Direct instruction

The learning intention of this lesson was to understand what sampling is and why it is used. I wanted their understanding of sampling to come from a tangible experience - by actually sampling something physical themselves.

This video shows the class taking samples of around 16 sweets, then combining with another student to get a sample of around 32 sweets, and then combining with a group of four to get samples of around 64 sweets. The students record their samples at each step and then compare to the whole class population.

Detailed plan and reflection here


This lesson was a fun way to investigate sampling. I realised that my instructions about joining groups when sampling was confusing, next time I would take the sweets back at each step and then give new and bigger samples to groups of 2, then 4 and then 8. Watching this video I heard myself say “I” too many times - “I am going to do this”, “What I did”, “I am going to send an email”. I was taking too much control of the lesson and I should have given the students more voice when discussing the results and the students could have co-create the letter to the manufacturer, rather than it coming from me.

Learning Site Content

Instructions on Google+

Mr Jones wants to know if there are an equal amount of each colour lolly in the 2 kg box.

Open the following doc to begin our investigation.

Learner Examples