The lesson plan displays my ability to prepare a lesson using a range of teaching strategies
and reflecting upon my knowledge of the content and students. The relevant syllabus
outcomes, lesson objectives and prior knowledge have been outlined in the beginning of the
lesson plan in order to show how these learning goals relate to student’s prior knowledge and
to set clear expectations for future learning outcomes. The lesson was structured and
sequenced to keep the students engaged throughout the lesson, creating a positive learning
environment. (2.1.2).
At the start of the lesson, I identified the topic, and using the guided questioning technique
questioned their prior knowledge I got students to demonstrate their understanding of what
the topic is about. This technique was used to get students engaged and motivated right from
the start of the lesson. I then clearly articulated lesson objectives pertaining to the current
topic. I informed students about what we would be doing and what I was looking for during
the lesson to provide them with clear learning goals and outcomes to be achieved by
displaying the lesson intentions and success criteria on the board. (3.1.2).
The first activity was giving the students two different modes of information, one written and
the other in graphical form from which students had to answer one question. This activity was
a great way to get students engaged and eager to learn. The activity was clear in making
students understand the importance of using graphs to display information. The scenario
given to students was a survey conducted on school students on their pets and thus they could
relate to it, and see the significance of graphs in real-life situations. (3.2.2).
This lesson plan also incorporates the use of ICT, in particular PowerPoint presentation
quizzes, which is used as a means to engage students and keep them interested in the lesson
while being able to achieve the lesson outcomes. (3.4.2) (2.6.2). Students are shown images
of certain items/objects and as a class have a discussion as to which category of data they
belong to and then select that option. They are then shown if they are right or wrong and
hence proceed to the next question. As this activity was not a traditional textbook task it
greatly promoted student learning as they were all engaged and participating in the lesson. It
catered for all the learning needs of the students and every student could participate. It was a
good activity which I used as a formative assessment to receive instant feedback of students
understanding of the concept. (3.5.2).
The activities I created for the lesson demonstrates my ability to select, develop and use
creative resources that engage students and support their learning. The lesson had a variety of
practical activities, which catered for different styles of learners. Thus, students were able to
gain a deeper understanding of the content covered in class.
I used Blooms Taxonomy as a guiding framework throughout the process of making the
lesson plan to cater for the different ability students and develop their higher order thinking
skills (3.3.2).
Teacher: Mrs Rifat Sabah
Head Teacher: Mrs Maina Ram
Principal: Dr. Linda O’Brien AM
Evidence 2: Lesson Plan – Data and Representation
Lesson Plan
Class:
Year 7
Lesson
Data - Data Collection and Representation
Date:
22-08-16
Lesson Objectives: The goal of the lesson is to understand the concepts of Categorical and Numerical
data and then between numerical discrete and numerical continuous. In this lesson students will:
 Understand the importance of using graphs to display information.
 Looking at simple graphs and being able to interpret them
 Answering questions based on the graphs shown.
Syllabus Outcomes:
 MA4-1WM - communicates and connects mathematical ideas using appropriate terminology,
diagrams and symbols
 MA4-3WM- recognises and explains mathematical relationships using reasoning
 MA4-19SP - collects, represents and interprets single sets of data, using appropriate statistical
displays
Resources:







White board
Smart board
Activity 1 worksheets
PowerPoint Presentation – Categorical vs Numerical
PowerPoint Presentation – Discrete vs Continuous
Worksheet 2
Homework Worksheet
Assumed Knowledge:
 Students can look at a simple graph and answer simple questions based on it.
Time
5 minutes
Student learning activities
Introduction


Recap on last lesson by playing a quick game of money bingo.
Introduce the new topic data collection and representation.




To half the class hand out the worksheet with the paragraph about ‘my favourite
pet’ and to the other half hand out the graph that shows data on ‘my favourite pet’.
After a little while ask what the favourite pet is, the students who had the graph
should be able to answer, but the students with the paragraph still wouldn’t have
the answer. Here introduce graphs and the importance of graphing data, making it
easier to understand information.
Graphing information makes it easier to ‘see’ the information.
Show the graph- say in this one we can see that the most favourite pet is a dog.
Whereas if you look at the paragraph you have to read it, understand it, think about
it, so some calculations (so add the number of people who like dogs, cats, goldfish,
and then you get an answer.
So having a graph with that information shows it better, and makes it faster for us to
get answers from it.
 Discussion points should include; display data, find answers in less time, help make
comparisons, and show quantities.
Activity 1
Give all students the graph sheet, and ask a few more questions from it, so they can answer it and
stick the paper in their books.
What is the Most favourite pet? least favorite pet? How many students like goldfish? How
many more students like dogs vs. cats?
What type of data can we collect? Gender, hair colour, how old you are, height, weight. We can
collect data on many things. They are separated into two categories. Numerical and Categorical.
Does someone want to guess what Numerical data is? Numerical like numbers, so data that has
numbers, for example your height,
How about categorical data? Category, data that can be arranged in categories. Who can give
examples? Hair colour what categories can we put that in, what hair colours do people have? Black
brown, golden, etc. what else is categorical? Favourite sports, pet. What month your birthday is in.
these are all things that you can put in categories.
20 minutes
Write up the two categories on the board and provide students with examples that students hae
to place in the correct place.
Start the power point, and go through each thing, making sure they understand the difference
between numerical and categorical.
Activity 2
Then expand the Numerical data column on the board and add the two branches; discrete and
continuous. This is what there should be on the board.
Data
Numerical
Categorical
Data that is
descriptive
Numerical
information
Discrete
Can only take
certain values (like
whole numbers)
Continuous
Continuous data can
take any value
(within a range)
Examples for discrete are things like shoe size, you can have size 5 and 6 but not 4.3 or 5.3 , the
number of CDs you have, etc.
Examples of continuous are things like height and temperature.
Go through the second PowerPoint and ask them to think about and answer what they think.
20 minutes
Activity 3
Give students worksheet 2 on which students have to first write the definition of each of the types
of data they learnt about. Followed by this they have to place a number of objects under the
correct heading of categorical or numerical. Then the objects they put in the numerical column
have to defined as either numerical discrete or numerical continuous.
As students are working on this activity teacher to go around and watch the students working and
listen to their reasoning as to why they are placing them in a certain category.
Conclusion
Ask students to define numerical and categorical and discrete and continuous
10 mins
2 mins
Assessment
Student’s ability to answer questions in class.
Homework sheet.
Reflection
The first activity was a great learning activity for students as they were able to see instantaneously that graphs
are a better way of displaying information as they are easy to read. Students enjoyed PowerPoint quiz on the
types of data as it was a different method of assessing than the traditional paper and pen. All students were
engaged and participating, and there was a good classroom discussion on students choice of answers. By the end
of each PowerPoint quiz students were confident about the different types of data and were able to correctly
place in the right place. The discussions students were engaged in while answering to the quiz provided me with
immediate feedback on students understanding of the topic.
Worksheet 2 was a great way to wrap up the lesson and a form of formative assessment that allowed me to
determine individual students understanding of the concepts taught in the lesson.
For next time it would be better to do worksheet 2 either for homework or in the following lesson