Data Representation Exploration

Year Level

Year 1

Duration

40 minutes

Curriculum Alignment

This lesson aligns with the Western Australian Curriculum for Digital Technologies and Mathematics for Year 1 students, specifically:

• Digital Technologies: Understanding data representation, categorisation, and use of digital tools to represent data (Content description: AC9M1ST01, AC9M1ST02, AC9TDI2P01)
• Mathematics: Collecting, sorting, and representing categorical data using objects, images, lists, tally marks and digital tools (AC9M1ST01, AC9M1ST02)

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Lesson Title

WALT: Explore Data Representation

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Learning Intentions (WALT)

• We Are Learning To explore and understand how data can be represented using images, symbols, and words.
• We Are Learning To identify and categorise objects.
• We Are Learning To use iPads to create visual representations of data.

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Success Criteria

• I can identify different objects and group them into categories.
• I can represent my data visually using images, symbols, or words on the iPad.
• I can explain how I sorted the objects.
• (Extension) I can create a digital collage of my sorted objects using an app.

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Resources

• A collection of diverse small classroom objects or toys (around 30 for hands-on sorting)
• 1 iPad per student with photo and collage apps installed (e.g., the Seesaw app for digital portfolio and creativity)
• Visual aids: icons/pictures representing different categories (colours, shapes, types)
• Large sorting mats or trays for physical categories
• Simple visual chart templates on iPads or printed (dyslexia-friendly with clear, colourful icons)

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Lesson Plan Outline

1. Introduction (5 minutes)

Explicit Instruction & Engagement with Movement

• Gather students in a circle and introduce the lesson: “Today, we are going to explore how we can show information or data using pictures, symbols, and words.”
• Show a short example of sorting objects (e.g., "These toys are all either red or blue — see how I put all the red toys here and the blue toys there?")
• Use simple, clear visuals on the iPad to show how sorted data can be represented with images and words.
• Explain WALT and Success Criteria using a large poster with icons and simple text for dyslexia support.

2. Hands-On Sorting Activity with Movement (10 minutes)

Inquiry & Collaborative Learning

• Divide students into small groups (5-6 students each).
• Each group receives a set of objects to sort (by colour, shape, or type—teacher decides based on materials).
• Groups physically move objects to sorting mats/trays, discussing how they grouped them. Teacher circulates to prompt questions like "How did you decide to group these?"
• Students take photos of their sorted groups on their iPads.

3. Visual Data Representation on iPads (15 minutes)

Explicit Instruction & Use of Digital Tools

• Show students how to open the Seesaw app or a simple collage/photo app.
• Step-by-step model creating a visual data representation: arranging photos of sorted objects, labelling groups with words or icons.
• Students individually create their own visual data representation of their group’s sorting using their photos.
• Encourage use of symbols or words to label categories (offer icon support for students with dyslexia).
• Circulate to support and scaffold learners as needed.

4. Sharing and Reflection (7 minutes)

Collaborative Learning & Communication

• Invite a few students to share their visual data representations with the class using the projector or iPad screen sharing.
• Discuss: “What did you sort? How did you decide to group the objects? What pictures or words did you use to show your data?”
• Highlight good examples of categorisation and representation.
• Recap WALT and Success Criteria, affirming students’ success.

5. Extension Activity (for Advanced Learners) (Optional, simultaneous or after main task)

• Using their sorted object photos, students can create a digital collage in Seesaw or another app, adding creative elements such as borders, colours, or captions.
• Encourage them to think about how their collage tells a story about their data.

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Differentiation and Dyslexia-Friendly Supports

• Use consistent, colourful icons and pictures to represent categories and instructions.
• Provide word labels alongside symbols for clarity.
• Offer verbal and visual instructions repeatedly.
• Allow students to use voice-to-text features or record explanations in Seesaw instead of writing.
• Pair students for peer support and collaborative talk.
• Give plenty of time for hands-on manipulation and iPad navigation to build confidence.

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Assessment

Formative Assessment during the lesson:

• Observe students’ sorting discussions and categorisation decisions.
• Review students’ visual data representations on iPads for ability to group and label data.
• Use Seesaw recordings or notes to assess understanding of data representation concepts.

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Reflection and Teacher Notes

• Use observations to determine if students can identify and categorise objects meaningfully.
• Note students who can extend their understanding by combining creative digital collage elements.
• Reflect on efficacy of using movement & hands-on sorting before iPad activities — adjust time if needed for next lessons.
• Plan to build on this lesson by introducing simple digital tally charts and further data analysis in upcoming lessons 2-5.

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Links to Curriculum Content Descriptions (Western Australian Curriculum)

Mathematics

• AC9M1ST01: Acquire and record data for categorical variables in various ways including digital tools, objects, images, drawings, lists, tally marks and symbols
• AC9M1ST02: Represent collected data using one-to-one displays and digital tools, compare data using frequencies and discuss findings

Digital Technologies

• AC9TDI2P01: Investigate simple problems for known users that can be solved with digital systems, including data representation using digital tools
• AC9TDI2P03: Discuss how existing digital systems satisfy user needs (e.g., iPads for representing data)

Mathematics elaboration example: Sorting toys by characteristics such as ‘toys that move’ and ‘toys that don’t move’

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This detailed plan uses explicit instruction paired with inquiry, hands-on sorting, iPad-based representation, and collaborative learning, fully aligned with the Western Australian Curriculum. It incorporates dyslexia-friendly supports and an extension activity to challenge advanced learners, while making the best use of the technology and movement options you have in your classroom.