Data Exploration Fun

Learning Objectives

• WALT (We Are Learning To):
  • Use te reo Māori to explore and talk about data we collect.
  • Collect, organise, and represent categorical data using simple graphs and pictures.
  • Describe and compare data using basic mathematical language.
  • Understand and use te reo terms related to probability (e.g., tika, kāore, pea - certain, impossible, maybe).
  • Communicate findings clearly, respecting different perspectives in our learning whānau.

Aligned with Te Marautanga o Aotearoa Mathematics and Statistics Strand, Year 2, focusing on statistics and probability learning areas , especially:

• Collecting and sorting categorical data.
• Creating and interpreting simple data visualisations (picture graphs, tally charts).
• Using language to describe likelihood from impossible to certain (kaua e taea, pea, tika).

Success Criteria

• I can gather data by asking questions or observing.
• I can organise data into groups and represent it with pictures or tallies.
• I can say which group has the most, least, or equal numbers.
• I can use Māori words to say if something will definitely happen, might happen, or won’t happen.
• I can listen to others’ ideas and say if I agree or disagree with reasons.

Resources

• Picture cards or objects for sorting (e.g., coloured shapes, fruits)
• Large chart paper or whiteboard for tallying and drawing graphs
• Dice, coins, or spinners for probability games
• Visual supports for language (icons for impossible, maybe, certain)
• Dyslexia-friendly texts with simple sentences and clear font (e.g., Ready to Read level Māhuri or Rākau books)
• Sentence stems and vocabulary lists in Māori and English

Lesson Duration and Breakdown (60 minutes)

1. Warm-Up and Introduction (10 minutes)

• Begin with a karakia or waiata mihi to set the tone.
• Introduce WALT using simple language and visuals: "Today we will explore raraunga (data) and how to tell stories about our findings."
• Use puppets or props to engage students in a short story about guessing outcomes (e.g., what colour will the spinner land on?).
• Discuss vocabulary: tika (certain), pea (maybe), kaua e taea (impossible) with visuals.
• Check prior knowledge by asking simple questions about chance and data.

2. Activity 1: Data Collection and Grouping (15 minutes)

• Activity: In groups of 5, students collect data by asking classmates about favourite fruits or colours.
• Each group records their data using tally marks or picture symbols on paper or whiteboard.
• Teacher models correct use of vocabulary and sentence structures in te reo Māori and English to describe the data (e.g., "He maha ake te kākāriki i te kōwhai" - There are more green than yellow).
• Encourage students to use ‘I notice’ statements to describe their data.

Differentiation:

• Support students needing extra help by providing sentence starters and one-on-one assistance.
• Provide manipulatives and pictorial prompts for students with learning difficulties including dyslexia.
• Use pair work for ELL or emerging te reo speakers to practise vocabulary.

3. Activity 2: Representing Data Visually (15 minutes)

• Each group transfers tally data to a picture graph or bar graph.
• Use colored squares/stickers for pictorial representation.
• Discuss how graphs show information and guide using ‘most’, ‘least’, ‘same’ language.
• Teacher facilitates discussion and models descriptive language in Māori and English.

Dyslexia-Friendly Strategies:

• Use clear fonts and colours that are dyslexia-friendly.
• Keep text minimal; support with pictures and oral instructions.
• Allow students to explain findings verbally before writing.

4. Activity 3: Exploring Probability Through Play (15 minutes)

• Students play a simple game of chance (e.g., rolling dice or spinning a wheel).
• Predict and record possible outcomes using correct vocabulary.
• Use think-pair-share: "Will this number come up? Pea, tika, kaua e taea?"
• Students create simple data visualisations from game results.

Extension for Advanced Learners:

• Challenge them to explain why some outcomes are more likely than others.
• Encourage making hypotheses and testing them with repeated trials.
• Use 'I think...because...' sentence frames in Māori to support reasoning.

5. Reflection and Sharing (5 minutes)

• Each group shares one interesting thing they noticed about their data or game.
• Teacher highlights correct use of language and congratulates students on their thinking.
• End with a short waiata or karakia to close.

Differentiation Strategies Summary

• Scaffold oral language with sentence stems and visual supports.
• Provide hands-on materials to support kinaesthetic learners.
• Offer pair or small group work to support social learners and reduce anxiety.
• Use multi-sensory approaches for dyslexic learners.
• Extension tasks include making predictions and justifying answers with evidence.

Assessment Opportunities

• Observe student participation and language use during group discussions and presentations.
• Collect samples of students’ graphs and tally sheets to check understanding of data representation.
• Use questioning to assess vocabulary comprehension for probability terms.
• Check use of Māori language in context and encourage use of both formal and informal registers.

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Note: This lesson plan integrates Māori language and culture authentically, encouraging students to think critically about data and probability while honouring the principles and structure of Te Marautanga o Aotearoa. It nurtures competency in mathematical thinking, communication (reo Māori), and critical analysis with a strong foundation in the key competencies of managing self, relating to others, participating, and thinking .