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Day 194 · Explain a data strategy without a bigger claimFoundation Maths · T4 W39–40 · Day 194 lesson

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Foundation / Mathematics / Term 4 / Weeks 39 40

Part of the full two-week lesson sequence. Check the pack guide and taught point before teaching.

Open for this lesson: Pack guide · Sources and materials · Worked swaps · Fresh learner checks · Aids and text routes.

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Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Learner choices

Target/codes: answer a given question by sorting/counting eleven invented picture tags, then explain the evidence boundary; AC9MFST01, AC9MFN03. Prepare: P194, data mat, paper visitor.

  1. Notice · 3 min. Read the teacher-given question: “Which icon is more on these eleven tags?” State that KITE/FAN icons do not report real interests or products.
  2. Model · 4 min. Put one KITE and one FAN picture in labelled rows, each with a matching count mark. Leave the rest for the child.
  3. Guide · 5 min. Child sorts all eleven exactly once and counts 7 KITE/4 FAN. Check 7+4 accounts for eleven.
  4. Independent route · 7 min. Day 194 A/B/C explain to a paper visitor by pairing, tallying or adult-directed placement; all conclude KITE more in the supplied tags with a counted/matched reason.
  5. Boundary check · 4 min. Ask “Can this tell us which flying object people like?” Child identifies the provided source and rejects that wider claim. If a picture is missing, reset before comparing.
  6. Exit · 2 min. Record the child's source sentence and method. Next: a different balanced or reversed picture set, never a real child survey.

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