Name: Hannah Arbon & Vyanah Lethbridge

Unit Planner for Learning in Mathematics

Learner context
Topic Focus: Statistics: Data Interpretation and Representation
Week 5: Data Collection
Week 6 & 7: Display data
Week 8: Interpreting own data display
Level of schooling: 4

What is the learning focus?

Mathematics Concept(s): Thinking and Working Mathematically:
Strategies such as surveys or questionnaires can be conducted Understand and implement different ways of collating data and use tally charts and
in order to obtain and collect data. tables to document findings.
Tally charts and tables are ways of recording collected data. Design and formulate a variety of graphs including column and picture graphs to
represent data.
A graph is a way of showing and comparing information. Use digital technologies to display information.
A variety of graphs can be used to represent data, particularly Investigate real world situations and communicate their findings through visual
column graphs and picture graphs. and written modes.
Graphs have key features including a title, labels of axis and a Interpret and evaluate information from a variety of graphs and verify the data
scale to make it easy for the readers to interpret the provided to ensure that the information presented is reasonable.
information.
Information can be easily interpreted by viewing different Verify the data provided from a variety of graphs to ensure that the information
forms of data representation. presented is reasonable.
Investigate real world situations and communicate their findings through visual
and written modes.
Key manipulative / algorithmic skills being developed
Through solving simple data problems, students are able to develop their ability to; c
- Read mathematical problems that are presented in different ways
- Locate data in written text
- Solve worded problems
- Arrange data in a variety of ways to be easily interpreted and understood
- Use digital technologies to display information
- Collecting data using different methods
- Verbal and written communication of ideas
- Scale information
- Interpret and evaluate information from a variety of graphs
Dispositions:
By the end of year 3:
o Students are able to conduct simple data investigations for categorical variables.
o Students are able to identify questions or issues for categorical variables. Identify data sources and plan methods
of data collection and recording.
o Students are able to collect data, organise into categories and create displays using lists, tables, picture graphs and simple
column graphs, with and without the use of digital technologies.
o Students can interpret and compare data displays.

TERM 4 OVERVIEW SCIENCE & MATHEMATICS

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Science Earth and Space Science: Transdisciplinary Unit
Mathematics Mental and Written Strategies Maps Chance Data Display data Interpreting Mental and Written
collection own data Strategies
displays
Number Word problems
sentences involving
involving multiplication
addition and and division
subtracting.

*Mathematics will be taught for 1-2 lessons per day.

*Data Representation and Interpretation will begin to be taught in week 6 and will link specifically to the transdisciplinary unit. Note this topic has
begun to be explicitly taught previously in the year.
*Weeks 5 to 8 will happen interchangeably throughout these units of mathematics and science.

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

How will the students engage with this learning?

Prior Knowledge/Engagement Learning Experiences (s):

Lesson 1:
Prior knowledge activity:
In this lesson, we will create a whole class column graph using information sourced from students.
o Give each child a sticky note. Ask the children to write their favourite sport.
o Whilst children are doing that, the teacher should draw a basic graph (horizontal and vertical lines).
o As a whole class, create a column graph using the student’s responses. Students will place their response in columns, if
their response hasn’t been put on the board they will create a new column.
o Once each student has put their response, pose the question: “What does this graph require to make it easily
interpreted?”
-Title
-Labels (both sides)
-Scale (1 sticky note = 1 student)
o Add the key features of a graph when discussing.
o As a class, get children to interpret what the graph. “What is this graph telling us?”
This activity will inform the teacher of any misconceptions the students might have and give a good indication of the students
prior knowledge.

Lesson 2:
Engage: Direct links to science ‘living things’ unit
In this lesson, students will explore their environments and identify and record living things.
o Students will be given the task sheet (Appendix 1).
o Students are to go outside and identify and record living things. For each living thing that they see, they will colour in 1
rectangle above its label. Students will specifically look out for: trees, flowers, birds, insects, people, cats. Students may
choose to select 2 other living things to identify and record.
o Students will return to the class and complete the questions:
- Where did you gather this information from?
- How many birds did you identify and record?
- What living thing did you identify and record the most?
- Was there any of the living things listed that you didn’t identify?
- What surprised you?

