to collect, interpret, and visually display data, and to develop group work skills. At the end of the lesson, students will reflect on what they learned about data collection and working in a group.

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107 views

Lesson Plan 1 2

This 75-80 minute mathematics lesson introduces students to core statistics concepts through a data collection activity about career preferences. Students will collect survey data from their peers, analyze and visually represent the data in graphs, and present their findings. The lesson aims to teach students how to collect, interpret, and visually display data, and to develop group work skills. At the end of the lesson, students will reflect on what they learned about data collection and working in a group.

Uploaded by

api-299108629
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Mathematics Lesson Plan # 1

Introduction to Statistics

Topic: Statistics
Year: Secondary
Lesson Duration: 75-80 Min
Lesson Aims: In this lesson, students will be introduced to core concepts
of statistics as they learn about each other by collecting information about
their preferred job choices. Students will interpret their collected data and
describe it by constructing a visual representation. Students will also
develop skills that they will use to effectively work in groups. In this lesson
students also understand the factors that motivate and explore that
different individual have different job motives. Discussion around few
career fields and brainstorm jobs within those fields with students

Lesson outcomes: At the end of this lesson students will learn to collect
data, interpret it and visually represent the data using a variety of visual
representation like bar chart, pie chart, etc.
Students should also be able to define and describe all the terms used.
Key Vocabulary: Data, Sample, Population, Quantitative data (Numerical
data),
Qualitative data (Categorical data), pie chart, bar chart, histogram.
Setting: ICT lab
AusVels: This lesson plan supports
Displinary learning:

Mathematics
Psychology

Interdisplinary learning:

ICT

Thinking processes

Reasoning, processing and enquiry

Design, Creativity and Thinking processes

Physical, Personal and Social Learning:

Personal learning

Cross curriculum priorities focus


Sustainability-Links to problem solving (motivation) and by using stats,
students will learn to use prediction and also how to compare and
interpret data sets to inform their decision making.
Standards
Mathematics
Investigate techniques for collecting data, including census, sampling and
observation (ACMSP284)
Links to creativity, critical thinking and ICT capability
Identify everyday questions and issues involving at least one numerical
and at least one categorical variable, and collect data directly and from
secondary sources (ACMSP228)
Links to creative and critical thinking, personal, social and ICT capability

Psychology
Select and use appropriate equipment, including digital technologies, to
systematically and accurately collect and record data (ACSIS200)
Links to literacy, numeracy, critical and creative thinking and ICT
capability
Analyse patterns and trends in data, including describing relationships
between variables and identifying inconsistencies (ACSIS203)
Links to literacy, numeracy, critical and creative thinking and ICT
capability
Communicate scientific ideas and information for a particular purpose,
including constructing evidence-based arguments and using appropriate
scientific language, conventions and representations (ACSIS208)
Links to literacy, personal, social and ICT capability

Personal Learning The individual learner Students will be developing


knowledge about their personal characteristics and capabilities and those
that are needed to develop their support their approaches to and
reflections about learning (AusVELS, 2015).
Personal Learning Managing personal learning Students will draw on
dimensions that focus on the knowledge, skills and behaviours required to
enable successful management of personal learning. By studying
motivation, students will develop the skills to work independently to
become autonomous learners (AusVELS, 2015).
Materials
Survey sheet (1 copy per student)
Pencils, rulers etc.
IPads or laptops
Internet Connection for ICT activity
Instructions (20 min)
Engage and Explore
Explain that during the whole unit, they are going to work on improving
their statistics skills.
Let students take notes on key statistics terms that they will use in todays
lesson.

Data: Data is a group of information collected. The information could


be anything, and is often used to prove or disprove a hypothesis, or
scientific guess, during an experiment.
Numerical Data: Numerical Data is information that is something
that is measurable. One of the ways you can identify numerical data
is by seeing if the data can be added together. In fact, you should be
able to perform just about any mathematical operation on numerical
data
Categorical data: Categorical data represent characteristics such as
a persons gender, marital status, hometown, or the types of food
he likes. Categorical data can take on numerical values (such as 1
indicating male and 2 indicating female), but those numbers dont
have mathematical meaning. You couldnt add them together.
Sample Size: The total number of people in the data set (i.e. the
number of people that you surveyed).

Population: The entire pool from which a statistical sample is drawn.


The information obtained from the sample allows statisticians to
develop hypotheses about the larger population. Researchers gather
information from a sample because of the difficulty of studying the
entire population.

Discussion: (10 min)


Engage and Explore
Discuss a few career fields and brainstorm jobs within those fields with
students.
Have students start asking questions in a group

Activity:
Engage, Explore and Explain
1) Data Collection (5 minutes)
Have students collect data on the job preference survey from 6-12 of their
peers.
Use the survey document to collect information about your peers job
preferences.
Question

1. What is your
name?
2. What is your
preferred
learning style
or styles?

3. How many
hours do you
Study each
day?
4. What are
you planning

Respons
e1

Respons
e2

Respons
e3

Respons
e4

Respons
e5

Respons
e6

to go for in
your choice of
subject in
senior
secondary?
5. How much
time did you
spend, on
average to
search about
your preferred
job?

6. Did you
choose to work
sometime
during term
holidays?
If you did
work, what did
you do?

7. Did you
went to a
career
counselling?

Data Review (20 minutes)


Explain and Elaborate

Have students work in small groups to synthesize, analyse, and represent


their data set. Remind students not to represent the same students more
than once. Also, remind students to consider the type of information they
are representing (i.e. numbers vs. yes or no responses) in their
representation. Students must include an analysis of each question.

Data Presentation (10 minutes)

Explore, Explain and Evaluate


Using The ICT application GeoGebra
http://web.geogebra.org/
Teacher giving some instructions on how to use GeoGebra
Let students enter the data collected into spread sheets and display on
bar graph. Students present their findings to the class.

Reflection and Discussion (10 minutes)


Elaborate and Evaluate
As a class, have students write a reflection on the questions:
What was challenging about collecting and analysing this data?
What did you learn about data collection?
What did you learn about how you work in a group?
Then, have students share and discuss their ideas.
Formative assessment:

Students engagement in ICT activity


Students involvement in discussions and questioning around their
career plans
Students reflection

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