Kohia ngā Raraunga

Overview

This is lesson 2 of 5 in He Kōrero Raraunga. Ākonga plan and collect data to answer a class-generated question, using an interview, tally, or count. They practise recording responses accurately, grouping answers consistently, and considering whether their data collection is fair and trustworthy.

Learning intentions

• WALT plan a simple data collection to answer a statistical question.
• WALT collect and record categorical or discrete data accurately.
• WALT group responses using agreed categories.
• WALT consider fairness, accuracy, and respectful practice when collecting data.

Success criteria

• I can explain what data I need and how I will collect it.
• I can ask the same clear question and record each response correctly.
• I can use tally marks, counts, or a simple table without missing or duplicating data.
• I can identify one strength and one possible limitation in our data collection.

Curriculum links

• Te Tūhuratanga Tauanga: following a statistical investigation process involving categorical and discrete count data.
• Te Tūhuratanga Tauanga: reviewing sampling, measurement choices, conclusions, and ethical considerations.
• Te Tūhuratanga Tauanga: identifying patterns and trends within a data set.
• Hangarau – Te Tupuranga Tangata me te Rorohiko: making decisions about creating, manipulating, storing, retrieving, sharing, and testing information in a real system.

Lesson structure (45 minutes)

1. 0–5 min · Reconnect and hook. Teacher opens the hook and learning intention slides and revisits the previous lesson’s statistical questions, asking: “Me pēhea tātou e kohi raraunga tika ai?” Students discuss what makes a question clear, fair, and answerable, then share one idea with the class.

2. 5–12 min · Model accurate collection. Teacher uses the modelling slides to demonstrate collecting data for the question, “He aha te huarākau tino pai ki te akomanga?” Model asking every person the same question, listening without influencing the answer, using tally marks in groups of five, and checking the total. Deliberately make one error, such as missing a response, and invite students to identify and correct it. Students explain why consistent questioning, careful tallies, and a total check matter.

3. 12–17 min · Plan the investigation. Teacher introduces the class question: “He aha te momo pānui e tino rata ana ngā ākonga o tō tātou akomanga?” Groups of four use the data collection planning sheet to decide suitable response categories, the collection method, and roles: kaiwhiuui (interviewer), kaituhi (recorder), kaitaki (checker), and kaikōrero (reporter). Teacher checks that categories do not overlap and that the question is respectful and optional to answer. Students rehearse the question quietly with their group.

4. 17–30 min · Collect and record data. Teacher displays the collection instructions and role slides and organises five groups of four. Each group collects data from classmates using an interview, a show of hands with a tally, or a count, as agreed during planning. Students ask the same question, record one response per person, check tallies in groups of five, and total their results. Teacher circulates, checking that students are not leading answers, recording immediately, or counting the same person twice.

5. 30–39 min · Check, group, and compare. Teacher pauses the activity and asks groups to use the checking and reflection section to verify that category totals equal the number of responses collected. Groups compare methods and discuss: “He aha i rite ai, i rerekē ai rānei ngā raraunga?” and “He aha pea te pānga o ngā kāwai i kōwhiria e koutou?” Students correct errors, combine equivalent categories where needed, and identify one emerging pattern or difference. Teacher gathers examples of strong and weak data collection for discussion.

6. 39–45 min · Plenary and exit check. Teacher uses the discussion and exit prompt slides to revisit the learning intentions. Students complete the final prompts on the individual exit reflection: “I kohi raraunga mā te…”, “He taunakitanga e tika ana tā mātou kohinga ko…”, and “Hei whakapai ake, me…” Two or three students share responses. Teacher previews that the next lesson will organise and represent the collected data.

Resources

• the He Kōrero Raraunga collection deck
• the data collection planning sheet
• Pencils, erasers, and coloured pencils
• Clipboards or firm writing surfaces
• Timer
• Whiteboard and markers
• Optional counters for checking totals
• Five group recording tables prepared before the lesson

Assessment

• During planning, check whether groups have a clear question, non-overlapping categories, an appropriate collection method, and a fair division of roles.
• During collection, observe whether students ask the same question, record every response once, use tally marks correctly, and protect classmates’ right not to answer.
• Review the exit reflection for accurate use of data-collection language and a realistic comment about accuracy, fairness, or improvement.

Differentiation

• Provide sentence starters such as “Ko tā mātou pātai…”, “Ka tuhi mātou mā te…”, and “He mea tika nā te mea…”. Give selected students a partially completed table and category cards.
• Pair ākonga who need support with a patient recorder or checker; allow oral responses to the reflection and use visual role cards with simple icons.
• For EAL learners, model the interview language, display key words such as pātai, whakautu, tatau, rārangi tatau, and kāwai, and accept drawing or pointing alongside spoken responses.
• Extend confident groups by asking them to design a second, fairer method, explain which method would produce more reliable data, or identify how the sample could be improved beyond the class.