Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION

Year Level: 3 Time: 9:45am-10:45am Date: 22/5/19 Students’ Prior Knowledge:

Learning Area: Mathematics

Strand/Topic from the Australian Curriculum

Interpret and compare data displays (ACMSP070)

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative behaviour Social understandin
thinking competence g
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Asia and Australia’s engagement Sustainability
Islander histories and cultures with Asia
Proficiencies:(Mathematics only)
Understanding and Problem Solving
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

 Recall the four steps to creating a bar graph
 Collect data from their classmates and graph it on a bar graph

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

 Make PowerPoint  Give weaker students a bar graph template for the
 Sticky notes independent activity
 Print Tally charts
 Enabling templates

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

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[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Resources/References
Time Motivation and Introduction:
11:20am  Display Favourite Cake bar graph on the board.
 Give students time to look at the graph and see what they notice
Favourite Cake bar
 Ask students to share their thoughts. graph example

 Tell students that we use a bar graph as a way of collecting information PowerPoint
about something, for example: favourite cakes.
Lesson Steps (Lesson content, structure, strategies & Key Questions):

Modelling
11:25am  Go through the Colour Bar Graph game online to introduce them to bar
graphs. Colour Bar Graph game
 As a class, complete the Sushi Chef worksheet.
 Ask the class what steps they needed to take to make to finish the Sushi
Chef worksheet.
 On the board write: Sushi worksheet
1. Collect the data
2. Organize the data
3. Graph the data
4. Interpret the data.
 Go back to the Favourite Cake graph and ask the students to think about
how this graph was made using the four steps.
 Think aloud to model interpreting the data that the bar graph gives you.
Guided Practice
11:35am  Tell the class that now that they know the steps for creating a bar graph,
they are going to use those steps to find out about the class’s favourite
colours.
 COLLECT: Sticky notes
Pass one sticky note to each student and have them write their favourite
colour on their sticky note.
 Call groups up to the board to post their sticky notes.
 Once everyone has attached their sticky note, ask students what the next
step is AFTER collecting the data. Refer students to steps on the board.
 ORGANIZE:
Read through the colours. Ask two volunteers to come up and sort the
sticky notes into groups, with the assistance of the rest of the class. Write
the categories on the board.
 GRAPH:
After the sticky notes are sorted, place them on top of the correct

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category to make it look like a bar graph.

 Ask students “What step comes next?”
 INTERPRET:
Ask questions like:
- Which colour is most popular?
- Which colour is least popular?
- How many more people like red than blue?

11:50am Independent task

 Tell your class that they have created a bar graph using the four
steps. Let them know that they are going to follow the same steps to
create their own bar graph about the class’s favourite foods.
 Remind students that they will first need to collect the data on their
classmate’s favourite foods.
Tally Charts
 Give each student or group a Tally Chart.
 Allow 2-3 minutes for students to walk around the room and collect
data.
 Once students have collected the data they will sit back at their desks
and create a bar graph based on the data – in their maths books.
Give templates to support some students.

12:10pm Lesson Closure:(Review lesson objectives with students)

 Review the students’ Favourite Foods graphs.

 Ask questions to guide discussion such as:
- Which food did you find was the class's favourite?

- Which was not very popular?

- How many people liked _____?

- How many more people liked ___ than ___?

 Before the end of the lesson have students write the four steps in their
maths books to be checked for assessment
12:20pm Transition: (What needs to happen prior to the next lesson?)
 Pack up area ready to go out to lunch.

Assessment: (Were the lesson objectives met? How will these be judged?)

 In their Maths books, have students write down the four steps to
creating a bar graph. Check off students that can recall this
knowledge and give further support to those that could not.