LESSON PLAN FORMAT

The following is a sample of the lesson plan format used by the University.

Lesson Topic/Focus: Graphs and Tallies Date: 23/6/15

AusVELS Domain(s): Mathematics Year level(s): 5

AusVELS strand (s): Statistics and Probability Lesson duration: 50 mins

AusVELS sub-strand(s): Data Representation and Interpretation

AusVELS Dimension(s) or ACMSP118 - Pose questions and collect categorical or numerical data by
Religious Education observation or survey
Guideline:

Learning Standard(s)/Outcome(s):
We are learning to create a tally based on data collected via interview/survey from our class.

At the conclusion of this lesson, the students will know/understand that:

A means of collecting data and representing it in a neat and ordered fashion is via a tally.

At the conclusion of this lesson, the students will demonstrate the skills/strategies of:
Expertly choose a suitable topic for their tally, and create a question to use for their survey that will allow
them to collect appropriate data.

Assessment:
Checking the students work individually and approving their tally before they commence creating their
graph.

Assessment criteria for analysis:

I am doing well if I can choose an appropriate topic for my graph, create variables associated with the
topic and orderly survey the class to collect data.

Teaching focus:
A. the pre-service teacher's teaching skill for observation by Associate Teacher;

or

B. teaching skills that the pre-service teacher would like to personally develop.
Being explicit with instructions to ensure that all students understand the expectations of the lesson.

Background to the learning:

A. References for teacher background knowledge

B. Identify students current knowledge

Questioning students about their knowledge of tallies, what they are used for and how they relate to
graphs.

Lesson resources:
IWB
Maths books
Whiteboard
Lesson content:
A. Introduction ____ mins
Introduce the lesson by telling students what we will be looking at today, tallies
o What is a tally?
o What does it look like?
o What do we use tallies for?
o How do tallies relate to graphs?

B. Development ____ mins

Draw a tally on the board with two columns
Go through the steps of choosing a topic, then variables, then collecting data, when you are
collecting data you need to come up with a question to ask people, so in this case I would say
Is your favourite animal a cat or a dog?

Show them how to strike out after 5

Why do you think you do this?
If time permits do another tally
How often do you play sport in 1 week?
o 3 parts to the question, often how many times, play sport topic, 1 week
timeframe.

Now use the data collected to introduce excel (if time permits)
Have laptop ready to go and make a simple graph only begin this after you have
interviewed everyone and your data has been checked by a teacher

C. Consolidation, practice, extension ____ mins

Students are now permitted to think of their own topic and 5 variables, I want them to be
interesting and unique
Something that they think will be easy to survey and that everyone has an opinion about
Students to have their work checked before they are permitted to commence surveying, make
sure the students understand the requirements for behaviour and the expectation of the class

D. Closure ____ mins

Students to share their topics and data
Some interesting facts about what they have learnt about the class after
surveying/interviewing
If time permits they can commence creating their graphs
Post-lesson review and evaluation:

Student achievement:
To what extent were outcomes achieved? How did the students demonstrate this?
The outcomes today were achieved to an exceptionally high level. This was achieved by ensuring that
I explicitly explained the steps the students needed to take to achieve the required result. The
students were all able to create a tally with a relevant topic and suitable question, which then
culminated in them interviewing their fellow students. Students were able to complete this task in an
orderly fashion, whilst also gathering the information they needed. They were then able to make
observations from their data, which shows they have understood my previous lesson about
observations from data.
Teaching effectiveness:
What have you learnt from the lesson?
What do you recommend for future lessons?
Comment on your effectiveness in the light of the objectives/outcomes of the lesson and your
self-development focus for the lesson, referring to both strengths and areas to be addressed.
I have learnt that through precise and explicit instruction and explanation students are able to achieve
their learning outcomes to a high standard. I also found that when I used assertion and volume in my
voice I was able to control the behaviour of the class. It was also great to see how keen students were to
share their findings at the conclusion of the lesson, especially when they used words such as I was
surprised. I recommend for future lessons to always be explicit with instructions and try to use
examples in a fun and interesting way. I feel this lesson was very effective and I am becoming much
more confident in my teaching ability.
Associate Teacher Reflection
Tuesday 23rd Mathematics: - Tally and collection of data
What a terrific lesson, it is all coming together for you. The explanation at the start was clear. It was a
great idea to connect the tally to frequency as it made the task more complicated for the children. You
explained it step by step. I particularly liked how you pulled apart the question. Be sure to always give
the kids sample ideas before they start, this was my reason for getting them to close their eyes and think
of what they would like to survey. Then use a couple of the ideas to formulate questions. Chn. Were
focussed and collected their data efficiently and effectively. Well done. The recap and discussion of their
finds at the close of the lesson was really worthwhile. It will lead into the following lesson.
A super day today all round.
 ASSESSMENT GRID
Outcome/Standard

We are learning to create a tally based on data collected via interview/survey from our class.

Student name Assessment criteria

(three focus students 1. Flynn 2. Gabby 3. Michael
for this lesson)

Did the created topic
allow each student to
contribute to the data
set?
Homework was the
chosen topic, which is
incredibly relatable to
the entire class.
Trips (holidays) was the
chosen topic, her scale
needed to be adjusted
to cater for students
that frequently went on
trips.
Technology use was the
chosen topic, which is
entirely appropriate to
the class as all students
own an iMac.

Were they able to He was enthusiastic and She was one of the first Michael worked well
elicit correct completed his work students to begin today and showed
behaviour when diligently, after taking working and always interest in the subject,
interviewing time to create a topic of elicits excellent which sometimes he
classmates? interest. behaviour. lacks

Did their question After some prompting Her question was His question included
have three elements, he was able to create an appropriate but needed all three elements and
frequency, topic and appropriate question clarification as to what did not need any
timeframe? that tied in all elements. trips meant. adjustments.

Purpose of assessment
To inform 1:1
To ensure conference with
To inform future
coverage of To discuss with student Evidence for school
lessons and student
AusVELS parent including report
learning
standards setting future
learning goals