He Pātai Nui

Overview

This is lesson 1 of 5 in Tatauranga mō Tō Tātou Kura. Tauira explore questions that matter in their kura, then work in tuākana-led teams to create one clear, fair statistical question for a class survey. They begin to connect statistical inquiry with the aspirations, tikanga and privacy expectations of their kura.

Learning intentions

• WALT identify topics that matter to our kura and whānau.
• WALT distinguish between a statistical question and a question with one fixed answer.
• WALT create a clear, fair survey question in te reo Māori and English.
• WALT explain who will be surveyed and how their privacy will be respected.

Success criteria

• I can suggest a question about our kura that could have different answers.
• I can name the group of people my team will survey.
• I can check that our question is clear, fair and respectful.
• I can write and say our question in te reo Māori and English.

Curriculum links

• Pāngarau: Tauanga, with a focus on posing questions and planning a statistical investigation.
• Pāngarau: Mathematics learning through meaningful contexts connected to the learners’ kura.
• Marau ā-Kura: Localising learning through kura priorities, tikanga, te reo ā-iwi and community aspirations.
• Te Reo Pākehā: Using English as an additional language to communicate a planned question clearly and appropriately.

Lesson structure (60 minutes)

1. 0–10 min · Hui and examples. Teacher opens with the question hook and learning intention slides and asks, “He aha ngā mea nui ki tō tātou kura? What matters in our kura?” Record learners’ ideas without judging them. Introduce the unit and explain that a statistical question is one where we expect a range of answers from a group, such as “He aha te momo pukapuka tino pai ki ngā tauira?” / “What type of book do students prefer?” Contrast this with “What is your name?” or “How many students are in our class?” Students think-pair-share, identify which examples could produce different answers, and explain why.

2. 10–18 min · What makes a good question? Teacher uses the clear, fair and respectful question slides to model three checks: the question is easy to understand, does not lead people towards one answer, and can be answered safely. Discuss who might be surveyed: our class, a year group, kaiako, or the wider kura. Briefly establish tikanga: ask permission, listen respectfully, do not pressure anyone to answer, avoid collecting names or private information, and keep responses confidential. Students help improve a deliberately unclear or leading question, such as “Don’t you think our playground needs more equipment?”

3. 18–35 min · Team question design. Teacher places students in tuākana-led teams of two or three and distributes the bilingual statistical question planner. Explain that each team will choose one topic and draft one survey question, not a list of questions. Support teams to complete the planner: topic, why it matters, who will be surveyed, te reo Māori question, English question, possible answer choices or response format, and tikanga/privacy check. Students brainstorm topics such as favourite lunchtime activities, places in the kura where people feel connected, preferred ways to share learning, or interests for a future kura event. Tuākana ensure each voice is heard and help teams test whether their question could have different answers.

4. 35–50 min · Peer feedback hui. Teacher displays the peer-feedback protocol and gives each team a two-minute share followed by feedback using “He pai …” / “A strength is …” and “Ka taea pea …” / “You could …”. Feedback must address clarity, fairness, usefulness, suitable survey group and privacy. Students present their draft question to another team, listen carefully, and use the feedback prompts on the worksheet to give one positive comment and one helpful suggestion. Teams revise their question and bilingual wording.

5. 50–60 min · Final planning and whakawhiti kōrero. Teacher returns to the final checklist and closing prompt. Each team completes its final plan, rehearses reading the question in both languages, and shares it with the class. Invite a quick vote or discussion about which questions could be combined, improved or used in the next lesson. Students state one reason their question is fair and one tikanga commitment their team will follow. Collect the completed planners for preparation of the survey in lesson 2.

Resources

• the bilingual question-design slide deck
• the bilingual statistical question planner
• Whiteboard or chart paper
• Markers and pencils
• Sticky notes for topic ideas
• Timer
• Access to local te reo Māori kupu and sentence patterns approved by the kura
• Optional kura context examples, such as survey topics connected to current aspirations or events

Assessment

• Listen during the opening discussion for whether students recognise that statistical questions can have varied answers.
• Confer with each team during planning, checking that the proposed question is clear, non-leading, answerable by the chosen group, and respectful of privacy.
• Use the completed planner and final share as evidence. Check that the question is written in both languages and includes a suitable survey group and tikanga/privacy decision.

Differentiation

• Provide sentence starters such as “He aha te mea tino pai ki a koe mō …?” / “What do you prefer about …?” and a small bank of familiar topic words. Allow students to rehearse orally before writing.
• Pair developing speakers with supportive tuākana and accept drawing, oral explanation or shared writing while maintaining high expectations for the team’s final question.
• For learners needing additional support, offer two or three topic choices and read the planner prompts aloud. Use visual symbols for clear, fair, group and privacy.
• Challenge confident teams to explain how their answer format could affect the data, or to suggest how the same question might be worded for younger tauira and kaiako without changing its meaning.
• Follow local tikanga and use the kura’s preferred dialect, names and protocols. Do not require students to share personal information or survey topics they consider private.