Topic

Key Learning Area

Mathematics
Data representation and interpretation

Year Level
Lesson Outcome
(Students will be able to)

5
Pose questions and collect categorical or numerical data by observation or
survey (ACMSP118)

Australian
Curriculum
Reference (ACARA)
ACMSP118;
ACMSP119;
ACMSP120

Construct displays, including column graphs, dot plots and tables,

appropriate for data type, with and without the use of digital technologies
(ACMSP119)
Describe and interpret different data sets in context (ACMSP120)
Safety Considerations

Assessment

1. Ensure school behaviour rules and consequences policy is adhered

to
2. Establish and maintain clear and workable routines for
3. entering and leaving rooms, moving around
4. the classroom, distributing and
5. collecting materials and resources
6. and working independently or in
7. groups
8. Instruct students in safe use of resources prior to commencing each
activity.
9. Use resources, which includes pens, pencils and rulers safely
Methods to include:
Group activities
Question and answer throughout the lesson
Student engagement

Resources
Group starter activity
Students
Pens/pencils
Rulers
Coloured Pencils
White board
Main content
Pre prepared questions might include one of the following although only one is distributed to ensure
students are recording data which can then be used in the next exercise.
What is your favourite TV program?
What did you eat for breakfast?
Who is your favourite pop group/singer?
What is your favourite colour?
What do you like to do in the summer?
Graph paper
https://www.youtube.com/watch?v=-Y9n67yG9d8
Pens, pencils and coloured pencils
Rulers

Lesson Structure
Time Introduction
5

ACARA
Ref

Roll call
Lesson Outcomes (above)
Gather and understanding of assumed knowledge by Q&A

Dimensions of
Learning

DOL 1

Group starter activity Teacher to pose a question with the

students from which they can gather data within the
classroom, for example Eye colour, Shoe size, Suburb in
which they live etc

ACMSP118

Students to form groups depending on which category they

fit into
Teacher to record the results in the form of a tally chart and
a basic table and chart

ACMSP119

Teacher to gather the student understanding of the

constructed charts by asking each group to explain what
they show

ACMSP120

DOL 3

Time Main content

ACR

35

Teacher to explain different ways of displaying data

including column graphs, dot plots and tables using the
collected data from the introduction

ACMSP119

Dimensions of
Learning &
grouping
DOL 2,3 and 4

Students to take a question distributed by the teacher, ask

the question on their table and record the results using a
tally chart/table

ACMSP118

In their groups, students will draw a chart using graph

paper, the teacher will determine which table draws which
chart (column graph or a dot plot)
Students will then describe what their results tell them from
the constructed charts
https://www.youtube.com/watch?v=-Y9n67yG9d8

ACMSP119

Students will then group the data as a whole class

One student, if willing will come and draw a tally chart/table
using the newly formed data on the white board and then
another student, if willing will come and draw either a dot
plot or a column graph on the white board. If students are
reluctant then the teacher will carry out this task.
Students can then describe the results once again,
identifying any changes

ACMSP119

20

ACMSP120

ACMSP120

DOL 2

Students will work in

small groups (table)

Time Conclusion

ACR

15

ACMSP118
ACMSP119
ACMSP120

Cover each aspect of the curriculum and invite students to

ask questions.
Encourage how they might pose their own question to ask
family members as a homework activity

Dimensions of
Learning
DOL 3,4 and 5

Dimensions of Learning
DOL 1: Attitudes and perceptions
DOL 2: To acquire and integrate knowledge
DOL 3: Extend and refine their knowledge
DOL 4: Use knowledge meaningfully
Reflections
Reflection 1
Reflection on a year 5 Mathematics class
The aim of this lesson was to teach Data Representation and Interpretation, an area
of year 5 Mathematics. As suggested by Rogers (1983) significant learning takes place
when the subject matter is relevant to personal interests of the student. When planning the
lesson thought was given to the students who formed the class, where they were from, age
and what their interests might be. Rogers (1983) also advocates that learning takes place
through doing and focusses his theory on learning being student centred. Although Rogers
(1983) primarily theorises on adult learning, a lot of his concepts can be transferred to both
primary and secondary students.
The introduction was intended to introduce the topic to the students by demonstration
to give them a snapshot of what was to be expected. Using a concept which was relevant to
the class (eye colour, shoe size etc) helped keep the topic student centred, however care
needed to be taken as not to pose a question which could discriminate a student, for
example, what did the student have for breakfast? This could potentially highlight problems
at home associated with inadequate care and supervision. This part of the lesson was tough
as it probably progressed too quickly and bombarded the students with too much information
in a relatively short space of time. More appropriately I think it could have been broken down
into a smaller chunk with more focus being on one part of the curriculum as oppose to
providing an overview of it all.