Exploratory /Explore & Explain Learning Experiences:

Lesson 3
Explain:
In this lesson, students will explore different ways of representing data and understand the key features of graphs.
o Teacher will begin the lesson by providing a basic picture of a graph on the board (Appendix 2: Slide 1)
o A teacher led, whole class discussion will take place by posing questions such as:
-What is a graph? & what is their importance?
-What do you know about graphing?
-When have you seen graphs used?
o The teacher will continue through the PowerPoint presentation informing children about both column graphs and
picture graphs and how they can be used to represent a range of data.
Students should have a basic knowledge of these two forms of graphs from the year 3 curriculum and therefore this shouldn’t
take look to refresh and discuss.
o Students will be required to copy the slides of the PowerPoint in their books, especially ‘the parts of a bar graph’ page
so that they have the key features of a graph to refer back to when creating their own.
A poster, of this important information (Appendix 3) will also be located within the class as a reference point.

Lesson 4
Explore: Formative assessment
In this lesson, students will explore a range of data and use both column graphs and picture graphs to represent the information
in an effective manner.
o Students will be given a task card (Appendix 4).
o On this task card is a real life, worded problem with some data.
o Students are required to represent this data using either a bar graph or a picture graph.

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

 o Once completed their graph students will show the teacher. The teacher will identify if the student has correctly
graphed the data and put on all the relevant information (students might need to refer to the ‘parts of a bar graph’
information they copied into their books).
o Once successfully completed, students will be given a new task card to complete.
An extension task card will be available to challenge specific students.

Lesson 5
Explore:
In this lesson, students will use digital technology to explore a variety of graphing activities.
o Students can choose one of the below websites:
https://www.mathgames.com/graphing
http://www.bbc.co.uk/skillswise/game/ma37grap-game-handling-data
https://www.topmarks.co.uk/maths-games/5-7-years/data-handling
o Students will work on the activities at their own speed and ability levels, students may choose to pick easier tasks or
harder tasks depending on their abilities and understanding of data.
o The websites provided allow students to develop their understanding of data representation and interpretation as they:
-Sort data in a variety of different graphing representations,
-Source and present data
-Interpret data
o Throughout this activity the teacher will walk around, assisting students that require extra assistance.

Lesson 6
Explain: Direct links to science ‘plant investigation’ task
Formative assessment for mathematics
In this lesson, students will graph the data collected within their science plant investigation

As a part of our current science investigation, students have been collecting data as a part of their plant investigation.
Information includes the growth rate, physical development and features of our plants.
o Students are required to collate their data
o Display the data using either a column graph and/or a picture graph (Appendix 5: Taken straight from the science unit).
o Once students have completed the graphing, students will begin summarising the data that they have collected and
start evaluating the plant investigation (information located in the ‘living things’ unit plan).

Lesson 7
Explain:
In this lesson, students will interpret a range of data off of a graph.

o As a class, we will go through a work sheet and interpret the information off a graph (Appendix 6).
o Students will contribute to the discussion sharing what they know by simply viewing the graph:
- What is it about?
- What has the most scores?
o Students will record the answers to the questions as they have been discussed.

o Students will then be given a task sheet that requires them to work in a pair to read and interpret the information on a
graph (Appendix 7) before answering the questions given.
o Students that finish early will receive an extension task sheet
o Once students have all finished, students will share their answers in a whole class discussion, explaining how they found
the information through viewing the graph.
o Discussions will be held if there is any misconceptions or students had trouble reading the graph.

Lesson 8
Explore: Formative assessment
In this lesson, students will interpret data from different articles that are presented in different forms (tables, graphs, numbers).

o The teacher will go through an example of an article that has data inserted in the text.
o When this is taking place, each student will have a copy of the article and will be reading along with the teacher.
Students will highlight key information that they think is important, especially the data presented.
o Once the article has been read, the teacher will open up a discussion by writing a few guiding reflection questions on
the board:
-What was this article about?
-What data was found?

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

 - What does the data inform the reader?
- What is the highest and lowest statistic?
o The data and key points will be written on the board for students to make connections between the text and the
discussion.
Article shared as a class: Kids under 9 spend more than 2 hours a day on screens, report show, By Jacqueline Howard

o Students will then work in pairs to explore and interpret a different article.
o They will follow the same process as before; Read, highlight, discuss, answer questions.

Lesson 9
Explore: Direct links to science ‘chicken observation’ task
Formative assessment for mathematics
In a previous unit of work in science, we have been incubating chickens. Since the chickens have hatched the students have been
weighing the new born chicks daily, collecting and recording their findings in their booklets.

In this lesson, students will represent the data they have recorded from their science unit into a graph of their choice.
o Students will use this information recorded to create appropriate graphs.
o They will need to decide on an appropriate graphing technique and scale to use.
o Information should be displayed neatly and be easy to interpret.

