Embedded Files
Core concept: Information can be collected, represented and interpreted in a data display.
Learning Intention:
Learning Intention:
Students are learning that:
Students are learning that:
- people's opinions and feelings are a type of information that can be collected
- the way questions are posed can help to find out the information they are looking for
- data displays help reveal interesting information about a problem
- interpreting information from a data display helps us answer questions.
Success Criteria:
Success Criteria:
Students can:
Students can:
- respond to questions about opinions and feelings
- pose a question that helps find out useful information to investigate a problem
- arrange images in rows and columns to create a clear data display
- interpret information from a data display to answer questions.
Daily number sense: Reading and representing numerals.
Daily number sense: Reading and representing numerals.
Using whiteboards students represent numbers 0-20 using drawings or concrete materials.
Using whiteboards students represent numbers 0-20 using drawings or concrete materials.
Consolidation and meaningful practice: Modelling hour time – 15 minutes
Consolidation and meaningful practice: Modelling hour time – 15 minutes
Provide students with the model analog clocks made in the previous lesson. Provide each student with a short ice-cream stick and a long ice-cream stick to use as hour and minute hands.
Provide students with the model analog clocks made in the previous lesson. Provide each student with a short ice-cream stick and a long ice-cream stick to use as hour and minute hands.
Ask students to position the long ice-cream stick in the position for hour time. Explain that the minute hand always points to 12 to indicate hour time, which is read as o’clock.
Ask students to position the long ice-cream stick in the position for hour time. Explain that the minute hand always points to 12 to indicate hour time, which is read as o’clock.
Review the moving position of the short ice-cream stick as it functions as the hour hand. Model the hour hand moving to show a few examples of hour time and read each time as __ o’clock and ask students to copy.
Review the moving position of the short ice-cream stick as it functions as the hour hand. Model the hour hand moving to show a few examples of hour time and read each time as __ o’clock and ask students to copy.
Call it out 2 or 3 further examples of hour time for students to model on their clocks by moving the hour hand.
Call it out 2 or 3 further examples of hour time for students to model on their clocks by moving the hour hand.
Circulate amongst the students and observe student work and record assessment data.
Circulate amongst the students and observe student work and record assessment data.
Play a modified game of ‘What’s the time Mr Wolf?’ Select a student to be the wolf and say the hour times. Students call and respond:
Play a modified game of ‘What’s the time Mr Wolf?’ Select a student to be the wolf and say the hour times. Students call and respond:
Students: What’s the time Mr Wolf?
Students: What’s the time Mr Wolf?
Wolf: __ o’clock.
Wolf: __ o’clock.
Students model o’clock times on their model clocks and place their hands on their shoulders as soon as they have modelled the correct time. When the student playing the wolf calls ‘Dinnertime’ all students stand up and rub their stomachs. The student playing the wolf selects the next wolf.
Students model o’clock times on their model clocks and place their hands on their shoulders as soon as they have modelled the correct time. When the student playing the wolf calls ‘Dinnertime’ all students stand up and rub their stomachs. The student playing the wolf selects the next wolf.
Activity: Different feelings – 10 minutes
Activity: Different feelings – 10 minutes
At the end of the story show students the illustration of the playground and discuss the different feelings each character had about their preferences for play equipment.
At the end of the story show students the illustration of the playground and discuss the different feelings each character had about their preferences for play equipment.
Explain that people have different opinions and feelings about many different topics which makes us all unique. Sometimes people have the same opinions and feelings about a topic and sometimes they have a different opinion or feeling about a topic, and this can be interesting to investigate as mathematicians.
Explain that people have different opinions and feelings about many different topics which makes us all unique. Sometimes people have the same opinions and feelings about a topic and sometimes they have a different opinion or feeling about a topic, and this can be interesting to investigate as mathematicians.
Activity: Would you rather? – 15 minutes
Activity: Would you rather? – 15 minutes
Ask students age-appropriate, engaging questions that elicit a response and indicate with your hands which direction students should move to show their preference. Some suggestions could be:
Ask students age-appropriate, engaging questions that elicit a response and indicate with your hands which direction students should move to show their preference. Some suggestions could be:
- Would you rather play with your toys or ride your bike?
- Would you rather eat a plate of spaghetti or a bowl of chocolates?
- Would you rather be able to slide down a rainbow or jump on the clouds?
Discuss the different opinions and feelings held by students in the class. Explain that people’s opinions and feelings are a type of information that can be collected and sorted.
Discuss the different opinions and feelings held by students in the class. Explain that people’s opinions and feelings are a type of information that can be collected and sorted.
Explain that you will ask a question that requires a yes or no response. Students will respond to indicate yes with hands on heads and no with hands on hips. Ask students questions that elicit a yes or no response such as:
Explain that you will ask a question that requires a yes or no response. Students will respond to indicate yes with hands on heads and no with hands on hips. Ask students questions that elicit a yes or no response such as:
- Do you like Vegemite?
- Do you have a pet?
- Have you seen a koala in real life?
Create a scenario in which the school principal would like to know how to spend money to improve the playground at school. The principal would like to know if a giant slide would be something students enjoy.
Create a scenario in which the school principal would like to know how to spend money to improve the playground at school. The principal would like to know if a giant slide would be something students enjoy.
Ask students what question would help the principal to find out if the slide would be a good addition to the playground. Students turn and talk to discuss ideas. Circulate amongst students to listen to the questions they pose and record observations for assessment data.
Ask students what question would help the principal to find out if the slide would be a good addition to the playground. Students turn and talk to discuss ideas. Circulate amongst students to listen to the questions they pose and record observations for assessment data.
Ask students to share responses. Use student responses to generate a question which allows students to collect a range of opinions about how students feel about a giant slide.
Ask students to share responses. Use student responses to generate a question which allows students to collect a range of opinions about how students feel about a giant slide.
Show students emoji images from Resource 8: Emojis, one at a time. Ask students what feelings each emoji communicates. Use student responses to label each face with words that describe emotions, providing further language to support students’ vocabulary development.
Show students emoji images from Resource 8: Emojis, one at a time. Ask students what feelings each emoji communicates. Use student responses to label each face with words that describe emotions, providing further language to support students’ vocabulary development.
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