Learning experiences and assessment opportunities

As part of this unit, the teacher is planning to implement the following learning experiences and assessment opportunities. The teacher has documented the adjustments that Andrew needs in order to access the planned learning experiences and assessment opportunities.

Explicit teaching

The teacher has explicitly taught the following as part of the unit of work.

	Tier 1	Tier 2	Tier 3
Constructing	a picture/column graph using a baseline and title	a vertical/horizontal column graph/picture graph on grid paper, labelling axes and naming the display	a picture/column graph
Recording of data	using objects, symbols and tally marks	using tally marks	using tally marks
Scaling	using equal spacing and same-sized symbols	using one-to-one correspondence, marking equal spaces on axes	determining a suitable scale for data and recording the scale in a key
Displaying data	using concrete materials and pictorial representations	representing the same data in more than one way	representing the same data in more than one way, using a key or scale
Interpreting information	presented in picture graphs/column graphs	presented in simple tables, picture graphs/column graphs	presented in picture graphs/column graphs, using the key or scale

Tiered learning experiences

A number of plastic insects are scattered within specific areas of the playground or classroom. In small groups, students record information about the number of plastic insects within a selected square metre.

Tier	Learning experiences and assessment opportunities	Adjustments for Andrew
1	*Part A* Using tally marks, students record the number of each type of insect within a square metre in the playground using a table or grid	Andrew is provided with instructional steps supported by photographs on a handout of slides (one slide per page) Andrew is referred to his instructional steps to begin a task and to redirect him when he is off-task the number of insect groups is reduced to three for Andrew the number of each type of insect is limited to 10 Andrew places the insects within the squares on a grid
	*Part B* Students display their data using objects or pictures as symbols. They use one-to-one correspondence, a baseline and equal spacing to create their picture graphs	Andrew replaces the plastic insects with symbols representing the insects on the grid. The grid assists him with one-to-one correspondence and equal spacing Andrew uses a scaffold to record the total number of each insect the teacher models the language of number size when questioning Andrew about the groups of insects, eg ‘Which group is the biggest?’
	*Part C* Students construct a column graph, using spreadsheet software, from a table of information. They interpret the data by answering questions provided by the teacher	Andrew constructs a picture graph by dragging and placing symbols in a grid using word processing software Andrew is provided with scaffolded questions
Tier	Learning experiences and assessment opportunities
2	*Part A* Students create a simple table to record the number of each type of insect within a square metre of the playground. They record the number of insects using tally marks *Part B* Students use grid paper to create a picture graph and a column graph using one-to-one correspondence. They label axes, mark equal spaces on the axes, and name the display *Part C* Students enter data into a spreadsheet to create a two-way table. They prepare a column graph using spreadsheet software. Students interpret the data
3	*Part A* Students construct and use a table to record data collected about the number of each type of insect within a square metre of the playground *Part B* Students create a picture graph and a column graph. They determine a suitable scale for the data and record the scale in a key. Students label the axes and write the title for the graph *Part C* Students prepare a column graph using spreadsheet software. They interpret the data and record their interpretations.

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