Investigations /Problem solving/Elaboration Learning Experiences:

Lesson 10-12
Investigate: Formative assessment
In these lessons, students will complete a formative ‘dice investigation’ that requires them to predict, record, represent and
reflect.
o Working in pairs, students will be given two dice.
o Before starting the activity, they are required to predict the most reoccurring number that they will roll (1-12).
o They must roll both dice, add the numbers together and record their findings.
o Once each student has rolled the dice 10 times they will graph their results accordingly (Appendix 8).
o Students will be able to reflect on their graphing and interpret the results.
o After completing the activity discuss as a whole class their predictions and why it was hard to predict what number was
going to be the most frequent – This was discussed within the previous unit of work on ‘chance’.

Lesson 13-15
Investigate: Summative Assessment
In these lesson, students will complete their summative investigation that requires them to create a question with a range of
choices for their peers to select. Students must collect and record data using appropriate methods and then represent this data in
two effective ways. Representation of data will be interpreted and reflected upon.
o Present students their summative assessment (Appendix 9) and explain their task:
- Their task is to identify what food or drinks their class mates want to have at their end of year party.
- They will be required to identify a question and a few choices to present their peers.
- Before gathering data, students will firstly make predictions.
- After they have completed their predictions they must survey all members of the class, recording the results of
discussions as they go.
- Students will then graph their findings in two different representations and answer questions about what they see.
After views & reflection/ Evaluation learning Experience
Lesson 16
Evaluation: Summative assessment
Self-assessment
In this lesson, students will finalise their summative assessment through reflecting on and evaluating the investigation and their
own participation.
o To finalise the summative assessment, students will complete an evaluation (Appendix 9).
o They will evaluate the investigation as a whole, including:
-The data found and represented &
-Their own methods and reasons for representing the data.
o Students will then complete a self-evaluation, evaluating their personal participation and achievements.
This assessment will be assessed against a rubric (Appendix 11)

How will you know what the students have learnt? (Assessment)

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

What will you assess?
Concepts:
Strategies such as
surveys or
questionnaires can be
conducted in order to
obtain and collect data.
Tally charts and tables
are ways of recording
collected data.
A variety of graphs can
be used to represent
data, particularly
column graphs and
picture graphs.
Information can be
easily interpreted by
viewing different forms
of data representation.
Conduct a mathematical
investigation.
©Planning for learning in mathematics and science, 2018 drafted by B.O.P.
How will you assess? When will you assess? & How will you record What forms of
Who leads the your assessments? feedback will you
assessment? provide?
Formative Assessments This will be a teacher Document
-Student input into class led assessment found important Written feedback
discussions throughout the unit information will be given to all
whereby task sheets students on their
-Book work: and activities will be Discussions book work.
Students implement a variety of collected by the
ways to source data throughout teacher to track Verbal feedback
different formative tasks. student learning. Written notes on will be given during
students discussions to
prompt effective
Summative assessment The teacher will assess understanding.
-Data collection conducted and the learning at the end Rubric
recorded in the final data of the unit once the
investigation. whole investigation is Assessment Written feedback
complete. checklist (Appendix will be given to all
12) students on their
Students will lead their final investigation.
own investigation
Formative assessment Teacher led Document
assessment whereby important Verbal feedback
Book work: task sheets and information given to ensure
- Completion of graphing from activities will be students
task cards. observed and collected Discussions understand the
-Graphing for science (Formative by the teacher for topic.
for mathematics curriculum) record keeping. Written notes on
students
Summative assessment The teacher will assess
-Graphing choices and the learning at the end Written feedback
presentation of graphs within the of the unit once the Rubric will be given to all
final investigation. whole investigation is students on their
complete. Assessment final investigation.
checklist
Students will lead their
own investigation
Formative assessment Teacher led
assessment whereby Document Verbal feedback
-Interpreting data from a variety task sheets and important given to ensure
of articles activities will be information students
-Interpreting and explain own observed and collected understand the
data by the teacher for Discussions topic.
record keeping.
Written notes on
students
Summative assessment The teacher will assess Written feedback
-Interpreting own data when the learning at the end Rubric will be given to all
completing data investigation. of the unit once the students on their
whole investigation is Assessment final investigation.
complete. checklist
Students will lead their
own investigation
Formative assessment The teacher will assess Document
Dice investigation the learning at the end important Whole class
of the unit once the information feedback to ensure
whole investigation is all students have
complete. the same
 Summative assessment Discussions understanding of all
-Interpreting own data when Students will lead their aspects of the
completing data investigation. own investigation. Written notes on investigation.
students
Self-assessment Students will assess Verbal and written
Evaluation of investigation their own learning, Rubric feedback given to
experience and own participation and ensure students
participation. understanding. Assessment understand the
checklist topic.

