'Statistics: Time to play' 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 • Playing outside
Students decide which weather elements influence the best time to play outside and make a plan to collect data on these elements.
Lesson 2 • Weather data
Students access secondary data on weather for their local area and determine the best way to represent this data.
Lesson 3 • Analysing weather data
Students analyse their weather data to determine the best time to play outside.
Lesson 4 • Yearly data
Students access historical weather data from reliable secondary sources and use this data to inform their decisions about the future.
Lesson 5 • The shape of our data
Students analyse the historical weather data that they have collected and decide the best time to play outside for the different months of the year.
Lesson 6 • The best time across Australia
Students compare the shape of data in weather graphs from diverse geographical locations across Australia.
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.
| Week 1 | Week 2 | |
|---|---|---|
| Monday | Lesson 1 • Playing outside Problem & Plan
| Lesson 6 • The best time across Australia Analyse & Conclusion
|
| Tuesday | Lesson 2 • Weather data Data
| |
| Wednesday | Lesson 3 • Analysing weather data Analyse & Conclusion
| |
| Thursday | Lesson 4 • Yearly data Problem, Plan & Data
| |
| Friday | Lesson 5 • The shape of our data Analyse & Conclusion
|
The Australian Academy of Science supports and encourages broad use of its material. Unless indicated below, copyright material available on this website is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) licence.
Curriculum and syllabus alignment
Achievement standards
Students plan and conduct statistical investigations that collect nominal and ordinal categorical and discrete numerical data using digital tools. Students identify the mode and interpret the shape of distributions of data in context. They interpret and compare data represented in line graphs.
Australian Curriculum V9 alignment
Statistics
Acquire, validate and represent data for nominal and ordinal categorical and discrete numerical variables to address a question of interest or purpose using software including spreadsheets; discuss and report on data distributions in terms of highest frequency (mode) and shape, in the context of the data
Interpret line graphs representing change over time; discuss the relationships that are represented and conclusions that can be made
Plan and conduct statistical investigations by posing questions or identifying a problem and collecting relevant data; choose appropriate displays and interpret the data; communicate findings within the context of the investigation
We have used the PPDAC model to structure this sequence.
In Year 5, we develop the idea of using reliable sources of secondary data to answer the question: What might be the best time to play outside today while we are at school?. Students learn that the answer is dependent on several weather factors, or variables. Students collect and analyse historical weather data on different weather elements for the location of their school. Through this process, students learn that data collected over time needs to use a representation that tells the story of how the weather changes over time. They use the shape and range of the data to help inform their predictions. Students establish the role of longitudinal data in making more informed predictions in order to answer the question.
| Learning Goals | Students’ mathematical activity | |
|---|---|---|
Lesson 1 • Playing outside Problem & Plan | When investigating what is “best”, we need define what best means. This informs the data that we need to collect. | Students determine factors that need to be considered to decide the “best” time to play outside. The make a plan to guide their data collection. |
Lesson 2 • Weather data Data | The data collected informs the form of representation used. | Students access secondary data on weather and determine the best way to represent this data. |
Lesson 3 • Analysing weather data Analyse & Conclusion | Data provides evidence to inform our decisions. | Students analyse their data to determine the best time to play outside. |
Lesson 4 • Yearly data Problem, Plan & Data | We can use historical data from reliable secondary sources to inform our decisions about the future. | Students access long-range historical data from the Bureau of Meteorology website. |
Lesson 5 • The shape of our data Analyse & Conclusion | Data is used to inform our answers to questions. | Students analyse historical data to make predictions about when would be the best time play outside for different month of the year. |
Lesson 6 • The best time across Australia Analyse & Conclusion | Analysing the shape of the data helps us see the story that the data is telling. | Students examine the shape of data in weather graphs from diverse geographical locations across Australia. |
'Statistics: Time to play' 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!