Visual Data Presentation

ST Name:

Kym Fox

ST Number:

40036679

Class Level:

3rd Class

Date:

1/05/24

Subject:

Maths

Time:

11:40

Duration of Lesson:

60 Minutes

No of Pupils:

19 pupils

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Strand(s)

Data and Chance

Strand Unit(s) / Element(s)

Data

Learning Outcome(s) / Content Objectives

Pose questions of interest and collect, display, and critically analyse data in a range of ways for a range of purposes and communicate the findings.

Learning Objectives

1. The child should be enabled to:
   • Complete bar charts using the data collected from their own surveys, including accurate labelling and colouring to clearly represent the data.
2. The child should be enabled to:
   • Present their completed bar charts verbally to the class, explaining the data represented and answering questions.

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Assessment

1. Method:
   • Observation and checklist to evaluate the accuracy and completeness of each group's bar chart.
   • Listening to group presentations to assess clarity in communication and understanding of data.
2. Assessment of:
   • Children’s ability to accurately represent survey data in bar chart form.
   • Oral communication skills when explaining data to peers.
3. To be recorded:
   • Notes on completion of bar charts (correct labelling, scales, and data representation).
   • Quality of presentation and responses during the question-and-answer session.

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Teacher Questioning

Lower order questions (Closed Questions):

1. What does the tallest bar on your chart represent? (I)
2. How many people chose that option? (I)
3. Did you colour all the bars differently? (D)

Higher order questions (Open Questions):

1. Why do you think most people voted for this option? (C)
2. How did you decide how to label your chart? (C)
3. If you collected more data, how would your chart change? (C)

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Language Development Opportunities

• Mathematical vocabulary such as "bar", "axis", "scale", "data", "survey", "frequency", "label".
• Sentence starters for presentations: “Our data shows…”, “The tallest bar means…”, “We asked…” etc.

Literacy Development Opportunities

• Reading and interpreting survey questions and data labels.
• Writing clear labels and titles for the bar charts.
• Listening and speaking skills during group presentations.

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Teaching Methodologies

• Using cognitively challenging tasks
• Promoting Maths Talk
• Fostering productive disposition
• Encouraging playfulness
• Emphasising mathematical modelling

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Introduction (10 minutes)

Stimulus:

• Display a colourful, engaging example of a completed bar chart on the whiteboard and briefly discuss what it shows.
• Use a quick warm-up quiz: “Can anyone tell me what a bar chart helps us do?”

Elicit Prior Knowledge:

• Recall the data collected yesterday through surveys and discuss how collecting information is important before making a chart.
• Ask children to share some of the survey questions or answers they used.

Share Learning Intention:

• "Today, we are going to finish building our bar charts using the data we collected."
• "You will then explain your chart to the class to show what your data tells us."
• "By the end, you will be confident at reading and making bar charts."

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Development (40 minutes)

• Pupils work in their original survey groups (3-4 pupils per group) to complete their bar charts.
• Teacher circulates, offering targeted scaffolding: checking scales, correct tally sums, appropriate colouring, and labelling.
• Encourage pupils to discuss within groups the meaning of their data and how to present it.
• After chart completion (approx. 20-25 mins), each group presents their bar chart (~2-3 minutes per group) to the class using the visual aid boards or printed copies.
• Teacher facilitates guided questions from the class to each presenting group.
• Encourage pupils to ask questions and give positive constructive feedback.

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Conclusion (10 minutes)

Cognitive:

• Recap what data was collected and how it was displayed visually.
• Review vocabulary and concepts learned: bar, axis, label, frequency.
• Highlight skills learned today: accurate data visualisation and clear explanation.

Social:

• Praise cooperative teamwork during group work and respectful listening during presentations.
• Encourage pupils to reflect briefly on how sharing data can help us understand things better.

Transition (if appropriate):

• Prepare pupils for the following lesson topic which may be interpreting other types of charts or basic probability.
• Set a quick “challenge” question: "What other things around the classroom could we collect data about tomorrow?"

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Universal Design for Learning

Pupil(s)	Reason(s)	Method(s)	Additional Comments
Visual learners	Need clear, colourful visuals	Use coloured markers, printed charts	Provide printed copies of examples and own charts
EAL pupils	Language support needed	Use sentence frames, visual vocabulary charts	Pair with peers for oral support and explanations
Pupils with fine motor challenges	May struggle with drawing bars	Provide stencils or pre-made bars for placement	Allow use of technology (tablet or computer) if available

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The Learning Environment

Resources:

• Completed survey data sheets from previous lesson
• Large sheets of paper or graph paper
• Coloured markers, pencils and rulers
• Whiteboard and sample bar chart visual
• Printed visual vocab word cards for reference
• Presentation area with enough space for each group

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This lesson aligns with the Primary Mathematics Curriculum for Ireland focusing on developing data handling and presentation skills and supports the implementation of inclusive pedagogical practices recommended for 3rd Class students.