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DS2.1 Gathers and organises data, displays data using tables and graphs, and interprets the results
Indicators: Students will
· conduct surveys to collect data
· creates a simple table to organise data
· constructs a column graph (year 4) or a picture graph (year 3) on grid paper using one-to-one correspondence
· interprets information presented in a table
· interprets information presented in a given column graph or picture graph
Extension
· marks equal spaces on each axis, labels axes and names a column or picture graph
· represents the same data in a table, a column graph and a picture graph
· creates a two-way table to organise data

Lesson 1: Register when completed ü / / 2011
Resources
Introduction: Pose questions: What is a table? What can tables be used for in mathematics?

OPOTIONAL EXTRA: As a class record the temperature of the classroom at 9:30am and 2:00pm each day. Record results on the A3 table ‘Classroom Temperature’ over a period of 5 days. After 5 days of recording discuss the findings (Use the questions on the stencil as a guide).

Activity 1: Worksheet Heights - Interpret the information presented in the table.
Activity 2: Hands on Activity – Measuring Height and recording findings in a table.
In groups of 5, students arrange themselves in order of height and number themselves 1-5, 1 being the shortest and 5 being the tallest.
Students take turns at measuring each other using a tape measure or using 2 metre rulers placed together.
Students record their findings on the worksheet ‘blank table’ (glue into workbooks). Students write answers in their workbooks to the questions: How tall are you? Who is the shortest in the group? Who is the tallest in the group? Are any students the same height? How much taller is the tallest to the shortest?

Concluding activity: Students provide a response to the following sentence starter: A table is useful for...
Optional Extra: Competition – Daily Temperature Reading
In pairs, students are provided a copy of the table ‘Daily Readings’.
The teacher calls out various questions for the students to answer. Students record their answers on the sheet provided OR the teacher may prefer other methods such as first to stand up will provide answer and if answer correctly rewarded.
· Thermometer
· A3 copy of Classroom Temperature sheet
· Class set of Heights worksheet
· Tape measures or other device to measure height
· Maths workbook
· Stencil ‘ blank table’
· Copies of ‘Daily Readings table
· Answer sheet for Daily Reading competition

Lesson 2: Register when completed ü / / 2011
Resources
Introduction: Pose questions: What is a Timetable? Why are timetables useful?

Activity 1: Give students a copy of ‘A Goblin’s Daily Timetable’. In pairs students devise questions based on the timetable to ask another pair. Sheets are collected and then distributed to students to answer in their pairs.

Activity 2: Students are given a blank timetable. Students create a personal timetable on the ‘Saturday Timetable’ worksheet and glue this into their workbooks. Students then complete the following questions (write up for students to copy and answer): How long did it take you to eat breakfast? Which activity requires the least amount of time? What time do you wake up? What time do you go to sleep at night? How long did you spend exercising during the day?
· Copies of ‘A Goblins Timetable’
· Class set of Blank ‘Saturday Timetable’
· Maths workbooks


Lesson 3: Register when completed ü / / 2011
Resources
Activity 1: Matching Game ‘Attendance’
Students are given an attendance record for children in the gymnastics squad. Students interpret the data and match the answer cards to the questions. First to answer all questions correctly is rewarded.

Activity 2: How is the data displayed in the Attendance game? (horizontal picture graph) Students transfer this data into a column graph using grid paper or create a whole class column graph.

Activity 3: Students prepare a table for recording a survey to classmates on their favourite form of transport. Given a time limit, students survey their peers. Students total the tallies and prepare a column graph on grid paper representing the information recorded.

· Sets of the game ‘Attendance’
· 2 class sets of grid paper

Lesson 4: Register when completed ü / / 2011
Resources
Introduction: How can we represent our findings when handling data, eg if we collected data on a group of peoples preferred sport, how could we represent this information?

Activity 1: Sorting, tallying and graphing - Fruit
Students represent the same data sorting fruit into a table, a vertical column graph and a picture graph. Students use the A3 worksheet ‘Handling Data – Sorting Fruit’ and worksheet ‘fruit pictures’ to complete the activity.

EXTRA TIME: Activity 2: Sorting, tallying and graphing – Reptiles Only
Using the ‘Sorting data – Reptiles Only’ students create a table to tally the quantities of each reptile present and graph then graph the information in the form of a column graph on grid paper. NOTE: some animals are not reptiles; these include the spider and fish. Students are to only graph the reptiles.

Conclusion / Assessment (Observation): Using items such as buttons, transport counters, bug counters, shells, circle counters etc, (NB: borrow counting items from the kindergarten classrooms or maths storeroom) students sort their set of items into specific categories and provide verbal descriptions of how they would organise/ record data gained from sorting the items.

· Class set of A3 worksheet ‘Handling Data - Sorting Fruit’
· Copies of fruit pictures stencil
· Copies of ‘Sorting Data – Reptiles only’
· Class Set of Grid paper
· Counting items such as buttons, circle counters etc


Lesson 5: Register when completed ü / / 2011
Resources
Introduction:
Activity 1: Two way table: Draw a two-way table as follows on the board:


Healthy
Junk
Girls


Boys



Activity 2: Model Venn Diagram
Draw a Venn diagram on the board and survey 10 of classmates about whether they like cartoons or movies.

Activity 3: Two-Way Tables / Ven Diagrams stencil
(Yr 3 could do these stencils separately or combined)
Two-Way table
Task a) Students interpret table.
Task b) Students interpret survey and create a two-way table using the information.
Venn Diagrams
Task a) Interpret graph
Task b) Interpret graph

Activity 3: Survey 10 people to see who prefers music or television. In maths workbook (or on the back of stencil) show results on a two-way table.

· Class set of two-way stencils
· workbooks

Assessment Process: Register when completed ü / / 2011
Resources
Assessment stencil:
1. Interpret graph, answering related questions.
2. Construct and graph
3. Answer questions related to the information in task 2.
4. Use tally marks to show favourite colours.
5. Construct a column graph showing the tally results from task 4.
6. Answer questions related to column graph in task 5.
· Class set of assessment stencil