'Statistics: How far can we jump?' is one of our new teaching sequences for V9
- On the 'Sequence overview' tab you'll find all the lessons 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 • Jumping
Students establish the problem for investigation—How far can students in our class jump?—and determine the data to be collected.
Lesson 2 • Developing jumping protocols
Students establish protocols to control some variables, so that the data they collect on jump distance is reliable.
Lesson 3 • How far?
Students collect data from three jumps, following the jumping and measuring protocols established in the previous lesson. They focus on collecting consistent, reliable data.
Lesson 4 • Our jump data
Students represent their jump data, and to use the data as evidence for predictions.
Lesson 5 • How far we can jump
Students use the data to answer the question "How far can we jump?".
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 • Jumping Problem
|
|---|---|
| Tuesday | Lesson 2 • Developing jumping protocols Plan
|
| Wednesday | Lesson 3 • How far? Data
|
| Thursday | Lesson 4 • Our jump data Data & Analyse
|
| Friday | Lesson 5 • How far we can jump Data & Conclusion
|
Curriculum and syllabus alignment
Achievement standards
Students conduct guided statistical investigations involving categorical and discrete numerical data and interpret their results in terms of the context. They record, represent and compare the data they have collected.
Australian Curriculum V9 alignment
Statistics
Acquire data for categorical and discrete numerical variables to address a question of interest or purpose by observing, collecting and accessing data sets; record the data using appropriate methods including frequency tables and spreadsheets
Create and compare different graphical representations of data sets including using software where appropriate; interpret the data in terms of the context
Conduct guided statistical investigations involving the collection, representation and interpretation of data for categorical and discrete numerical variables with respect to questions of interest
We have used the PPDAC model to structure this sequence.
In Year 3, we develop the idea that data needs to be collected and recorded using consistent methods. In this sequence students determine the data they need to collect to answer the question How far can students in our class jump?. Students establish measurement and data collection protocols to control some variables. They use these consistent methods to ensure the data they collect and record on jump distance is reliable. In this sequence, students use the informal ‘feel’ of centre to establish a ‘typical’ class jump. They use this data to answer the question.
| Learning Goals | Students’ mathematical activity | |
|---|---|---|
Lesson 1 • Jumping PROBLEM | The question defines the problem and shapes what data is collected. | Students explore what make someone good at jumping and define the question for investigation. |
Lesson 2 • Developing jumping protocols PLAN | Variation is part of statistics but there are sources of variability which we can and should reduce. | Students make and pilot their data collection plan. Protocols are established to ensure the data collected is reliable. |
Lesson 3 • How far? DATA | We collect data to answer questions that we are investigating. | Students use the protocols to collect data on how far they can jump. |
Lesson 4 • Our jump data DATA & ANALYSE | Organising and representing our data makes the story clear. We can use the story of the data to make predictions about what might happen. | Students represent their jump data a dot plot. They use these representations to make predictions on how far another Year 3 student might jump. |
Lesson 5 • How far we can jump DATA & CONCLUSION | We use data as evidence to answer questions. | Students use the data to answer the question about how far students in their class can jump. They make predictions about how far they think students in other classes can jump. |
'Statistics: How far can we jump?' is one of our new teaching sequences for V9
- On the 'Sequence overview' tab you'll find all the lessons 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!