'Statistics: How many are we?' is one of our new teaching sequences for V9
- On the 'Sequence overview' tab you'll find all the tasks in this sequence, a suggested implementation plan and curriculum alignment.
- The 'Our design decisions' tab shows how key mathematical ideas develop over the sequence, and feature an overview video to explain the sequence design.
- Have you taught this sequence? Use the Feedback button to let us know how it went!
Tasks in this sequence
Lesson 1 • How many are we?
Students collect data to answer the question: "How many students are in our class today?".
Lesson 2 • How many today?
Students use their own methods to informally represent their data on the number of students in the class.
Lesson 3 • Our class tomorrow
Students use their data representations to make predictions about how many students there might be tomorrow.
Optional investigations • We can ask more questions about our class
Students investigate different questions about their class.
Suggested implementation
This time plan is just one way that you might choose to implement this sequence. We have based this plan on 50-minute lessons and the timings provided in the lessons’ documentation align with this implementation advice.
| Monday | Lesson 1 • How many are we?
|
|---|---|
| Tuesday | Lesson 2 • How many today?
|
| Wednesday | Lesson 3 • Our class tomorrow
|
| Thursday | You might choose to do some of the optional investigations. |
| Friday | You might choose to do some of the optional investigations. |
Curriculum and syllabus alignment
Achievement standards
Students collect, sort and compare data in response to questions in familiar contexts.
Australian Curriculum V9 alignment
Statistics
Collect, sort and compare data represented by objects and images in response to given investigative questions that relate to familiar situations
In Foundation, we introduce the idea of conducting investigations to answer questions. At this age, students are particularly interested in themselves so, in this sequence, we use the students themselves as a context to explore through the question How many are in our class today?.
Students count to collect data to answer this question and use student-invented recordings to represent this data. They use the data they have collected to make predictions about how many students might be in class on other days. Students will already be familiar with some elements of predictive practice which are embedded into how we teach them to count or recognise simple patterns, such as what comes next, and predicting what will happen next in a story. This sequence introduces students to the idea that they can use data as evidence to inform their predictions.
| Investigation | Learning goals | Students’ statistical inquiry |
|---|---|---|
Lesson 1 • How many are we? Data collection | We collect data to answer questions. | Students count to collect data to answer the question: How many are in our class today?. |
Lesson 2 • How many today? Recording data | We can represent the data that we collect in different ways. | Students count to collect data to answer the question How many are in our class today?. They represent the data in a way that is meaningful to them. |
Lesson 3 • Our class tomorrow Prediction | Data provides evidence to inform our predictions. | Students use the data from the previous two days to make predictions about how many students might be in the class tomorrow. |
'Statistics: How many are we?' is one of our new teaching sequences for V9
- On the 'Sequence overview' tab you'll find all the tasks in this sequence, a suggested implementation plan and curriculum alignment.
- The 'Our design decisions' tab shows how key mathematical ideas develop over the sequence, and feature an overview video to explain the sequence design.
- Have you taught this sequence? Use the Feedback button to let us know how it went!