Written feedback
will be given to all
students on their
final investigation.

Thinking and Working Scientifically/Mathematically:

Understand and Document
implement different Students use tally chart to This will be a teacher important Whole class
ways of collating data document data throughout out led assessment information feedback will be
and use tally charts and formative and summative whereby task sheets given to ensure a
tables to document assessments. and activities will be Discussions whole class
findings. collected by the understanding of
teacher for record Written notes on how to document
keeping. students data.

Assessment
checklist
Design and formulate a Formative assessment Teacher led Document
variety of graphs assessment whereby important Immediate, verbal
including column and Book work: task sheets and information feedback given to
picture graphs to -Task cards activities will be ensure students
represent data. -Graphing for science (Formative observed and collected Discussions understand the
for mathematics curriculum) by the teacher for topic.
-Dice investigation record keeping. Written notes on
students

Summative assessment The teacher will assess Rubric Written feedback

-Graphing choices and the learning at the end will be given to all
presentation of graphs within the of the unit once the Assessment students on their
final investigation. whole investigation is checklist final investigation.
complete.

Students will lead their

Students interpret and
evaluate information
from a variety of graphs
and verify the data
provided to ensure that
the information
presented is reasonable.
own investigation
Formative assessment Teacher led
assessment through Document Immediate, verbal
-Interpreting data from a variety rich activities. important feedback given to
of articles Results documented. information ensure students
-Interpreting and explain own understand the
data Discussions topic.
The teacher will assess
the learning at the end Written notes on
of the unit once the students
Summative assessment whole investigation is Written feedback
-Interpreting own data when complete. Rubric will be given to all
completing data investigation. students on their
Students will lead their Assessment final investigation.
own investigation checklist

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

Students will investigate
real world situations and
communicate their
findings through visual
and written modes.
Strand: Statistics and Probability
Descriptor:
Select and trial methods
for data collection, including
survey questions and
recording sheets (ACMSP095 students describe
- Scootle )
Elaborations:
- comparing the
effectiveness of
different methods
of collecting data
- choosing the most
effective way to
collect data for a
given investigation
Construct
suitable data displays, with
and without the use of digital
technologies, from given or
collected data. Include
tables, column graphs
and picture graphs where
one picture can represent
many data values (ACMSP096
- Scootle )
Elaborations:
- exploring ways of
presenting data and
showing the results
of investigations
- investigating data
displays using many-
to-one
correspondence
Evaluate the effectiveness of
different displays in
illustrating data features
including
©Planning for learning in mathematics and science, 2018 drafted by B.O.P.
Summative assessment
Completing all aspects of the data
investigation
Self-assessment:
Evaluation of investigation
experience
Achievement
Standards:
By the end of year 4,
different methods
for data collection
and representation,
and evaluate their
effectiveness.
Students construct
data displays from
given or
collected data.
The teacher will assess Document
the learning at the end important
of the unit once the information
whole investigation is Written feedback
complete. Discussions will be given to all
students on their
Students will lead their Written notes on final investigation.
own investigation. students
Students will assess Rubric
their own learning,
participation and Assessment
understanding. checklist
Sub- Strand: Data Representation and Interpretation
Proficiencies (for Mathematics General capability
Understanding Literacy
• Navigate, read
Students build a robust knowledge of and view
adaptable and transferable mathematical learning area
concepts. They make connections
texts
between related concepts and
progressively apply the familiar to develop • Comprehend
new ideas. They develop an texts
understanding of the relationship • Compose
between the ‘why’ and the ‘how’ of spoken, written,
mathematics. Students build visual and
understanding when they connect related
multimodal
ideas, when they represent concepts in
different ways, when they identify learning area
commonalities and differences between texts
aspects of content, when they describe • Compose texts
their thinking mathematically and when • Understand
they interpret mathematical information learning area
vocabulary
Fluency • Understand how
visual elements
Students develop skills in choosing
create meaning
appropriate procedures; carrying out
procedures flexibly, accurately, efficiently
and appropriately; and recalling factual
knowledge and concepts readily. Students Numeracy
are fluent when they calculate answers • Interpret data
efficiently, when they recognise robust displays
ways of answering questions, when they
choose appropriate methods and
approximations, when they recall Critical and
definitions and regularly use facts, and Creative Thinking
when they can manipulate expressions • Consider
and equations to find solutions.
alternatives
• Pose questions
• Organise and
Problem Solving process
Students develop the ability to make information
choices, interpret, formulate, model and
 variability (ACMSP097 - investigate problem situations, and • Identify and
Scootle ) communicate solutions effectively. clarify
Elaborations: Students formulate and solve problems information and
- interpreting data when they use mathematics to represent ideas
representations in unfamiliar or meaningful situations, when • Reflect on
the media and other they design investigations and plan their processes
forums in which approaches, when they apply their • Evaluate
symbols represent existing strategies to seek solutions, and procedures and
more than one data when they verify that their answers are outcomes
value reasonable.
- suggesting questions Information
that can be and
answered by a given Reasoning Communication
data display and Technology (ICT)
using the display to Students develop an increasingly Capability
answer questions sophisticated capacity for logical thought
and actions, such as analysing, proving, • Generate
evaluating, explaining, inferring, justifying solutions to
and generalising. Students are reasoning challenges and
mathematically when they explain their learning area
thinking, when they deduce and justify tasks
strategies used and conclusions reached, • Locate, generate
when they adapt the known to the and access data
unknown, when they transfer learning and information
from one context to another, when they • Define and plan
prove that something is true or false, and information
when they compare and contrast related searches
ideas and explain their choices.

