He Pātai Whai Tikanga

Overview

Koinei te akoranga tuatahi o te wāhanga ako “He Tauanga mō te Hapori”. Ka ako ngā ākonga he aha te tauanga me te pātai rangahau whai tikanga, kātahi ka mahi takirua ki te waihanga, whakamātau me te whakapai ake i tētahi pātai rua reo mō tētahi take e whai pānga ana ki tō rātou whānau, kura, hapori rānei.

Learning intentions

• WALT whakamārama he aha te tauanga me te pātai rangahau.
• WALT tautohu i tētahi take whai tikanga ki tō tātou whānau, kura, hapori rānei.
• WALT waihanga i tētahi pātai rangahau māmā, rua reo hoki.
• WALT whakamātau i te mārama me te tika o tētahi pātai, ā, ka whakapai ake.

Success criteria

• I can explain that statistics involves asking questions, collecting and interpreting information.
• I can write a clear question that has one possible focus and can be answered with data.
• I can write my question in te reo Māori and English, or use the agreed reo ā-iwi.
• I can listen to feedback and improve my question.

Curriculum links

• Pāngarau — Tauanga: asking statistical questions and preparing to collect data.
• Pāngarau — communicating mathematical thinking clearly using appropriate representations and language.
• Te Ao Māori — connecting learning with mātauranga Māori, whānau, whenua and community contexts.
• Marau ā-Kura — using local aspirations, relevant issues and te reo ā-iwi where appropriate.

Lesson structure (60 minutes)

1. 0–7 min · He pātai hei tīmata. Open with the opening question and community image: “He aha ngā mea e whai tikanga ana ki tō tātou kura?” Show a familiar local or kura image and ask students to silently think of one question they might ask their classmates. Students share one idea with a partner, then contribute examples; the teacher records a mixture of questions and statements.

2. 7–17 min · He aha te tauanga? Use the statistics teaching slides to introduce tauanga as asking questions, collecting information, looking for patterns and sharing what the information tells us. Model the difference between a statement (“He pai te tākaro poitūkohu”) and a research question (“Ko tēhea momo hākinakina e tino pai ana ki ngā ākonga?” / “Which type of sport do students like best?”). Students help identify which examples could be answered by collecting data. Emphasise that a good question is clear, respectful, relevant and possible to answer.

3. 17–27 min · Kōrero mō te take. Place students in five mixed-ability pairs. Display the question-quality checklist and discussion prompts. Each pair discusses a topic connected to their lives, such as kai mō te tina, ngā kēmu, ngā hākinakina, ngā wāhi tino rata ki te kura, te tiaki i te taiao, or a local community concern. Students complete the first section of the bilingual statistical-question planner, recording the topic, why it matters and who they might ask. Remind students not to include private, sensitive or identifying information.

4. 27–39 min · Waihanga pātai rua reo. Model turning a broad idea into one focused question. For example, “He aha ngā mea pai?” becomes “Ko tēhea wāhanga o te rā kura e tino rata ana koe?” / “Which part of the school day do you like best?” Pairs draft one question in te reo Māori and English on the worksheet. They check that the question has a clear group of people, one main focus and answer choices or responses that can later be counted. The teacher conferences with pairs, supporting accurate wording without taking ownership of the question.

5. 39–51 min · Whakamātau me te whakapai. Pairs take turns asking their question to two other pairs, without collecting full class data yet. Listeners answer and give feedback using the prompts: “He mārama te pātai?” “Ka taea te kohikohi raraunga mō tēnei?” and “He kupu hei whakapai ake?” Students record one useful comment, revise their Māori and English wording, and read the improved question to the class or another pair. Use the peer-testing instructions and feedback prompts to keep the process brief and respectful.

6. 51–60 min · Tiri me te aromatawai. Invite three pairs to share their original and improved questions. The class identifies what made the revised questions clearer and more useful for collecting data. Students complete the success-criteria exit ticket slips by ticking the criteria they met and writing one next step: “Me whakapai ake au i…”. Collect the worksheets and exit tickets to plan the next lesson, where pairs will collect and organise responses.

Resources

• the bilingual introduction and discussion deck
• the bilingual statistical-question planner
• the success-criteria exit ticket slips
• Whiteboard or large chart paper
• Pens, pencils and coloured highlighters
• Local kura, whānau or community image for the opening
• Teacher-selected te reo Māori and English question stems
• Optional bilingual dictionary or trusted classroom language resources

Assessment

• During the opening, listen for whether students distinguish a question from a statement and can explain how data might answer it.
• Check each pair’s draft for relevance, clarity, one main focus, respectful wording and the possibility of collecting countable responses.
• Use the revised question and exit ticket to identify who needs support with statistical-question design, bilingual wording or explaining why a question is useful.

Differentiation

• Provide sentence starters such as “Ko tēhea…?”, “E hia…?”, “He aha te…?” and “Which…?”, “How many…?” and “What is your…?”; offer a small bank of familiar topic ideas.
• Allow students to rehearse orally before writing, scribe ideas when needed, and pair students strategically. Use visuals, read-aloud instructions and reduced writing demands for students with literacy or processing needs.
• Invite confident speakers to justify why their question will produce useful data, consider possible answer categories, or refine wording so every respondent can understand it.
• Respect te reo Māori proficiency and te reo ā-iwi. Accept equivalent wording, encourage peer language support, and avoid requiring students to share personal or culturally sensitive information.