Our Class Data

Overview

Students conduct a simple statistical investigation about how classmates travel to school. They pose a question, collect and sort category data, use tally marks and a bar graph, then describe what the data shows. This builds on their prior work with favourite flavours, colours and fruits.

Learning intentions

• WALT pose and answer a question using data.
• WALT collect, sort and count categorical data.
• WALT record data using tally marks and a bar graph.
• WALT talk about what our class data shows.

Success criteria

• I can ask a statistical question and collect one answer from each person.
• I can use tally marks to record data carefully.
• I can make or read a bar graph.
• I can say which category has the most, the least, or the same number.

Curriculum links

• Statistics — follow the conventions for statistical investigations: pose and answer questions, gather, sort, count and display data.
• Statistics — use appropriate displays to discuss features of a data set.
• Explore probability and data situations by comparing predicted and collected outcomes and recognising all possible categories.
• Develop mathematical communication and reasoning by explaining findings in context.

Lesson structure (60 minutes)

1. 0–7 min · Hook and question. Open with the question and class-data hook slides and show four travel choices: walk, car, bus or bike/scooter. Ask, “How do you think our class travels to school?” Students make a quiet prediction, then share with a partner using “I think ___ will have the most because ___.”

2. 7–15 min · Connect to prior learning. Revisit tally marks and bar graphs using the tally and bar-graph teaching slides. Model one category, including grouping tally marks in fives, and explain that the graph must have a title, labelled categories and an even scale. Students identify the title, categories and tallest bar on the example.

3. 15–25 min · Collect class data. Display the investigation question: “How do students in our class usually travel to school?” Give each student one response card or have them choose one of the four displayed categories. Record responses publicly in a large class tally table, checking that every student contributes once. Students watch carefully, count along and check that the total is 20.

4. 25–38 min · Make a bar graph. Distribute the class travel data worksheet. Model how to transfer the completed tally table to the graph on the worksheet. Students work independently or with a partner to draw one block for each student in the correct category, add a title and label the categories. Pause halfway to check that students are placing blocks directly above the correct labels.

5. 38–50 min · Read and discuss the data. Use the graph-reading discussion slides to prompt partner talk: “Which way was most common?”, “Which was least common?”, “How many students walked?”, and “How many more students travelled by car than by bus?” Students answer using the graph and explain how they know. Invite several students to point to evidence on their graph.

6. 50–57 min · Check and improve. Students compare their graph with a partner using the graph-check slide. Partners check the title, category labels, one block per student and total of 20. Students correct one feature if needed, then complete the interpretation questions on the class travel data worksheet.

7. 57–60 min · Plenary and exit response. Return to the original prediction on the prediction and closing slide. Students show thumbs up, sideways or down to indicate whether their prediction was accurate, then complete the sentence: “Our data shows that ___ was most common.” Invite two students to share how the graph helped them answer.

Resources

• class data investigation slide deck
• class travel data worksheet
• Whiteboard or interactive display
• Large class tally table
• Four labelled travel-category signs
• Pencils, erasers and colouring pencils
• Prepared response cards or sticky notes
• Counters or linking cubes for students needing a concrete graph model

Assessment

• During data collection, check whether students give one response, understand the categories and help maintain an accurate class total.
• While students create graphs, check title, category labels, one-to-one representation, tally accuracy and total of 20.
• Use the closing response to assess whether students can identify a category with the most or least data and connect the statement to their graph.

Differentiation

• Support students by providing a partially completed graph, pre-written category labels, counters to build each bar and the sentence stems “The most common was ___” and “I know because ___.”
• Pair students so that one partner counts or builds while the other records, then swap roles. Recount orally with students who lose track of the total.
• For EAL learners, use photographs or clear icons for each travel choice, rehearse the words “most”, “least”, “more”, “fewer” and “same”, and accept pointing, drawing or oral responses.
• Extend confident students by asking, “How many students did not travel by car?” or “What would happen to the graph if two more students chose bus?” Students explain their thinking with the graph.