Walking to School Data

Overview

Students investigate how Year 4 students travel to school, interpret a scaled bar graph, and present evidence-based statements. They build on prior learning about collecting and representing data, while connecting graph findings to fractions of a class and checking whether conclusions are reasonable.

Learning intentions

• WALT interpret and present data using a scaled bar graph.
• WALT use the scale to compare quantities and describe differences.
• WALT represent part of a class as a fraction.
• WALT check whether statements about data are supported by the graph.

Success criteria

• I can read the title, categories and scale of a bar graph.
• I can use the scale to find how many students chose each option.
• I can compare categories using evidence from the graph.
• I can describe a group as a fraction of the whole class.

Curriculum links

• Mathematics and Statistics — Mathsteasers: higher-order thinking questions that deepen mathematical understanding.
• Mathematics and Statistics — interpreting and communicating data visualisations, including checking and improving statements made about data.
• Mathematics and Statistics — connecting data representations with relevant mathematical ideas, including fractions.
• Te Mātaiaho Mathematics and Statistics: learners use mathematical reasoning, communicate findings, and make sense of information in familiar contexts.

Lesson structure (45 minutes)

1. 0–5 min · Hook and prediction. Display the question, “How many students in Year 4 walked to school?” using the opening question and prediction slide. Ask students to silently predict the most common travel method and explain their thinking to a partner. Record several predictions without confirming them.

2. 5–12 min · Read a scaled graph. Use the graph-reading teaching slides to introduce the terms data, bar graph and scale. Model how to read the title, categories and vertical scale, drawing attention to a scale that increases by two rather than one. Students identify the number represented by each bar and explain how they know.

3. 12–18 min · Fractions and comparison. Present the class total and model how a category can be described as a fraction of the whole, for example, “4 out of 20 students walked, so the fraction is 4/20.” Discuss how fractions may be simplified when appropriate, but focus on matching the numerator to the category and the denominator to the total. Students answer quick oral questions: Which method has the greatest number? Which has the least? How many more students chose one method than another?

4. 18–32 min · Guided investigation. Distribute the scaled bar graph investigation worksheet. Students use the provided Year 4 travel data to complete or interpret the graph, answer comparison questions, write fractions for selected categories, and complete the sentence starter: “_____ more students chose _____ than _____.” Circulate and ask, “What does one interval on the scale represent?” and “Which part of the graph proves your answer?” Support students to work with a partner before recording independently.

5. 32–40 min · Check and improve statements. Show the statements on the discussion and reasoning slides, including one accurate statement and one statement that does not match the graph. In pairs, students agree or disagree, identify the evidence, and improve the incorrect statement. Invite pairs to share using precise language, such as, “I disagree because the bar for ___ reaches ___.” Compare the findings with the initial predictions and discuss whether the results were expected.

6. 40–45 min · Plenary and assessment. Students complete the final questions on the reflection and exit section: write one accurate statement about the data, give one category as a fraction of the total, and explain whether the initial prediction was supported. Review two responses aloud and reinforce that a graph statement must be checked against the scale and data.

Resources

• the complete graph investigation slide deck
• the scaled bar graph investigation worksheet
• Maths No Problem! Textbook 4B, pages 130–133
• Maths No Problem! Workbook 4B, pages 97–100
• Whiteboard and markers
• Pencils, rulers and coloured pencils
• Optional counters for representing category totals

Assessment

• Listen during prediction and partner discussion for correct use of data, bar graph and scale.
• Check students’ graph readings, comparisons, fractions and use of the sentence starter during the investigation.
• Use the reflection section to identify whether students can justify a statement with evidence and connect a category to the whole as a fraction.

Differentiation

• Support students with a partially completed graph, a highlighted scale, counters, and the sentence starters: “The graph shows ___,” “I know because ,” and “ out of ___ is the fraction ___.”
• Pair students strategically and rehearse answers orally before writing; provide additional time or scribing for students who need it.
• For EAL learners, display visuals for each travel method and explicitly model the words data, category, scale, more, fewer and total.
• Extend confident students by asking them to write two different correct statements, compare two categories using subtraction, and explain how changing the scale could make a graph easier or harder to read.