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 Interpret and compare a range of data displays, including side-by-side column graphs for two
(what are the big categorical variables (ACMSP147 - Scootle )
concepts and
why is the
learning Add and subtract decimals, with and without digital technologies, and use estimation
important?) and rounding to check the reasonableness of answers (ACMNA128 - Scootle )

Year 7:
Construct and compare a range of data displays including stem-and-leaf plots and dot
plots(ACMSP170 - Scootle )

Calculate mean, median, mode and range for sets of data. Interpret these statistics in the
context of data (ACMSP171 - Scootle )

Describe and interpret data displays using median, mean and range (ACMSP172 - Scootle )

Objective: By this stage, students should have practised creating dot plots based on numerical and categorical data.
The objective of this lesson is to practise collecting data and as a class constructing a dot plot to identify the mode of
the data set.

Learning
Activities Introduction: 15 mins
Activity 1: Record Breaker Usain BOLT
Grab students’ attention by playing a video of Usain Bolt’s 100m record breaking sprint time. Explain to students
that in today’s lesson they will race to beat his score. Ask students what his time was and how many metres he
ran. https://www.youtube.com/watch?v=By1JQFxfLMM
Development: 30 mins
Activity 2: Race against time
Before going outside for the learning experience, explain to students that they will need to bring a pen and paper
to record their own time. Ask students what we need for this activity? (stopwatch, cones, metre ruler, etc) and how
we can ensure it is a smooth and effective learning experience (e.g divide the class, more than one stopwatch,
take turns, paying attention etc).

 Divide class into two teams

 Put two students in charge of the stop watch to record times of class mates

 Put two students in charge of measuring 50 metres on the oval

 Students to record time after running

Activity 3: Race against time
Open the PowerPoint presentation for the students after returning back to class. In turns students will come up
and add their time to the slide. Remember that students will need to round their time to the nearest whole number.
Provide a few examples to jog memory. Once students have all added their times, explain to the students that we
will be creating a dot plot and finding the mode of the data. Ask student volunteers to come up one by one to work
on constructing a dot plot, e.g one student first draws the horizontal and vertical line, etc. Remember to highlight
key features of a dot plot, including the straight alignment of dots, title, categories, etc.
 Activity 4: Identifying and interpreting the mode of a data set
Once the dot plot is constructed ask the class what they think the term mode means. Have a class discussion,
then ask one student volunteer to come up and highlight the mode of our class running score. Ask what this
means to ask and have a mini discussion on how well they did in comparison to Bolt.
Closure: 10 mins
Activity 5: Documentation
Ask students to copy the class data set and dot plot into their maths books.
Homework:

Nil

Assessment
Formative Assessment:
 Observations of student participation
 Student work books

Resources
 Stop watches

 Cones

 Paper and pen

 PowerPoint presentation