Detailed Lesson Plan By: Dilek Boduk 110147118

Maths: Cartesian Plane

Year level: 6/7 Duration: 60 minutes

General outcomes:

GENERAL CAPABILITIES CROSS-CURRICULUM PRIORITIES

 Literacy  Ethical understanding  Aboriginal and Torres Strait Islander histories
and cultures
 Numeracy  Personal and social competence  Asia and Australia’s engagement with Asia
 ICT Competence  Intercultural understanding  Sustainability
 Critical and creative thinking

Content Year 6:
Description  Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems
(what are the big involving all four operations with whole numbers (ACMNA123 - Scootle )
concepts and  Interpret and compare a range of data displays, including side-by-side column graphs for two categorical
why is the variables (ACMSP147 - Scootle )
learning
important?) Year 7:
 Compare, order, add and subtract integers (ACMNA280 - Scootle )
 Identify and investigate issues involving numerical data collected from primary and secondary
sources (ACMSP169 - Scootle )
 Construct and compare a range of data displays including stem-and-leaf plots and dot plots(ACMSP170 -
Scootle )

Objective: This lesson, students will be introduced a new mental mathematics game to improve their ability to apply
efficient mental strategies involving addition of whole numbers. Next in pairs students will practise collecting data
based on a survey they will carry out on peers. Students will practise collecting categorical or numerical data, using
tallies and frequencies before displaying their findings using a dot plot.

Learning
Activities Introduction: 10 mins
Activity 1: Risk or Regret
This mental maths game is an adaptation of an activity shared by a university tutor. To play the game, students
will need to get in pairs/small groups, use one die and use one template each. The aim of the game is to
accumulate the highest number. Rules of the game will be explained to students during whole class explanation.
 For this game choose one volunteer to help you model the instructions through a short demonstration
game.

 Ask the student volunteer to come up to the front of the class, give him/her a laminated copy of the
template and play a few rounds.
 Give the whole class some tips as you make decisions throughout the game.
 After the demonstration, give each pair/group a template each, die and whiteboard marker.
 Differentiation: give students the option of working on one portion of the template only until more
confident

 Extension: create a new template based on division or multiplication.

 At the end of the task, collect the templates and whiteboard markers and find out how the students went
with the game!

Development: 30 mins

Activity 2: investigators

Students will work in pairs/small groups to collect data based on a survey they will carry out on peers. They will
practise collecting categorical or numerical data, using tallies and frequencies before displaying their findings
using a dot plot. Firstly;

 On the smart board write “Number of hours’ year 6/7 students sleep per night”. Ask students to call out
an estimate of the number of hours they sleep. Model how to categorise and group the same numbers.
Next explain to students the features of a dot plot and provide an example on the board for students to
refer back for the duration of the lesson
  Ask the class what are some statements we can collect data on, e.g favourite colour, food, pet, etc.
 Next, ask students what types of methods they can use to collect data efficiently; (pet example below)
o How many categories will you include?
o Who needs to be asked?
o What do we need to ask them?
o How would we remember the info that we gather?
o How should we collect the info so that we can remember?
o Will we need one category for each pet?
o How can we make sure everyone has given us an answer?
o How will we know if someone has the same or different pet?
 Give clear instructions of the expectations of the lesson, including surveying a minimum of fifteen peers,
using tallies, frequencies, organising data, creating dot plot with a title, etc. Most importantly ask them to
summarise the findings, what is the data representation suggesting?
 Set the students off to investigate!
 Extension: using Excel to create an alternative data representation option, e.g bar graph, pie chart. Ask
students;
o What do these findings communicate?
o How is the dot plot and alternative data representation similar and different? Which is easier to
read and why?

Closure: 10 mins
Activity 3: Whole class sharing

During this final part of the learning experience, select a few students to share their findings and dot plot with the
rest of the class. Ask students to justify the findings and summarise what it suggests.

Homework:

Nil

Assessment
Formative Assessment:
 Observations during whole class discussions
 Collection of student work samples – map activity
 Exit cards

Resources
 Risk or Regret templates

 Whiteboard markers and erasers

 Laptops