Ngā Kararehe Pai

Overview

Ka kohikohi, ka whakarite, ka whakaatu hoki ngā ākonga i ngā raraunga mō ā rātou kararehe tino pai mā te kauwhata pou. Ka tūhono ki ngā mahi o mua mō te tatau, te whakarōpū me te pānui raraunga. (Students collect, represent and interpret data about favourite animals using a bar graph.)

Learning intentions

• WALT te kohikohi me te whakarōpū raraunga mā tētahi rangahau akomanga.
• WALT te waihanga kauwhata pou tika.
• WALT te pānui me te whakamārama i ngā pārongo kei roto i te kauwhata.
• WALT te kōrero, te pānui haere me te tuhituhi mō ngā raraunga.

Success criteria

• Ka taea e au te whakatakoto taitara, tapanga me te tauine tika.
• Ka taea e au te hanga pou kia rite ki te maha o ngā pōti.
• Ka taea e au te pānui i te kauwhata, ā, te whakautu i ngā pātai.
• Ka taea e au te tuhituhi kotahi rerenga kōrero mō taku kitenga.

Curriculum links

• Pāngarau — Tauanga: te kohikohi, te whakaatu me te whakamārama raraunga i Taumata 2.
• Te Reo Rangatira — whakarongo, kōrero, pānui me te tuhituhi mā te horopaki Pāngarau.
• Te Ao Māori — te hononga ki ngā kararehe, ki te taiao me ngā kōrero ā-whānau; whakarite kia hāngai ngā kararehe ki te Marau ā-Kura.

Lesson structure (60 minutes)

1. 0–5 min · Kuhu me te whāinga. Teacher opens the animal hook slide and says: “Titiro mai, whakarongo mai. Ko tēhea tō kararehe tino pai? He aha ai?” (Look and listen. Which is your favourite animal? Why?) Students turn to a partner and kōrero using: “Ko ___ taku kararehe tino pai nā te mea ___.” Teacher accepts drawing, pointing or a short spoken response.

2. 5–15 min · Panui haere me te ako kupu. Teacher displays the bar graph teaching slides and reads the short animal-data text aloud, tracking each line: “Panui haere tātou. Ka whai mai ō koutou kanohi me ō koutou ringa.” Students read quietly with the teacher, then chorally read key words: kararehe, pōti, raraunga, kauwhata, pou, taitara, tuaka, tapanga, tauine. English support: animal, vote, data, graph, bar, title, axis, label, scale. Ask: “He aha te taitara? He aha te tuaka whakapae? He aha te tuaka poutū?”

3. 15–25 min · Tauira ki te papa mā. Teacher draws a simple graph for Kararehe tino pai o te akomanga. Model in this order: write the title; draw two axes; label the horizontal axis Ngā kararehe and the vertical axis Te maha o ngā pōti; add animal labels; mark a scale from 0–10 in ones or twos; draw equal-width bars from zero. Say: “Me tīmata ia pou i te kore. Kia tika te teitei—kaua e matapae.” (Every bar starts at zero; make its height accurate.) Students help read: “E hia ngā pōti mō te kurī? Ko tēhea te mea nui rawa? E hia te rerekētanga?”

4. 25–32 min · Rangahau akomanga. Teacher says: “Ka tū tātou ki te kohikohi raraunga. Tīpakohia kotahi anake: kurī, ngeru, rapeti, hoiho, ika, manu rānei.” Record each child’s choice with a tally on the board. Students vote by raising a hand or placing a name/photo marker beside one animal; classmates count in reo Māori: “tahi, rua, toru…” Teacher checks that each of the 20 ākonga votes once. Transition: “Kua oti te rangahau. Hoki marie ki tō rōpū. E toru ngā mahi—PĀ, NGĀ, RAU.”

5. 32–48 min · Hurihanga rōpū differentiated. Teacher places students in three supportive groups and refers to the rotation instruction slide. Students complete the favourite animals bar-graph worksheet while the teacher rotates every five minutes.

• PĀ — tautoko: Students use the pre-counted class data, match animal names to pictures, and complete a graph with a 1–10 scale. Teacher prompts: “He aha te taitara? Tīmata i te kore. Tatau ngā pou.” (What is the title? Start at zero. Count the bars.)
• NGĀ — taumata akomanga: Students transfer the tally results to a blank graph, choosing a suitable scale and adding title, axes and labels. Ask: “He aha tō kōwhiringa tauine? Me pēhea tō mōhio?”
• RAU — whakawhānui: Students interpret the completed graph and write two comparisons, for example: “He nui ake ngā pōti mō te ___ i te ___.” and “Mēnā ka tāpirihia ngā pōti mō te ___ me te ___, e hia katoa?” English support: allow a word bank, numeral answers and oral rehearsal before writing. Use a quiet workspace, visual timer and predictable sequence for the autistic learner.

6. 48–57 min · Tiritiri me te aromatawai kōrero. Teacher gathers the class and says: “Whakatakotoria ngā pene. Titiro ki te kauwhata. Kōrero ki tō hoa, kātahi ka tiritiri.” Students read their graph with a partner and answer: “Ko tēhea te kararehe tino rongonui? Ko tēhea te mea iti rawa? He aha te rerekētanga?” Invite two students to explain how they know. Teacher listens for correct use of taitara, tuaka, tauine, pou and records quick notes.

7. 57–60 min · Puka putanga. Teacher says: “I mua i te putanga, pānuihia te pātai, kātahi ka tuhi.” Students complete the final box on the favourite animals bar-graph worksheet: read the mini-graph and write, “Ko te kararehe tino rongonui ko ___ nā te mea ___ pōti.” They circle one: “Ka taea e au te hanga kauwhata: āe / kei te ako tonu.” Collect as they leave.

Resources

• the animal hook, teaching, modelling, rotation and plenary slides
• the favourite animals bar-graph worksheet
• Whiteboard and coloured markers
• Animal picture/name cards
• Tally chart on the board
• Visual timer and quiet-work option
• Pencils, rulers and coloured pencils

Assessment

• During modelling, ask students to point to the title, each axis, the scale and a correctly drawn bar.
• During rotations, check one-to-one voting, accurate counting, bars beginning at zero and appropriate labels; confer using “Whakaaturia mai tō whakaaro.”
• Use the three-minute exit response to assess reading a graph and writing a data-based sentence.

Differentiation

• Support with animal pictures, a word bank, sentence frames, a completed example and oral rehearsal before tuhituhi.
• Provide enlarged graph lines, a ruler, reduced animal choices and a calm, low-distraction space for sensory or attention needs.
• Accept pointing, drawing, signing or spoken answers before recording the mathematical idea in writing.
• Challenge confident students to compare two categories, calculate the difference or suggest a new survey question.