He Pātai mō te Raraunga

Overview

This is lesson 1 of 5 in He Kōrero Raraunga. Ākonga explore what data and counting mean, then work in pairs and groups to create statistical questions about a class topic and identify the kinds of responses they could collect.

Learning intentions

• WALT explain what data is and how counting can help us collect it.
• WALT distinguish between a question with one fixed answer and a statistical question with varied answers.
• WALT create a statistical question about a topic relevant to our class.
• WALT identify suitable response types for collecting data.

Success criteria

• I can explain data as information collected about people, objects or events.
• I can tell whether a question is statistical and explain why.
• I can write a clear question that expects different answers.
• I can suggest response options that match my question.

Curriculum links

• Te Tūhuratanga Tauanga: Ka whakaputa kōrero mō ngā āhuatanga o ētahi whakaari raraunga rerekē.
• Te Tūhuratanga Tauanga: Ka tautohu i ngā tauira me ngā ia e kitea mai ana i tētahi huinga raraunga, i waenganui rānei i ētahi huinga raraunga.
• Te Tūhuratanga Tauanga: Ka arotake i ngā tukanga tauanga, including choosing relevant measures and considering ethical data collection.
• Te Tūponotanga: Ka mārama ki ngā putanga katoa e taea ana me te taurangitanga o ngā putanga.

Lesson structure (45 minutes)

1. 0–5 min · He kōrero tīmatanga. Teacher opens the hook question and asks, “How could we find out what our class enjoys, prefers or does?” Students think independently, share with a partner, and contribute examples such as favourite kai, ways of travelling to school or preferred games.

2. 5–12 min · What is data? Teacher uses the data examples and question sort to define raraunga as information collected for a purpose, and tatauranga as counting or recording how often something occurs. Model two questions: “How many students are here today?” and “What is our favourite fruit?” Students identify which question is likely to produce varied answers and explain their thinking.

3. 12–19 min · Statistical questions. Teacher displays examples on the statistical-question teaching slides: “What is 12 × 4?”, “How many pets do students in our class have?” and “Which school subject do students prefer?” Discuss that a statistical question anticipates variation and needs data from more than one response. Students hold up a yes/no signal and justify one answer to a partner.

4. 19–31 min · Create a class question. Teacher forms five groups of four and distributes the group role cards. Explain roles such as facilitator, recorder, reporter and participation checker. Groups choose a familiar, low-risk topic from the board: kai, hobbies, books, games, transport or outdoor activities. Using the statistical-question planning sheet, each group writes one question, checks that it can have different answers, and lists the response options or type of response they would collect. Remind ākonga not to ask for private information and to allow “other” or “prefer not to answer” when appropriate.

5. 31–39 min · Review and improve. Groups swap their planning sheets with another group. Teacher uses the peer-review prompts to guide feedback: “Will different people give different answers?”, “Are the words clear?”, “Do the response options match the question?” Students give one warm comment and one helpful suggestion, then revise their question and response choices.

6. 39–45 min · Share and reflect. Each group reads its improved question and response plan. Teacher records examples on the board and highlights questions that are clear, fair and useful for collecting class data. Students complete the final reflection on the reflection section: “Data is…”, “A statistical question is…” and “Our group’s question could collect…”. Close by explaining that the next lesson will collect and organise data from one selected question.

Resources

• He Pātai mō te Raraunga teaching deck
• statistical-question planning sheet
• the group role cards
• Whiteboard and markers
• Pencils and coloured pens
• Five group tables or workspaces
• Timer
• Topic prompt list

Assessment

• Listen during the question sort and check whether ākonga can explain variation in possible responses.
• Confer with groups during planning, checking that each question is statistical, clear, relevant and ethically appropriate.
• Collect the planning sheets and use the final reflection to identify who can define data and explain the purpose of a statistical question.

Differentiation

• Provide sentence starters: “What do students in our class…?”, “Which ___ do people prefer?”, and “How many ___ does each person…?”
• Offer picture prompts, a topic word bank and orally read the worksheet instructions for ākonga requiring literacy support or EAL support.
• Allow students to rehearse their question orally before writing, and scribe ideas where needed.
• Extend confident ākonga by asking them to compare two possible response plans and explain which would produce more useful, fair and manageable data.