Our Favourite Fruit

Overview

Students gather, sort, count and display a small class dataset about favourite fruit. They use tally marks and a simple pictograph, learning that one picture represents one vote unless a key says otherwise.

Learning intentions

• We are learning to ask a question and gather data.
• We are learning to sort and count votes using tally marks.
• We are learning to display data in a picture graph.
• We are learning to talk about what a data display shows.

Success criteria

• I can ask classmates a question and record their answers.
• I can count votes carefully using tally marks.
• I can make a pictograph where one picture equals one vote.
• I can say which choice has the most or fewest votes.

Key vocabulary

• data — ngā raraunga
• question — te pātai
• vote — te pōti
• tally mark — tohu tatau
• count — tatau
• picture graph/pictograph — kauwhata whakaahua
• most — te nuinga
• fewest — te iti rawa
• same/equal — ōrite

Curriculum links

• Te Hanga: gather, sort, count and display data during a simple statistical investigation.
• Te Wāhi me te Ahunga: understand and interpret data displays.
• Te Mātauranga Tau: count forwards and use numbers within 0–20 to represent quantities.

Lesson structure (30 minutes)

1. 0–4 min · Warm-up: count and notice. Display the opening question and fruit images and ask, “Which fruit might our class like best?” Students name the fruit pictures, count forwards together to 10, and notice that each picture can stand for one object or vote.

2. 4–9 min · Explicit modelling. Model the question, “Which fruit is your favourite: apple, banana, orange or pear?” Choose three pretend votes and record them beside the correct fruit using tally marks. Explain that tally marks help us count, and that today one fruit picture represents one vote. Add one picture for each vote to make a pictograph, referring to the modelling slides with tally marks and a one-picture-equals-one-vote reminder. Students help check the count and respond to prompts such as, “How many votes does banana have?” and “How do you know?”

3. 9–12 min · Plan the investigation. Show the pair-activity instruction slide and demonstrate how partners will ask the same question, listen to each answer, and record only one vote per person. Students sit with a partner, decide who will ask first and practise asking politely: “What is your favourite fruit?”

4. 12–21 min · Pair data collection and display. Give each pair the favourite-fruit data worksheet. Students ask approximately six classmates, recording each response with a tally mark in the correct row. They count each row, draw one fruit picture for every vote, and complete the simple pictograph. Remind students to check that the number of pictures matches the number of tally marks. Circulate and ask, “How many people have you asked?” “Which row has the most?” and “Can you prove it?”

5. 21–26 min · Guided discussion. Bring the class together and display the discussion and comparison slides. Invite two or three pairs to share one result. Compare their displays using questions: “Which fruit was most popular in your group?” “Which had the fewest votes?” “Were any choices equal?” “How many votes altogether?” Students point to evidence in the tally marks and pictures rather than guessing.

6. 26–30 min · Independent exit task. On the final section of the favourite-fruit data worksheet, students interpret a small teacher-provided pictograph with no more than four votes in each category. They answer orally or by drawing: “Which has the most?”, “Which has the fewest?”, and “How many votes altogether?” Finish by asking students to hold up one finger if one picture means one vote and two fingers if it means two votes; confirm that today it means one vote.

Resources

• the complete picture-graph teaching deck
• the favourite-fruit data worksheet
• Pencils, crayons or felt-tip pens
• Large chart paper or whiteboard
• Fruit picture cards or simple fruit drawings
• Class list or seating plan
• Optional counters for students who need concrete counting support

Assessment

• During modelling, check whether students connect one tally mark and one picture with one vote.
• During pair work, observe whether students ask the same question, record one response at a time, and match the number of pictures to the tally count.
• Collect or quickly review the exit task, looking for accurate comparisons of most, fewest and total votes.

Differentiation

• Support: limit choices to three fruits, provide a completed example, use counters alongside each tally, and pair students with a supportive partner. Allow students to point, draw or answer orally.
• Provide sentence starters: “The most popular fruit is .” “ has ___ votes.” Use gestures and picture cards when introducing vocabulary; invite familiar te reo Māori words such as tatau (count), pātai (question) and nuinga (most).
• For students needing additional support with writing or communication, an adult can scribe while the student gathers, counts and explains the data.
• Extension: students write one comparison sentence, identify a tie, or create a second pictograph using a different small dataset while keeping the key clear.