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The purpose of this mathematics lesson is to build students’ knowledge of organising and presenting data in a digital format. Children will use analysis and interpretation skills to determine the most popular pet within their class, while expanding their abilities to use patterns to represent data symbolically. Students also describe and discuss the results of the picture graph display to find the meaning of their findings. This lesson also builds children’s understanding and skills of digital devices and software, as each child uses Google Docs to create tables and insert text and images, which are vital skills for success in the future. Authenticity for student learning is incorporated through children bringing pet photos to class, as this links children’s everyday lives to the classroom learning environment. Students feel valued when their interests are reflected in pedagogy as it focuses on child-centred learning and bringing their home culture and experiences into the classroom (Ward, 2013).

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Google Docs is the main ICT element within the exploration segment of the lesson. Google Docs allows the paired students to work on the same document using individual iPads or computers, through the sharing tool. Students explore and construct essential technological skills in Google Docs software including, creating a table/graph, inserting and moving images and writing text. Children learn how to clarify and translate data into a graph that displays relevant information of the most common pet animal in the class. Students undergo a creative process when generating their picture graphs. Thus, this ICT activity aligns with the ICT Capability Learning Continuum at level 2; Experiment with ICT as a creative tool to generate data representations for particular purposes and solutions (ACARA, 2012). In addition, Plickers is used as an ICT assessment strategy and highlights the engaging ICT quiz as an effective, relevant and informal assessing tool. This lesson illustrates that creating through ICT provides hands on, authentic tasks that supports children’s needs in the contemporary world (Pegrum, 2009).

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If you want to call me baby, just go ahead now. And if you'd like to tell me maybe, just go ahead now. And if you need to sing and dance, just play this song NOW!

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Noise level cards are utilised in the exploration segment of the lesson as they are an efficient technique to maintain noise level and keep children’s minds focused on the task.

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The Plickers quiz is a summative assessment task used for assessment of students learning. Plickers is a digital quiz app that incorporates individual coded cards coordinated to each student in the class. The questions are created by the teacher in relation to data collection and interpretation. Each question appears on the interactive white board and students decide on their answer; A, B, C or D. All students rotate their Plickers card to side A, B, C or D and the teacher scans their answers using the Plickers mobile app. Student’s answers are recorded onto the app and appear as a graph on the interactive whiteboard. The assessment task is valid as all the questions correlate to the specific lesson objective and success criteria that students engaged in and completed during the lesson (Brady & Kennedy, 2009). The teacher can view who has understood the content from the lesson and those that require further assistance. It is an efficient way to collect and mark student learning and helps regulate the subsequent lesson content in relation to their results. The summative assessment is fair, relevant and meaningful and will accurately gauge each student’s understanding in relation to each data aspect learnt, including; data collection, organisation and interpretation (Churchill, et al., 2016).

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https://www.aitsl.edu.au/teach/standards

Brady, L. & Kennedy, K. (2009). Celebrating student achievement: Assessment and reporting (3rdedn).

Frenchs Forest, NSW: Pearson Education Australia.

Churchill, R., et al. (2016). Teaching making a difference: Assessment feedback and reporting (3rdedn). Milton

QLD: John Wiley & Sons Australia, Ltd.

Digital Technologies Hub. (2017). Data detective: Years F-2: Digital technologies hub. Retrieved 15

September, 2018, from: https://www.digitaltechnologieshub.edu.au/teachers/lesson-ideas/data-detective

Go Noodle. (2018). Go noodle. Retrieved 15 September, 2018, from: https://app.gonoodle.com/activities/two-

princes?s=Discover&t=Everyday%20Module

NSW Education Standards Authority. (2012). Mathematics K–10.Retrieved 13 September, 2018, from:

https://syllabus.nesa.nsw.edu.au/mathematics/mathematics-k10/

Pegrum, M. (2009). From blogs to bombs: The future of digital technologies in education. Crawley: The

University of Western Australia Publishing

Ward, L. (2013). PETAA Paper 190: Literacy within, across and beyond the curriculum.

Retrieved 17 September, 2018, from: http://www.petaa.edu.au/imis_prod/w/Teaching_Resources/PPs/PETAA_PAPER_190.aspx