would we get the same results? CONTENT STUDENT TOPIC KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION RESOURCES DESCRIPTOR JOURNAL ACMSPO068 Problem Identify questions Solving- or issues for formulating categorical Observe responses as and modelling variables. Identify Complete students engage in the authentic data sources and Some students 10x10 floor grid Activity activity process. Ask situations plan methods of 3.2.10 did a survey and Paper for Process- Data students to represent the involving data collection and Data – 2 they recorded displays sources and data by making a column planning recording. their results like Tape measure / collection. graph on their own A4 methods of data ACMSPO069 this: Pose the ruler 10x10 grid. collection and Collect data, question: How Unifix blocks representation. organize into big is a year Ask questions about the Reasoning – categories and three foot? Talk data represented in the creating and create displays about how we graph: interpreting using lists, tables, could find this What is the length variations in picture graphs, and out. of the longest/ the results of simple column shortest foot in our data collections graphs, with and class. and data without the use of What is the most displays. digital technologies. common foot ACMSPO070 length? Interpret and What is the compare data difference between displays. the shortest and the ACMMG061 longest foot length? Measure, order, and compare objects using familiar metric units of length, mass and capacity.
would we get the same results? TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 3.2.10 Data – 2 ACMSPO068 Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording. ACMSPO069 Collect data, organize into categories and create displays using lists, tables, picture graphs, and simple column graphs, with and without the use of digital technologies. ACMSPO070 Interpret and compare data displays. ACMMG061 Measure, order, and compare objects using familiar metric units of length, mass and capacity. Problem Solving- formulating and modelling authentic situations involving planning methods of data collection and representation. Reasoning – creating and interpreting variations in the results of data collections and data displays. Complete Activity Process- Data sources and collection. Pose the question: How big is a year three foot? Talk about how we could find this out. Observe responses as students engage in the activity process. Ask students to represent the data by making a column graph on their own A4 10x10 grid. Ask questions about the data represented in the graph: What is the length of the longest/ shortest foot in our class. What is the most common foot length? What is the difference between the shortest and the longest foot length? Some students did a survey and they recorded their results like this: 10x10 floor grid Paper for displays Tape measure / ruler Unifix blocks