Asking Better Questions

Overview

In this 60-minute lesson, learners begin a statistics investigation by asking clear, respectful questions. They examine how a broad question can be improved by naming a variable, possible answer categories, and the population or sample who will answer. The lesson is designed for 25 Year 4 learners and builds towards collecting and displaying class data in later lessons.

Learning intentions

• WALT pose a statistical question about a non-sensitive topic.
• WALT include a variable and at least two answer categories.
• WALT identify the population or sample who will answer.
• WALT notice and improve a biased or unclear question.

Success criteria

• I can write a question with a variable and at least two possible categories.
• I can say who my question is for, such as our class or a sample of students.
• I can use respectful words and avoid questions that pressure people to share private information.
• I can improve a question if it is biased, too broad or unclear.

Curriculum links

• Mathematics and Statistics — Mathsteasers: higher-order thinking questions that challenge advanced learners and deepen understanding.
• Mathematics and Statistics — Mathsteasers / Alignment: connecting mathematical challenge with relevant textbook learning.
• Mathematics and Statistics — Mathsteasers / Additional resources for advanced learners: extending learners through reasoning, critique and justification.
• Statistical enquiry: posing questions, identifying variables and considering a population or sample.

Lesson structure (60 minutes)

1. 0–7 min · Hook and prior thinking. Open with the question hook and learning intention slides and display: “What do you like?” Ask learners to discuss with a partner why this question may be difficult to answer fairly. Invite examples such as “like what?”, “who are we asking?” and “how will answers be grouped?” Students share ideas, using home language first if helpful, then contribute key words in English.

2. 7–17 min · Model improving a question. Use the question improvement sequence to model changing “What do you like?” into “Which playground activity do our class members prefer?” Think aloud: the variable is preferred playground activity; answer categories might include skipping, running games, climbing or quiet games; the population is our class members. Explicitly distinguish a statistical question, which expects varied answers from a group, from a question asking only one person. Students help suggest two or more suitable categories.

3. 17–27 min · Question Quality Check. Introduce the class check on the Question Quality Check slide:

• Is the variable clear?
• Are there at least two answer categories?
• Who will answer: a population or a sample?
• Is the wording respectful and not leading? Model checking “Which is the best playground activity?” Explain that “best” can be biased because it suggests there is one correct choice. Improve it to “Which playground activity do our class members prefer?” Students signal thumbs up, sideways or down as each feature is checked.

4. 27–40 min · Guided practice. Distribute the statistical question design worksheet. Read the first examples aloud, including “What food do you like?” and “Which fruit do our group members prefer: apple, banana or orange?” In pairs, learners identify the variable, categories and population or sample. They may draw, dictate, use speech-to-text or discuss in a home language before recording. Confer with pairs and ask, “What will change from person to person?” and “Who exactly will answer?”

5. 40–51 min · Independent Must Do and Try. Learners complete the Must Do: write one respectful question with at least two answer categories and name who will answer. Early finishers complete the Try: improve a biased question such as “Don’t you think running is the best playground activity?” They explain what made it biased and rewrite it so different answers are possible. Keep contexts non-sensitive, such as playground activities, pets, transport to school, favourite fruit or preferred story type.

6. 51–57 min · Can Do sharing and critique. In groups of four or five, learners read their questions and identify the variable, categories and population or sample. Each group chooses one question that passes the Quality Check and one question that could be improved. Groups offer kind, specific feedback: “I notice…” and “You could make it clearer by…”. The teacher listens for accurate use of statistical language and addresses misconceptions.

7. 57–60 min · Exit check. Return to the plenary and exit-check slides. Learners complete the final box on the statistical question design worksheet: write a question beginning “Which…” with two categories and finish “I will ask…”. Invite two learners to share. Collect worksheets to identify who can include all required features before the next lesson.

Resources

• the statistical questions teaching deck
• the statistical question design worksheet
• Whiteboard and markers
• Pencils, coloured pencils and erasers
• Devices with speech-to-text, if available
• Sentence strips or sticky notes for sharing questions
• Visual timer

Assessment

• During modelling, check whether learners can identify the variable, answer categories and population or sample.
• During pair and independent work, use the Question Quality Check and question learners about who will answer and whether wording is biased.
• Use the completed worksheet as an exit assessment. Sort responses into: ready to collect data, needs clearer categories, or needs a clearer population/sample.

Differentiation

• Support learners with a word bank and oral frames: “Which ___ do ___ prefer?” and “I will ask ___.” Offer picture choices for playground activities and allow drawing, home-language rehearsal or speech-to-text.
• Work with a small group to orally build one question together, then scribe or jointly write it. Read all worksheet instructions aloud and provide enlarged text where needed.
• For learners ready for challenge, ask them to compare a population question with a sample question and explain how the results might differ.
• Protect learner wellbeing by using only non-sensitive contexts. Do not require anyone to disclose personal preferences; learners may invent a response or use a class-safe example.