'Statistics: Loopy aeroplanes' is one of our new teaching sequences for V9
- On the 'In this sequence' tab you'll find all the lessons in this sequence, a suggested implementation plan and curriculum alignment.
- The 'Behind this sequence' tab shows how key mathematical ideas develop over the sequence.
- Have you taught this sequence? Use the Feedback button to let us know how it went!
Lessons in this sequence
Lesson 1 • Best design
Students make a loopy aeroplane using a small and large loop. They explore if the plane flies further when thrown with the small loop or large loop at the front.
Lesson 2 • Aeroplanes protocols
Students create protocols to control variables when flying their planes.
Lesson 3 • Testing aeroplanes
Students use established protocols to collect data on their loopy plane designs.
Lesson 4 • Small or large first?
Students determine the best loopy aeroplane design using their data as evidence.
Lesson 5 • New loopy aeroplanes
Students identify ways to modify the design of a loopy aeroplane, and they make a plan to test these modifications.
Lesson 6 • Testing again
Students collect data on their modified loopy aeroplane designs.
Lesson 7 • What is the best design?
Students analyse data on the modified loopy aeroplanes to determine the best design.
Lesson 8 • Fly-off
Students use the evidence gathered to design and build a loopy aeroplane for a class fly-off.
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 • Best design Problem
| Lesson 6 • Testing again Data
|
| Tuesday | Lesson 2 • Aeroplanes protocols Plan
| Lesson 7 • What is the best design? Data & Analyse
|
| Wednesday | Lesson 3 • Testing aeroplanes Data
| Lesson 8 • Fly-off Conclusion
|
| Thursday | Lesson 4 • Aeroplane data Data & Analyse
| |
| Friday | Lesson 5 • New loopy aeroplanes Plan
|
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
Year 6
Students compare distributions of discrete and continuous numerical and ordinal categorical data sets as part of their statistical investigations, using digital tools.
Statistics
Interpret and compare data sets for ordinal and nominal categorical, discrete and continuous numerical variables using comparative displays or visualisations and digital tools; compare distributions in terms of mode, range and shape
Plan and conduct statistical investigations by posing and refining questions or identifying a problem and collecting relevant data; analyse and interpret the data and communicate findings within the context of the investigation
We have used the PPDAC model to structure this sequence.
In Year 6, we develop the idea of variation as students make loopy aeroplanes. They collect, represent and analyse data to answer the question “Which loopy aeroplane design is best?”. To determine which design is best, students analyse the variation in flying distance for several different loopy aeroplane designs. As they test their designs, the students use protocols for throwing and measuring to ensure the test is fair and the data they collect is reliable. Students use dot plots to compare the different plane designs. They refine their understanding that data is used as evidence to inform predictions about what is likely, and to answer questions.
| Learning Goals | Students’ mathematical activity | |
|---|---|---|
Lesson 1 • Best design Problem | Our definition for what makes one thing better than another informs the context of our investigation. | Students make a loopy aeroplane by attaching a small and large loop to a paper straw. They explore if the plane flies further with the small loop or large loop at the front. |
Lesson 2 • Aeroplane protocols Plan | It is important to limit possible variables to ensure a test is fair. | Students pilot their data collection plans to identify possible issues and inconsistencies. They establish plane flying protocols to control variables to ensure their data is reliable. |
Lesson 3 • Testing aeroplanes Data | We collect data to answer questions that we are investigating. Adhering to testing protocols means the data we collect is reliable. | Students use established protocols to collect data from four throws of their loopy aeroplane: two throws with the small loop first and two throws with the large loop first. |
Lesson 4 • Small or large first? Data & Analyse | We use data as evidence to inform predictions about what is likely and to answer questions. | Students determine the best loopy aeroplane design using their data as evidence. They also use the data to make predictions about how far their plane might fly in the future. |
Lesson 5 • New loopy aeroplanes Problem & Plan | Introducing new variables into an investigation means that we need to collect more data. | Students identify ways to modify the design of a loopy aeroplane, and they make a plan to test these modifications.
|
Lesson 6 • Testing again Data | We collect data to answer questions that we are investigating. | Students collect data on their modified loopy aeroplane designs.
|
Lesson 7 • What is the best design? Data & Analyse | Data provides evidence to inform our answers to questions. | Students analyse data on the modified loopy aeroplanes to determine the best design. |
Lesson 8 • Fly-off Conclusion | Data provides evidence to inform our decisions. | Students use the evidence gathered to design and build a loopy aeroplane for a class fly-off. |
'Statistics: Loopy aeroplanes' is one of our new teaching sequences for V9
- On the 'In this sequence' tab you'll find all the lessons in this sequence, a suggested implementation plan and curriculum alignment.
- The 'Behind this sequence' tab shows how key mathematical ideas develop over the sequence.
- Have you taught this sequence? Use the Feedback button to let us know how it went!