As the lesson progressed and the main content was attempted, the question given to
the students was determined by the class and the teacher knowing the students. The activity
itself was intended to ensure some deep learning took place, this proved again to be too long
for some students in the sense of them finishing the task quickly so care was taken to give
them extra activities to do and maybe in hind sight these activities should have perhaps been
more challenging, possibly introducing aspects of year 6 requirements and maybe comparing
data from other sources or building in the use of IT for these students.
The use of the video proved to be a success as mood was lightened and
understanding was reached with the follow on activity being easily completed by most
groups. Another aspect of the lesson was to encourage the individual participation of the
students, building up confidence and being able to present in front of the class. When
delivering this lesson for the first time, no one volunteered to play that role. This resulted in
the lesson plan having an alternative method for the teacher to carry this part out as to
ensure the lesson progressed within the allotted timeframe. A lesson learned there was that
not all students possess the confidence to carry out such an activity so adapting the lesson
plan and getting to know the students better should be done prior to trying anything like this.
The conclusion was covered well and highlighted the problem areas for some
students. Overall the lesson went well with only a few minor hiccups and the AITSL
standards were well integrated from planning through to conclusion.
Reflection 2
Reflecting on my student experience
As a student currently studying here in Australia (Bachelor of Nursing) after deciding to
change direction from being a teacher in the UK, I have found that the experience here and
at home have been somewhat different.
The ethos of teaching in the UK is a lot more student centred and in particular
teachers offer a mechanism for supporting students who need that extra support to help
them achieve their potential. Teachers in the UK would make it their business to get their
students through a qualification whereas here educational institutions put the ownership
solely on the student and call it self-directed learning and dont even put a time aside for
explaining the assessed outcomes of the topics being assessed; a sense of bewilderment,
confusion and helplessness is often experienced; often becoming a situation of the blind
leading the blind resulting in students becoming stressed and even distressed leading to
poor retention of students on courses

The passion for teaching comes from within and if this passion is not there then
questions need to be asked whether it is the profession for them as often the attitude is we
dont get paid enough to look at drafts etc
Reflecting upon my experience, when I begin to teach here in Australia, after deciding
that nursing is just not for me I aim to encompass my thoughts and beliefs already embedded
in me from my previous teaching experience.
In a students eyes a teacher is the font of all knowledge in a particular area and
should willingly transfer that knowledge to that of the student. My plan is to be clear from the
outset, clearly stating the aims and objectives of the planned learning and ensuring the
students learn, consolidate through active learning. I am all for student centred learning
however it should be used in conjunction with teacher centred learning strategies as a focus
on the transmission of knowledge shifting from that of the teacher to the student (expert to
novice). (Harden, R.M and Crosby, J, 2000) I think it is a combination of the two teaching
orientations (teacher and student centred) defined by Kember (1997) that will result in the
teaching/learning process being successful remembering that self directed learning is a
concept often associated with student centred learning which can mean different things to
different people therefore leading to confusion surrounding its implementation. (Burnard,
1999)

References
Australian Curriculum. (2014, August 25). Retrieved from Australian Curriculum curriculum browser:
http://www.australiancurriculum.edu.au/Browse?a=M&y=5&y=6&y=7&layout=2&br
owseLayout=1
Burnard, P. (1999). Carl Rogers and postmodernism: Challenged in nursing and health
sciences. Nursing and Health Sciences 1, 241-247.
Gordan Lyons; Margot Ford; Michael Arthur Kelly. (2001). Classroom Management:
Creating positive learning environments. Sydney NSW 2000: Cengage Learning
Australia Pty Limited.
Harden, R.M and Crosby, J. (2000). AMEE Guide No 20. The good teacher is more than a
lecturer-the twelve roles of a teacher. Medical Teacher 22(4), 334-347.
Kember, D. (1997). A reconceptualisation of the research into university academics
conceptions of teaching. Learning and Instruction 7(3), 255-275.
Rogers, A. (2003). What is the Difference? A new critique of adult learning and teaching.
Leicester: National Institute of Adult Continuing Education (England and Wales).
You Tube. (2011, May 2). Retrieved from Making a Bar Graph:
https://www.youtube.com/watch?v=-Y9n67yG9d8