Teacher Resources (What has informed your planning, background information, learning experiences, discussion of student understanding?)

o https://sciencesediment.com/tools/how-to/graph/simple-bar-graphs/
o http://www.primaryresources.co.uk/maths/mathsF1f.htm
o http://docs.acara.edu.au/curriculum/worksamples/Year_4_Mathematics_Portfolio_Above.pdf
o https://edition.cnn.com/2017/10/19/health/children-smartphone-tablet-use-report/index.html?fbclid=IwAR0V3YA-
Ctb-M069yhURe1v0hRQShaJ-NvFLRvciILFJLbKeZGBSpcvNLqU
o https://www.youtube.com/watch?feature=youtu.be&v=3mUuvdKFfmk&app=desktop&fbclid=IwAR2hGlJdTjewi6Ye
xazdKddwacoSMhdzvf9MEYaBfe--mvT3PWaAuudJn1Q

Student Resources (resources that engage students with the learning)

Online data activities:

https://www.mathgames.com/graphing
http://www.bbc.co.uk/skillswise/game/ma37grap-game-handling-data
https://www.topmarks.co.uk/maths-games/5-7-years/data-handling

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

Appendix 1:

Identifying living things in our school

environment.

20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

 Living Trees Flowers Birds Insects People Cats Other: Other:
things ________ ________
Task: Go outside, identify and record the living things that you can see. Specifically look out
for: trees, flowers, birds, insects, people, cats. You may choose two other living things to
identify and record on the table below. Once you have identified a living thing, colour in the
rectangle directly above the label. Once finished, this table should look like a graph.

Where did you gather this information from? ___________________________________

How many birds did you identify and record? _______

What living thing did you identify and record the most? ______________________________

Was there any of the living things listed that you didn’t identify? _______________________

What surprised you? ___________________________________________________________

_____________________________________________________________________________

Appendix 2: PowerPoint Presentation

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

Appendix 3:

THE PARTS OF A COLUMN GRAPH

Title of what the graph is about

The bars that

show how
much have
The label of what is been collected
being counted

The scale showing

the interval and
amount of data
The label of what the
categories are about

Two types of Column graphs

Vertical Horizontal

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

Appendix 4:

A local café did a survey to find the most popular sandwiches on the menu.

Sandwich Number of votes

Ham, cheese and pickle 7
Chicken mayonnaise 12
Tuna and sweetcorn 9
Cheese and tomato 6
Egg mayonnaise 7

Represent this data using both column graph and picture graph.
What do these graphs show?

A fitness expert surveyed 50 people to find out what sport was commonly
played within the neighbourhood.

Sandwich Number of votes

Basketball 7
Soccer 12
Netball 18
Hockey 13

Represent this data using both column graph and picture graph.
What do these graphs show?

A teacher surveyed her class to find out what their favourite subjects were.

Sandwich Number of votes

Math 10
English 8
P.E 5
Digital Technology 8

Represent this data using both column graph and picture graph.
What do these graphs show?

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

EXTENSION QUESTION:
The principle worked out how many Boys and Girls were in each year level.

Year Group Boys Girls

Reception 25 40
1 26 35
2 28 32
3 28 32
4 24 33
5 35 24
6 24 35

Represent this data using a column graph.

