Data from Repeated Trials

Overview

Students run simple experiments (coin tosses or spinner trials), repeat them multiple times, and record results in tables and simple graphs. They use the data to begin comparing outcomes and noticing patterns that emerge with more trials.

Learning intentions

• Students will understand that repeating an experiment helps us see variability in results.
• Students will collect data from many trials and record it accurately in a table.
• Students will create a simple graph to represent the data.
• Students will compare results from different experiments or different groups using clear language.

Success criteria

• I can record results from at least 30 repeated trials in a tally table and table.
• I can make a simple bar graph (or picture graph) for my collected data.
• I can describe what the data shows using terms like “more often”, “less often”, and “about the same”.
• I can explain why repeating trials matters when outcomes vary.

Curriculum links

• Chance and data from repeated experiments: make and use observations to describe variability.
• Data representation: create and interpret tables and simple graphs for categorical outcomes.
• Reasoning with results: compare outcomes using evidence from data.
• Investigating: plan and carry out an investigation with fair, repeated trials.

Lesson structure (45 minutes)

1. 3 min – Hook and focus Show a quick example spinner or demonstrate 5 coin tosses. Ask: “Do we always get the same result?” Briefly connect to today’s aim: repeat many times to collect data.

2. 7 min – Set up experiments and expectations In pairs/groups of 2–4, students choose the experiment from the unit (coins or spinner). Teacher models:

• How to run one trial
• How to record a tally immediately after each trial
• What “one trial” means (no skipping)

3. 20 min – Repeated trials: collect data Students run at least 30 trials per group (e.g., 30 coin tosses or 30 spinner spins). They record using tallies in a pre-prepared table. Teacher circulates, checking accuracy (tallies match outcomes, students record categories correctly).

4. 7 min – Quick mid-check: variability talk Groups pause and compare counts so far. Prompts:

• “Which outcome happened more often so far?”
• “Does your data look similar to another group’s?” Students refine their understanding that results can differ between groups even when repeating the same experiment.

5. 5 min – Represent data Students convert tallies to a simple graph: bar graph or picture graph with category labels (e.g., Coin: Heads/Tails; Spinner: each colour/number). Teacher models how to choose a scale suitable for up to 30 trials.

6. 2 min – Whole-class share-out Each group shares one key comparison statement using evidence: “In our 30 trials, ____ happened ____ times, which is ____ often.”

7. 1 min – Exit reflection Students write or say one sentence: “Repeating trials is important because…” and include one data word (more often/less often/about the same).

Resources

• Coins (or coin cards) for tossing
• Spinner with clear, distinct sections (colours or numbers)
• Trial recording sheets with tally tables for 30 trials
• Graph templates for bar graphs or picture graphs
• Clipboard or hard-backed paper for students recording
• Timer or “start/stop” cue for trial rounds
• Example model table and example graph (teacher-prepared)
• Coloured pencils or markers for graphing
• Classroom display area for sharing group results

Assessment

• Observation during trial collection: correct category recording and one-trial-per-record accuracy.
• Review of tables/graphs: tallies converted correctly to totals and represented in the graph.
• Short written/oral explanation at the end: uses data-based language to describe comparisons and mentions variability/repetition.

Differentiation

• Support: provide a partially completed table with category headings already written; use tally marks with fewer categories (e.g., only Heads/Tails, or spinner with 3 sections).
• Support: offer sentence starters such as “In our trials, ___ happened more often than ___.” and “We saw variability because…”.
• Extension: run a second set of 30 trials and compare how the results change; compare two groups using “difference” language (e.g., “We differed by 4 outcomes”).
• EAL/SEN: allow oral recording of tallies first, then teacher or buddy helps transfer totals to the table/graph; use visuals for categories and clear, repeated modelling of steps.