LESSON PLAN SUBJECT: MATHEMATICS YEAR: FIVE TERM: …………….

TEACHER: ………………………………
WEEK 8 DAY / PERIODS TOPIC: RESOURCES

…………………………. ………………………….. STATISTICS Sample data sets (bar charts,

pictograms, tables, pie charts)

Graph paper and rulers

SUB-TOPIC:
Printed question cards with
statistical questions
INTERPRETING DATA
AND IDENTIFYING Highlighters and colour pencils
PATTERNS
Whiteboard and markers

Short video or interactive chart

display

Printed worksheet

LEARNING OBJECTIVES (L/O)

5Ss.04
Interpret data, identifying patterns, within and between data sets, to answer statistical questions. Discuss conclusions, considering the sources of
variation.
TARGETED SKILLS

• Interpreting tables, bar graphs, and pictograms

• Identifying patterns, trends, and differences
• Drawing conclusions from data
• Recognising variation and suggesting explanations
• Using mathematical vocabulary for statistics
 PRIOR KNOWLEDGE

• Reading and understanding bar charts and tables

• Basic data collection and tallying
• Simple comparison and arithmetic operations
• Understanding mean, mode, and range (introductory)

TEACHING AND LEARNING STRATEGIES (Select 1 from each column)

❑ Teacher Talk ❑ Whole class discussion ❑ Video

❑ Pupil Brainstorm ❑ Case Study ❑ TLMs
❑ Question and Answer ❑ Role Play ❑ Audio
❑ Group discussion ❑ Individual presentations ❑ ICT Session
❑ Discussion in pairs ❑ Group presentations ❑ Games / simulation
❑ Course Textbook ❑ Note Taking/Study Skills ❑ Assessment / test
❑ Google Classroom mats/refs ❑ Problem Solving/Practice Questions ❑ PowerPoint Presentation

DIRECT TEACHING LEARNING ACTIVITIES LEARNING ACTIVITIES LEARNING ACTIVITIES

(Day 1) (Day 2) (Day 3 /4)
Short Notes / Core Points: Introduction (5 minutes): Step 3: Exploring Variation
• Statistical Questions: Questions • Display a simple bar chart (10 minutes)
that can be answered by collecting (e.g., favourite pets in • Prompt discussion:
and analysing data (e.g., What is the Year 5). o “Why might the
most popular fruit in Year 5?) • Ask: two groups have
• Patterns in Data: Looking for o “What does this
different
trends or common features (e.g., chart tell us?”
results?”
Boys preferred apples more than o “Which pet is most
o “Could time of
girls.) popular?”
• Variation: Differences due to o “Can we say
day, gender, or
sample sizes, preferences, or anything surprising class size affect
collection methods or interesting from the results?”
• Types of conclusions: this?” • Encourage pupils to
o Most common Introduce the learning objective: discuss sources of
o Least common “Today, we’ll learn how to study variation and write at
o Comparisons across groups two or more data sets, find least one possible
patterns, answer questions, and explanation.
o Surprising patterns or think about why the results might
exceptions vary.” Class Exercise (10 minutes)
Instructions: Answer based on
Learning Activities (25 the two data sets provided.
minutes): 1. What was the most
Step 1: Whole-Class Modelling chosen item in Data Set
(5 minutes)
A?
• Display two bar charts
2. Which item was more
(e.g., Favourite Fruit: Year
5 vs Year 6). popular in Data Set B
• Ask: than A?
o “What do you 3. Which two items
notice?” appear most frequently
o “Which fruit is across both sets?
most/least popular 4. Write one pattern you
in each year?” noticed.
o “Are there any 5. Suggest one reason the
clear patterns or results might be
big differences?” different in the two
Step 2: Group Activity – sets.
Pattern Search (10 minutes)
• Divide class into groups.
Give each group a pair of
data sets (tables, charts, or
pictograms).
• Each group gets question
cards such as:
o “Which item was
most chosen by
both groups?”
o “Which group
showed more
variety?”
o “What patterns do
you notice?”
• Pupils discuss and record
their answers.
END OF WEEK PLENARY:

Ask:

• “What is a statistical question?”

• “What kinds of patterns did we see today?”
• “Why is it important to think about variation in data?”

MORE ABLE LESS ABLE

• Compare 3 or more data sets Focus on single data set at a time

• Create their own data tables or bar charts and write questions based on Use pictograms and visual aids
them
Circle or colour-code repeated items
• Use mode or range to describe variation
Use sentence starters:
• Evaluate reliability of data based on group sizes
• “The most popular item is…”
• “I noticed that…”

HOMEWORK

POST TEACHING REFLECTION