What does this graph show?

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

Appendix 5: Taken directly from the science unit

Graph the growing rates of your seedlings

___________________________ ___________________________

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

Appendix 6:

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

Appendix 7:

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

Appendix 8:

Dice Rolling Investigation

Your task is to roll 2 dice at the same time and add up the scores. You
will record your results on the table below and represent the findings in a
graph of your choice.

Before starting, predict what number you think will be the most
frequently occurring.

Record your findings:

Number Rolled Tally Total
1
2
3
4
5
6
7
8
9
10
11
12

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

Represent your data:

What can you identify when you look at your graph?

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

 Appendix 10:

Data Investigation:
Name: Date:
I need help planning 4 Red’s end of year party. Your task is to find out what the most popular food or drinks are
in this class. Start by creating a question that you wish to ask your peers. You may select a few items for them to
choose from.

The question you will ask your peers is:

______________________________________________________________________________________

______________________________________________________________________________________

The choices that they will be provided to choose from:

o _____________________

o _____________________

o _____________________

o _____________________

o _____________________

Predicting the results:

Before you go and ask everyone in the class your question, predict the total number of people that you think will
choose each item.

4 Red’s End of year party planner

Items Total Number of People

What predictions have you made? And why?

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.
Recording the results:
Now you have completed your predictions, you can go and ask everyone in the class your question. They
must only select one item they wish to have at the end of year party. Record all the responses using the
below tally chart.

4 Red’s End of year party planner

Items Number of People Total

When looking at your tally chart what can you identify?

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Displaying the results:

Using your collated data create two visual representations that you believe most effectively displays the
data.

You may choose either:

o Column graph (vertical or horizontal)
o Picture graph
o Electronically created graph

Draw or paste your graphs on the following page. Don’t forget the key features of a graph when
constructing.

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

Graph 1:

How did you choose to represent your data? __________________________________________________

What does this graph show?

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

What do you like about this way of representing data?

____________________________________________________________________________________________

____________________________________________________________________________________________

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

Graph 2:

How did you choose to represent your data? __________________________________________________

What does this graph show?

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

What do you like about this way of representing data?

____________________________________________________________________________________________

____________________________________________________________________________________________

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

Evaluation:
What did you discover throughout this investigation?

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

What graph do you believe is able to illustrate the data more effectively?

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

Why did you choose to represent you data in the form you did?
_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

Self-Evaluation:
What do you think you did well throughout this investigation?

_________________________________________________________________________________________

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What is something you could improve if you were to do this investigation again?

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Give yourself a score out of 10 as to how you think you went with this investigation.
0 is very poorly - 10 is exceptionally well.

1 2 3 4 5 6 7 8 9 10

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

Appendix 11:
CATEGORY 4 3
Components of the report All required elements are present
and additional elements that add
to the investigation (e.g.,
thoughtful comments, graphics)
have been added.
Data Data in the table is well
organized, accurate, and easy to
read. Graphs and tables are
labelled and titled.
Graph Chosen Graph fits the data well and
makes it easy to interpret. Graphs
are labelled neatly and accurately.
Evaluation Evaluates the skills learned, the
information learned and explains
choices used throughout the
investigation
Spelling, Punctuation and Grammar One or fewer errors in spelling,
punctuation and grammar in the
report.
Participation Used time well in class and
focused attention on the
investigation.
©Planning for learning in mathematics and science, 2018 drafted by B.O.P.
All required elements are present.
Data in the table is organized,
accurate, and easy to read.
Graph is adequate and does not
distort the data, but interpretation
of the data is somewhat difficult.
Graph is labelled neatly and
accurately.
Evaluation describes the
information learned and explains
choices used throughout the
investigation.
Two or three errors in spelling,
punctuation and grammar in the
report.
Used time pretty well. Stayed
focused on the investigation most
of the time.
2 1
One required element is missing, Several required elements are
but additional elements that add to missing.
the investigation (e.g., thoughtful
comments, graphics) have been
added.
Data in the table is accurate and Data in the table is not
easy to read. accurate and/or cannot be
read.
Graph distorts the data somewhat Graph seriously distorts the
and interpretation of the data is data making interpretation
somewhat difficult. Labels are almost impossible. Missing
included important labels.
Evaluation describes the No evaluation is written.
information learned.
Four errors in spelling, More than 4 errors in spelling,
punctuation and grammar in the punctuation and grammar in
report. the report.
Completed the investigation but Participation was minimal.
did not appear very interest.