'Statistics: Origami frogs' 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 • Making origami frogs
Students make origami frogs and informally experiment with making them jump.
Lesson 2 • Jumping frogs
Students establish protocols to control some variables, so that the data they collect on frog jump distance is reliable.
Lesson 3 • Four jumps
Students collect data from four frog jumps, following the jumping and measuring protocols established in the previous lesson. They focus on collecting consistent, reliable data.
Lesson 4 • Dots and hats
Students represent their jump data, and use the data as evidence for predictions.
Lesson 5 • How far our frogs jump
With their frogs, students participate in a class jump-off. They use the data gathered in the jump off to answer the question "How far can an origami frog jump?".
Optional investigations • Which jumps further?
Students further investigate which origami animal jumps further.
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 • Making origami frogs Problem
|
|---|---|
| Tuesday | Lesson 2 • Jumping frogs Plan
|
| Wednesday | Lesson 3 • Four jumps Data
|
| Thursday | Lesson 4 • Dots and hats Data & Analyse
|
| Friday | Lesson 5 • How far our frogs jump Conclusion
|
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Curriculum and syllabus alignment
Achievement standards
Students create many-to-one data displays, assess the suitability of displays for representing data and discuss the shape of distributions and variation in data. They use surveys and digital tools to generate categorical or discrete numerical data in statistical investigations and communicate their findings in context.
Australian Curriculum V9 alignment
Statistics
Acquire data for categorical and discrete numerical variables to address a question of interest or purpose using digital tools; represent data using many-to-one pictographs, column graphs and other displays or visualisations; interpret and discuss the information that has been created
Analyse the effectiveness of different displays or visualisations in illustrating and comparing data distributions, then discuss the shape of distributions and the variation in the data
Conduct statistical investigations, collecting data through survey responses and other methods; record and display data using digital tools; interpret the data and communicate the results
We have used the PPDAC model to structure this sequence.
In Year 4, we focus student attention on seeing the whole data set, rather than seeing it as separate data points. In this sequence, students determine the data they need to collect to answer the question: How far might an origami frog jump?. Students establish fair test protocols to control some variables. They use these consistent methods to ensure the data they collect and record on jump distance is reliable. Students record their data using a dot plot, which allows them to see the frequency of recurrent jump distances. The simple model of a hat plot is drawn over the dot data for students to develop their understanding of data in terms of its pattern, shape and distribution. The centre of the data can be seen as a ‘clump’ of dots, and students use this data as evidence to answer the question.
| Learning goals | Students’ mathematical activity | |
|---|---|---|
Lesson 1 • Making origami frogs PROBLEM | Questions are used to shape statistical investigations. | Students make origami frogs and define the question for investigation. |
Lesson 2 • Jumping frogs PLAN | There are sources of variability which we can and should control or reduce to ensure our data is reliable. | Students make and pilot their data collection plan. Protocols are established to ensure the data collected is reliable. |
Lesson 3 • Four jumps DATA | We collect data to answer questions that we are investigating. | Students use the protocols to collect data of frog jumps. |
Lesson 4 • Dots and hats DATA & ANALYSE | The distribution of data informs our predictions about what is likely and what is possible.
| Students represent their frog jump data using a dot plot and a hat plot. They use these representations to make predictions on how far a frog might jump. |
Lesson 5 • How far our frogs jump CONCLUSION | Data provides evidence we use to answer our questions. | Students make a new frog which is used for a class jump-off. |
'Statistics: Origami frogs' 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!