Tātarihia ngā Kitenga Raraunga

Overview

This is lesson 4 of 5 in He Kōrero Raraunga. Ākonga read, compare, and explain information in tables and graphs, using evidence to answer questions about frequency, minimum values, differences, and patterns. This builds on earlier lessons where they collected, organised, and represented data.

Learning intentions

• We are learning to read information from tables and graphs.
• We are learning to compare data and identify the most common and least common results.
• We are learning to describe differences and patterns using evidence.
• We are learning to explain our conclusions clearly and respectfully.

Success criteria

• I can find and describe information in a table or graph.
• I can identify the most common and least common result.
• I can calculate or explain the difference between two results.
• I can support my answer with data from the display.

Curriculum links

• Pāngarau — Te Tauanga: reviewing the statistical process, selecting and interpreting measurements, and making statements about an investigated question.
• Pāngarau — Te Tūponotanga: comparing experimental outcomes with predictions and recognising variation in results.
• Hangarau — Te Tupuranga Tangata me te Rorohiko: making decisions about creating, manipulating, storing, retrieving, sharing, and testing information in a digital or other information system.
• Hangarau — Ngā Āhuatanga o te Hangarau: understanding the effects of communication between communities and the wider world.

Lesson structure (45 minutes)

1. 0–5 min · He tīmatanga — Notice and wonder. Teacher displays a colourful column graph showing a class survey and asks, “He aha tāu e kite ana? What do you notice?” using the opening graph and notice-and-wonder question. Students silently observe, then share one observation and one question with a partner.

2. 5–12 min · Model reading data. Teacher models how to read a table and graph, thinking aloud: first identify the title and categories, then read the scale, locate values, and refer to exact data in an answer. Teacher demonstrates “The most common choice is __ because __ students selected it” and “The difference between __ and __ is __.” Students help complete two examples from the worked-example slides using vocabulary such as tino auau (most common), iti rawa (least), rerekētanga (difference), and tauira (pattern).

3. 12–22 min · Pair investigation. Teacher gives each pair the data analysis worksheet and explains that the displays show results from a familiar Year 5 class survey. Students read the table and matching graph, answer questions about the most and least common results, compare two categories, and identify one pattern. They must underline or circle the data that supports each answer. Teacher checks that students are reading the scale accurately and prompts, “Kei hea te taunakitanga? Where is your evidence?”

4. 22–32 min · Compare and justify. Teacher pauses the class to discuss one question where a clear answer requires comparison rather than simply reading a value. Students compare their answers with another pair, explain their evidence, and revise an answer if necessary. Teacher records useful sentence frames on the board: “I know this because…”, “The difference is…”, and “A pattern I notice is…”. Students use the partner-discussion and evidence sentence-frame slides to give and listen to explanations.

5. 32–40 min · Independent explanation. Teacher asks students to complete the final worksheet question independently: write a short statement answering the investigation question and support it with at least two pieces of data. Students may refer to the table or graph but must use their own words. Early finishers write one further question that could be investigated with the same data.

6. 40–45 min · Whakakapi — Exit ticket. Teacher displays the exit-ticket prompt in the plenary and exit-ticket slide: “Which result is most common? What is the difference between the most common and least common results? How do you know?” Students answer on the back of the worksheet, naming the values used. Invite two students to share different ways of explaining the same conclusion.

Resources

• the data analysis teaching deck
• the data analysis worksheet
• Projector or interactive whiteboard
• Pencils, rulers, and coloured pencils
• Board or chart paper
• Calculators, if needed for selected learners

Assessment

• During modelling, ask students to identify the graph title, categories, scale, and value before accepting an interpretation.
• Confer with pairs during the investigation, checking that answers are supported by exact data rather than visual guesses.
• Use the independent explanation and exit ticket to assess whether students can compare results, find a difference, identify a pattern, and justify a conclusion.

Differentiation

• Provide a version of the worksheet with a clearly marked scale, highlighted categories, and sentence starters for students needing support.
• Allow students to explain an answer orally before recording it; pair learners strategically and provide a bilingual word bank including raraunga, tūtohi, ripanga, tino auau, iti rawa, and rerekētanga.
• For EAL learners and students with literacy needs, read instructions aloud, use gestures and visual examples, and accept labelled annotations alongside written explanations.
• Extend confident students by asking them to explain whether the graph or table communicates the data more clearly and to justify their view with reference to the display.