| Objectives | Students will be able to: (1) draw and interpret line graphs; (2) use suitable scales; (3) answer questions about trends. |
|---|---|
| Materials | Graph paper, ruler, data sets (temperature, growth). |
| Key vocabulary | line graph, scale, axis, trend, increase, decrease |
| Engage (starter) | (10 min) "A line graph shows change over time, like your height growing." |
| Develop (main) | (35 min) 1. Model plotting points. 2. Discuss choosing an appropriate scale. 3. Children plot given data. 4. Interpret: "Between which years did it increase fastest?" 5. Worksheet. |
| Plenary (close) | (10 min) Share graphs; discuss trends. |
| Assessment | Correct plotting and interpretation. |
| Teacher notes | Link to science experiments. |
| Objectives | Students will be able to: (1) understand mean as "fair share"; (2) calculate the mean of a small set; (3) solve problems. |
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| Materials | Counters, whiteboards, data sets. |
| Key vocabulary | mean, average, divide, sum |
| Engage (starter) | (10 min) "We have 3 piles of counters: 4, 6, 8. Let's share them equally - that's the mean." |
| Develop (main) | (35 min) 1. Use counters to physically share. 2. Define mean = sum / number of items. 3. Calculate means. 4. Word problems. 5. Worksheet. |
| Plenary (close) | (10 min) Quick quiz: find mean of 10, 20, 30. |
| Assessment | Correct calculation. |
| Teacher notes | Keep it concrete. |
| Objectives | Students will be able to: (1) express probability as a fraction; (2) predict and test; (3) compare theoretical and experimental probability. |
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| Materials | Dice, spinners, coins, recording sheets. |
| Key vocabulary | probability, outcome, favourable, fraction, theoretical, experimental |
| Engage (starter) | (10 min) "What is the probability of rolling a 4 on a dice? 1/6." |
| Develop (main) | (35 min) 1. Calculate theoretical probability. 2. Conduct experiment (roll dice 30 times). 3. Record and compare. 4. Discuss why results differ. 5. Write a conclusion. |
| Plenary (close) | (10 min) Share findings. |
| Assessment | Correct probability expression; conclusion thoughtful. |
| Teacher notes | Introduce probability scale 0-1. |
| Objectives | Students will be able to: (1) read and understand multi-step problems; (2) plan and solve; (3) explain reasoning. |
|---|---|
| Materials | Problem solving framework (CUBES), whiteboards. |
| Key vocabulary | strategy, step, operation, reasoning |
| Engage (starter) | (10 min) "Use CUBES: Circle numbers, Underline question, Box key words, Eliminate extra info, Solve and check." |
| Develop (main) | (35 min) 1. Model solving a complex problem. 2. Partner practice. 3. Independent work. 4. Share strategies. 5. Peer feedback. |
| Plenary (close) | (10 min) Strategy share. |
| Assessment | Correct solution and explanation. |
| Teacher notes | Metacognition. |
| Objectives | Students will be able to: (1) review line graphs, mean, probability; (2) complete a mini-project: survey and present; (3) share findings. |
|---|---|
| Materials | Survey sheets, graph paper, presentation materials. |
| Key vocabulary | review |
| Engage (starter) | (10 min) "Today you collect data, make a graph, and find the mean." |
| Develop (main) | (35 min) 1. Choose a survey question. 2. Collect data from classmates. 3. Create a line graph or bar graph. 4. Calculate the mean. 5. Present to small group. |
| Plenary (close) | (10 min) Gallery walk. |
| Assessment | Project completeness and accuracy. |
| Teacher notes | Integrates multiple skills. |