Our Favourite Fruit Data

Overview

Students collect, represent and discuss class data about favourite fruit. The lesson introduces the statistical enquiry cycle in an age-appropriate way: ask a question, collect and organise data, display it, and make a statement about what the data shows. Year 2, 3 and 4 students work in mixed learning groups with tasks matched to their readiness.

Learning intentions

• WALT ask a statistical question that can be answered with class data.
• WALT collect and organise data fairly.
• WALT make a picture graph or bar graph to show data.
• WALT describe what the data tells us using numbers and words.

Success criteria

• I can ask a question with clear answer choices.
• I can record one response from each person accurately.
• I can make a graph with a title, labels and a key where needed.
• I can say what is most popular, least popular, or how many more/fewer.

Curriculum links

• Pāngarau — Tauanga: collecting, organising, displaying and interpreting data.
• Pāngarau statistical enquiry cycle: posing a question, collecting data, representing findings and communicating conclusions.
• Statistical investigations: identifying features in data displays and justifying findings using evidence.
• Te reo Māori learning through mathematical talk, including words such as raraunga (data), kauwhata (graph), tino rongonui (most popular), iti rawa (least) and nui ake/iti iho (more/fewer).

Lesson structure (40 minutes)

1. 0–5 min · Hook and language. Open with the picture-question introduction showing four fruit choices and ask, “He aha tō huarākau tino pai?” (“What is your favourite fruit?”). Teacher models the question, response and key words with gestures and visuals; students rehearse the sentence with a partner: “Ko ___ taku huarākau tino pai.” (“___ is my favourite fruit.”)

2. 5–10 min · Statistical question and fair collection. Use the question and fair-data slides to explain that a statistical question gathers different answers from a group. Teacher demonstrates a class tally, taking one response from every student, and discusses why answers must be recorded carefully. Students predict which fruit might be most popular, then listen for the agreed choices: āporo/apple, panana/banana, karaka/orange and rōpere/strawberry.

3. 10–18 min · Collect and tally data. Give each student one response card or have them place a counter beside their choice. Teacher supports the three groups to collect data from all 19 students, checking that nobody is counted twice. Students record the totals on the fruit data collection sheet: Year 2 learners use pictures and counters; Year 3 learners complete tally marks and totals; Year 4 learners check the total and identify the variable and number of responses.

4. 18–29 min · Create a graph. Display the graph-building instruction slides and model how to give a graph a title, label categories and show one response per square or picture. Students complete the graph section of the fruit data collection sheet in their learning groups. Year 2 students make a picture graph with teacher-prepared symbols; Year 3 students make a bar graph using a one-to-one scale; Year 4 students choose a suitable scale, such as one square representing one student, and explain why it is appropriate.

5. 29–35 min · Read and discuss the data. Teacher gathers students around the group graphs and uses the graph-reading discussion slides to prompt: “Which is most popular?”, “Which is least popular?”, “How many chose ___?”, and “How many more chose ___ than ___?” Students point to evidence on their graph and share one complete statement. Encourage Māori language where possible, accepting English, gestures or mixed-language responses while recasting accurately.

6. 35–40 min · Reflect and assess. Students complete the learning intention exit slips by drawing or writing one thing they learned and answering, “Which fruit was most popular? How do you know?” Teacher revisits the WALT using the reflection and exit-ticket slide and invites two students to share their evidence.

Resources

• the fruit data and graphing slide deck
• the fruit data collection sheet
• the learning intention exit slips
• Fruit picture cards or four labelled choice signs
• 19 counters, cubes or response cards
• Pencils, colouring pencils and rulers
• Whiteboard or large chart paper
• Māori-English word cards with pictures

Assessment

• During collection, check whether students record one response per person and use tally marks in groups of five where appropriate.
• During graphing, check for a title, category labels, accurate totals and a consistent scale or key.
• Use the exit slip to assess whether students can identify the most popular category and support the answer with evidence. Note students who need further support with counting, comparison language or graph conventions.

Differentiation

• Year 2 and learners developing te reo Māori receive picture choices, counters, colour-coded labels, oral rehearsal and sentence frames: “Ko ___ te tino rongonui” and “E ___ ngā tamariki.”
• Year 3 students use a partially completed tally table and graph axes if needed, then independently add totals and labels.
• Year 4 students manage accuracy checks, select and justify a scale, and compare two categories using “___ more than” or “___ fewer than”.
• Provide a peer model, enlarged graph paper, pre-drawn axes, quiet working space and adult prompting for students with fine-motor, attention, language or processing needs.

Extension

• Advanced learners calculate the total number of students represented and explain how they checked it.
• Students write two comparison statements and suggest a new statistical question that could be investigated, such as favourite fruit at home compared with favourite fruit at school.