Learning Experience Plan

Year
level(s)
Yr 2

Duration

Focus

60 mins

Collecting Data

Implementation
date(s)
25/04/15

Curriculum area(s)
Mathematics

ACARA - Collect, check and classify data (ACMSP049)

Prior knowledge:
interests including diagnosis of previous learning experiences)

LMQ1 - What does the learner already know? (Links to prior knowledge &

Basic colours
Count past 100
Write numbers past 100
Understand the different between larger and smaller.

Tally marks
Learning outcomes/standards:
Knowledge & understanding:

LMQ2 - Where does the learner need/want to be?

(declarative)

D1- What is data

D2- How to collect data
DoL1 Focus -

- Respond positively to students incorrect or lack of

response.
As this is a new concept to students be sure to assist with
answering questions.
- Perceive task as valuable and interesting.
It is important for students to understand that this concept
in valuable and used in real life situations. As this is a
new concept to students and an introductory lesson it
should be interesting to capture their attention.

Skills:

(procedural/do)

P1- Collect data

DoL5 Focus -

- Be clear and seek clarity

It crucial to be clear and seek clarity for students within
the class who may have ESL or difficulties with
auditory processing.
A clear understanding allows students to better
complete the task and interpret concepts.

Time

10
mins

Learning experience

Introduction
Introducing data- Have students coming in from lunch and sitting
on floor in front of learning manager.
Seek prior knowledge from students on collecting data.
Who knows what data is?
Explain and introduce to students the meaning of data and the
different ways we can collect data.
Provide students with examples that relate to everyday activity.

Body
Provide an example of a tally table on white board for students.
Collect data of boys and girls in class room.
Use think aloud strategy. I see one boy at that table so I record a
tally in the boys column.
Discuss with students as a class results of tally table.
Students asked in small groups to be seated at their desk.
40
mins

Links to Dimensions
of learning

. DoL 1Respond positively

to students incorrect
or lack of response
when questioning
about data.
Perceive task as
valuable and
interesting. Having
concrete materials
laid out on students
desk for when they
come in after lunch.
DoL 5Be clear and seek
clarity by asking a
number of students
at random to clarify
and discuss previous
information taught in
lesson.

Have different coloured counters already set up on students desk.

Each student has the same colours and amount of counters (3

blue, 2 green, 4 white, 2 yellow 1 orange.)

Adjustments for
learners

Teaching
considerations/
resources

- Positive feedback to
Higher achieversprovide with more
counters
Lower achievers-

the learners both

individually and as a
class
- Sharing at end of
lesson students
achievements.

teacher assistant

- Contact parentsrecord in information

book/ Send and email

and closely monitor.

-Note Students prior

Students to sing

knowledge of the topic

back/ repeat explicit

and how my learners

Work with partner/

instructions to assist
ESL students.

best learn.
-Coloured counters
Appendix 1
-whiteboard

 As a whole class demonstrate and create a class tally table based

on the data from the coloured counters to give students an
example of collecting data.
Students to copy and record tally table into book.
10
mins

Conclusion
Re-cap as a class and discuss
clarify with students information in which was being taught
during lesson.
What is data? why might we use data?
Reflection:
LMQ9 Why has the learner (achieved/)not achieved the learning outcomes
(standards)?
(Feedback to the student & teacher about what is needed to inform future learning what worked and what didnt. Were the knowledge & understanding & skills achieved?
Learning diagnosis including individual learning issues that need to be addressed.)

What did the learners enjoy?

What were some of the difficulties students experience when undertaking the activities?

What has been learned?

What aspects of the knowledge or skills might need revised?

What worked? What might need adjusting in the future?

Resources:

Appendix 1

Colour
Blue
Green
Orange
White
Yellow

Tally
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