| Objectives | Students will be able to: (1) construct a simple table from collected data; (2) label a table's parts (title, groups, counts); (3) read counts from tables. |
|---|---|
| Materials | Fresh survey question; cubes and hoops; blank table frames (title / group column / count column); the year's data gallery for heritage. |
| Key vocabulary | table, title, row, count, record |
| Engage (starter) | (10 min) The gallery pilgrimage: the fruit survey, the expedition table, the button sorts — "all year, our data lived in TABLES. Today we learn to BUILD them properly, like carpenters of information." |
| Develop (main) | (35 min) 1. Anatomy of a table on the board: the TITLE (what we asked), one ROW per group, the COUNT beside each — built live from a lightning class survey (favourite games). 2. Pairs run table surveys (six respondents each) and carpenter the results into blank frames — titles compulsory. 3. Reading drills on finished tables: "How many chose X? Which row is biggest?" 4. The messy-data rescue: a scattered pile of answer cards handed over — sort, count, TABLE it; order from chaos, the data carpenter's oath. |
| Plenary (close) | (10 min) Table inspection tour: pairs check a neighbour's table against the three parts — title present, rows clear, counts true. Master carpenters certified. |
| Assessment | Frames: table complete with all three parts; counts verified true against cards; two reading questions answered. |
| Teacher notes | Tables look mundane beside graphs but they are the workhorse — every pictograph this week begins life as a table. The messy-data rescue is the skill adult life actually demands. |
| Objectives | Students will be able to: (1) explain how a pictograph represents data (one picture per item); (2) read a prepared pictograph; (3) convert a small table into a pictograph. |
|---|---|
| Materials | Prepared class-size pictograph (favourite juices, picture per vote); picture stamps or squares for children's own; yesterday's tables; grid paper. |
| Key vocabulary | pictograph, picture, represents, one each |
| Engage (starter) | (10 min) The table transforms: yesterday's game-survey table redrawn on the board — but the counts become ROWS OF PICTURES, one little ball per vote. Stand back: "You can SEE the winner without reading a single number!" The pictograph's superpower revealed. |
| Develop (main) | (35 min) 1. Reading the prepared pictograph: count pictures per row, find most/fewest at a glance — eyes before arithmetic. 2. The one-for-one law established: ONE picture means ONE answer, always, and pictures line up evenly (crooked rows lie!). 3. Pairs convert their Day 1 tables into pictographs on grids — a picture square glued or drawn per count, rows straight as fences. 4. The lying graph exposed: teacher displays a pictograph with unevenly spaced pictures — children detect why it deceives. |
| Plenary (close) | (10 min) First gallery of pictographs raised: the class reads three at sight — most, fewest, winner. Data has learned to speak to the EYE. |
| Assessment | Conversions: pictograph matches its table's counts exactly; rows aligned; the lying-graph flaw identified. |
| Teacher notes | One-for-one correspondence in pictographs recycles Week 2 Term 1's matching — the year's first skill returns as its last strand's foundation. The lying-graph moment plants healthy graph-skepticism a decade early. |
| Objectives | Students will be able to: (1) collect whole-class data and build a large collaborative pictograph; (2) contribute one picture accurately to a shared display; (3) read the finished graph together. |
|---|---|
| Materials | A wall-sized grid; one picture card per child (children decorate their own); the chosen big question (How do you travel to school? / Favourite subject?); glue and ceremony. |
| Key vocabulary | our data, contribute, display, altogether |
| Engage (starter) | (10 min) The commission: "This wall will hold the GREATEST pictograph in school history — and every single one of you is one picture in it." The big question chosen by class vote (a survey to choose the survey!). |
| Develop (main) | (35 min) 1. Picture-making: each child decorates their one card — their vote, their artwork, their pixel of the truth. 2. THE BUILD: row by row, each child walks up and places their card in their group's line — one-for-one, straight-fenced, witnessed. 3. The reading ceremony: the finished monument read together — biggest row, smallest, totals per row, the grand total (which must equal the class count — a built-in check!). 4. True statements harvested: five class-authored sentences pinned beside the graph as its museum label. |
| Plenary (close) | (10 min) The unveiling: the graph named, titled and dated. Families will see it at the year-end showcase — "data BY us, ABOUT us, FOR everyone." |
| Assessment | Every child places one accurate card; grand-total check performed; contributes to or verifies one true statement. |
| Teacher notes | The collaborative graph is community mathematics — every child literally in the data. The grand-total-equals-class-count check is the year's most elegant self-verification. This wall stays up through graduation. |
| Objectives | Students will be able to: (1) run the full survey-to-pictograph pipeline independently in small teams; (2) title and label graphs correctly; (3) present a finished graph. |
|---|---|
| Materials | Team survey kits (question cards, tally sheets, grids, picture squares); the wall graph as the exemplar; presentation corner. |
| Key vocabulary | survey, tally, construct, present |
| Engage (starter) | (10 min) The pipeline chanted from the exemplar wall: ASK — COLLECT — TABLE — PICTURE — READ. Teams draw their question cards (pets, fruits, sports, colours); the workshop opens. |
| Develop (main) | (35 min) 1. Teams run the pipeline end to end: survey eight classmates, tally, table, then construct the pictograph with title and straight rows — teacher as roving foreman, not answer-machine. 2. Quality gates self-checked: title? one-for-one? rows even? counts match the table? 3. Presentation prep: each team drafts two true statements about their graph. 4. The presentations begin (continuing tomorrow): first two teams show, read and defend their graphs. |
| Plenary (close) | (10 min) Presenter applause; audience questions practised kindly ("How many altogether? Which had fewest?") — data literacy is also audience literacy. |
| Assessment | Team graphs: pipeline completed with all quality gates passed; two true statements drafted; presentation delivered or ready. |
| Teacher notes | Independent pipeline execution is the strand's summative performance — the teacher-as-foreman stance is essential; rescue the process, never seize it. Tomorrow's review completes the presentations. |
| Objectives | Students will be able to: (1) demonstrate table and pictograph construction and reading (consolidation); (2) complete remaining presentations and the week checkpoint. |
|---|---|
| Materials | Team graphs; the wall monument; fresh mini-data sets; checklist. |
| Key vocabulary | All week vocabulary |
| Engage (starter) | (10 min) Warm-up: the pipeline chant; one wall-graph reading; one lying-graph spot-check. |
| Develop (main) | (35 min) 1. Remaining team presentations with audience questions (15 min). 2. Round-up circuit with checklist: Table 1: build a table from a card pile. Table 2: convert a mini-table to a pictograph with title. Table 3: read a prepared graph — most, fewest, how-many-more. Table 4 (choice): add a decorated border to the wall monument. Teacher records throughout. |
| Plenary (close) | (10 min) Preview: "Next week we become graph DETECTIVES — squeezing every secret from graphs — and we learn the three magic words of the future: CERTAIN, IMPOSSIBLE... and MAYBE." |
| Assessment | Week 8 checkpoint: table construction; pictograph construction; graph reading. Secure/developing per skill. |
| Teacher notes | Construction is now banked; interpretation (Week 9) completes the strand. The presentations doubled as oracy assessment — note the children who explained data fluently; their teachers next year should know. |