Evidence Reporters

Overview

In this 60-minute lesson, learners interpret tables and graphs from familiar class or community contexts and communicate conclusions supported by numerical evidence. They build on earlier work collecting, organising and representing data, learning to distinguish a class result from a claim about all of Aotearoa.

Learning intentions

• WALT use data in tables and graphs to answer questions.
• WALT make cautious conclusions supported by numbers.
• WALT communicate evidence clearly in writing, audio, drawing or a presentation.
• WALT recognise privacy, respectful representation and the limits of data.

Success criteria

• I can write one sentence that uses evidence from a table or graph.
• I can include numbers when I compare categories.
• I can avoid claiming more than the data supports.
• I can identify one limitation or ask a further question about the data.

Curriculum links

• Mathematics and Statistics — Mathsteasers: higher-order thinking questions that deepen understanding.
• Mathematics and Statistics — Mathsteasers / Alignment: relevant challenge connected to mathematical learning.
• Mathematics and Statistics — Mathsteasers / Additional resources for advanced learners: extension through reasoning, communication and critique.
• Statistical investigation: interpreting data, communicating findings and considering what conclusions are justified.

Lesson structure (60 minutes)

1. 0–7 min · Hook and privacy reminder. Open with the opening data mystery and display a simple class table or graph with categories such as favourite reading choices. Ask, “What can we say for sure, and what would be too big a claim?” Remind learners not to name individuals or share private whānau information. Students think quietly, then discuss with a partner what the data does and does not show.

2. 7–17 min · Model cautious conclusions. Use the worked example and sentence frames to model: “In our class, reading was chosen by 9 of 25 learners, more than any other category.” Identify the context, category, number, comparison and cautious phrase “in our class”. Contrast this with the unsupported statement, “Everyone in Aotearoa prefers reading.” Students help underline the evidence and explain why the second claim is not justified.

3. 17–25 min · Read and rehearse. Display a table and graph from the lesson data through the graph-reading prompts. Ask: “Which category is greatest? How many chose it? How many more chose it than another category? What cannot we conclude?” Partners rehearse one evidence-based sentence orally, using the frame: “In this [class/group], ___ was chosen by ___ of ___ learners, ___ than ___.”

4. 25–45 min · Evidence Reporter activity. Distribute the Evidence Reporter sheet and explain that learners may communicate their conclusion by writing, recording audio, drawing with labels, or preparing a short presentation. Students complete the Must Do: one evidence-based sentence. They then choose the Can Do: compare two categories using numbers, and the Try: state one limitation and ask a further question. Circulate and prompt learners to check that every number matches the table or graph and that their wording does not generalise beyond the group surveyed.

5. 45–54 min · Peer evidence check. In pairs, learners share their report in their chosen format. Use the peer-check questions: “What is the evidence?” “Is a number included?” “Does the conclusion stay within the data?” and “Is the wording respectful and private?” Partners give one specific affirmation and one suggestion, then revise their report if needed.

6. 54–60 min · Share and exit reflection. Invite two or three contrasting examples, including one that successfully states a limitation. Finish with the exit reflection box: “The data shows ___ because ___.” Learners add either “We cannot tell ___ from this data” or “I would like to find out ___.” Collect responses for assessment.

Resources

• the Evidence Reporter slide deck
• the Evidence Reporter sheet
• Class table and graph based on anonymous class data
• Pencils, coloured pencils and paper
• Optional device or voice recorder for audio responses
• Whiteboard and markers

Assessment

• Listen during partner rehearsal for accurate reading of category names, totals and comparisons.
• Check Evidence Reporter work for a relevant number, a conclusion that matches the data, and appropriate use of “in our class” or similar wording.
• Use the exit reflection to identify learners who confuse a sample result with a claim about all people, or who need support explaining limitations.

Differentiation

• Provide sentence frames, a highlighted graph, a word bank containing “more”, “fewer”, “most”, “least”, “of” and “in our class”, and allow oral rehearsal before writing.
• Pair learners strategically and offer scribing, speech-to-text or audio recording for learners with writing, language or motor needs.
• For EAL learners, use icons beside categories, gesture and explicitly rehearse comparative language; accept labelled drawings alongside spoken explanations.
• Extend confident learners by asking them to compare two categories with subtraction, explain why the sample may not represent all of Aotearoa, and propose a fairer or larger follow-up question.
• Reinforce that information about whānau and communities must be anonymous, respectful and used only with permission; learners may use the provided class data instead of personal examples.