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【Abstract】The article provides and discusses a 50 minutes numeracy lesson which links the data strand in Mathematics with the Key Learning Areas （KLAs） subjects of NSW Syllabuses， Australia. The article is comprised of three parts. Part One consists of a detailed data lesson plan. Part Two is a reflection， discussing the strengths and weaknesses of the lesson. Part Three is an explanation of the resources for the lesson， and this part is contained in 6 appendices.
【Key words】Key Learning Areas （KLAs）; Mathematics; Personal Development Health and Physical Education （PDHPE）; Data Strand; Graph; Table
【作者簡介】杨沁霏（1982-），汉族，重庆人，重庆邮电大学移通学院，外国语言文学系，讲师，硕士研究生，研究方向：第二语言习得、教学法、学习动机等;Suzanne Lawson， 澳大利亚伍伦贡大学，教育专业硕士研究生，研究领域：语言习得、教育管理等。
The lesson has been planned for Stage 2 （Year 3 to Year 4） and it focuses on the data strand of primary school Mathematics syllabus in NSW （New South Wales） Australia. Students have conducted surveys， and gained preliminary experience viewing data， drawing and interpreting picture graphs in previous lessons.
The focus of this lesson is to interpret and organise data， and represent them in vertical column graphs. Students are expected to， after this lesson， construct vertical column graphs independently and confidently. As Zevenbergen （2004， p.67） mentioned， for teachers， it is important to consider the learning continuum by carefully planning lessons with previous and subsequent content in mind.
Part One：
【Key words】Key Learning Areas （KLAs）; Mathematics; Personal Development Health and Physical Education （PDHPE）; Data Strand; Graph; Table
【作者簡介】杨沁霏（1982-），汉族，重庆人，重庆邮电大学移通学院，外国语言文学系，讲师，硕士研究生，研究方向：第二语言习得、教学法、学习动机等;Suzanne Lawson， 澳大利亚伍伦贡大学，教育专业硕士研究生，研究领域：语言习得、教育管理等。
1. Introduction
The lesson has been planned for Stage 2 （Year 3 to Year 4） and it focuses on the data strand of primary school Mathematics syllabus in NSW （New South Wales） Australia. Students have conducted surveys， and gained preliminary experience viewing data， drawing and interpreting picture graphs in previous lessons.
The focus of this lesson is to interpret and organise data， and represent them in vertical column graphs. Students are expected to， after this lesson， construct vertical column graphs independently and confidently. As Zevenbergen （2004， p.67） mentioned， for teachers， it is important to consider the learning continuum by carefully planning lessons with previous and subsequent content in mind.
Part One：