Whakaaturia ngā Raraunga

Overview

Lesson 3 of 5 in He Kōrero Raraunga. Ākonga build on earlier learning about collecting and sorting data by organising a class data set in a frequency table and representing it with a bar graph or pictograph. They decide which display communicates the findings most clearly, using an accurate title, labels and scale.

Learning intentions

• WALT organise data in a frequency table.
• WALT construct a bar graph or pictograph that represents data accurately.
• WALT choose a suitable data display and explain why it is effective.
• WALT communicate findings using clear mathematical language.

Success criteria

• I can count and record frequencies accurately in a table.
• I can make a graph with a relevant title, labelled axes or categories, and an appropriate scale or key.
• I can check that my graph matches the data.
• I can explain which display is clearest and describe one finding.

Curriculum links

• Te Tūhuratanga Tauanga: describing features of different data displays.
• Te Tūhuratanga Tauanga: identifying patterns and trends within a data set.
• Te Tūhuratanga Tauanga: reviewing the choice of measures and communicating conclusions from an investigation.
• Te Tūponotanga: recognising that data displays communicate variation in outcomes.

Lesson structure (45 minutes)

1. 0–5 min · Hook and connect. Teacher opens the hook and lesson focus and shows the same data in a confusing display and a clear display, asking, “Which one helps us understand the information fastest, and why?” Students think-pair-share and identify features that make a display useful.

2. 5–12 min · Model organising data. Teacher displays a small class data set, such as favourite fruit, and models tallying each category, checking the total, and transferring frequencies to a table. Emphasise that categories must be clearly named and that the frequency total must equal the number of responses. Students help complete the table and explain how they checked it.

3. 12–18 min · Model two displays. Using the modelling slides, teacher turns the table into a bar graph and a pictograph. Model a suitable title, category labels, a vertical scale beginning at zero, equal spacing, and a key when one picture represents more than one response. Students identify errors in a deliberately incomplete graph and suggest corrections.

4. 18–32 min · Pair investigation. Teacher distributes the data display investigation sheet and assigns pairs one of two prepared data sets, such as preferred playground activity or ways students travel to school. Students tally and record the data, then choose either a bar graph or pictograph. They include a title, labels, an accurate scale or key, and a statement about one pattern or finding. Teacher conferences with pairs, checking totals and asking, “Why is this display suitable for your data?”

5. 32–39 min · Gallery check. Teacher asks pairs to place their displays where others can view them and uses the peer-check prompts to guide feedback. Students visit two displays, compare each with its frequency table, and leave one specific comment: “The display is clear because…” or “Check your…”

6. 39–45 min · Share and exit ticket. Teacher facilitates a brief discussion about when a bar graph or pictograph is most useful, then displays the exit prompt in the plenary and exit-ticket slide. Students independently complete: “The clearest display I saw was…, because…” and “One pattern in our data was…”. Collect the worksheet and exit ticket.

Resources

• the complete data display slide deck
• the data display investigation sheet
• Prepared data sets for pairs
• Graph paper or blank graphing spaces
• Pencils, rulers and coloured pencils
• Whiteboard and markers
• Sticky notes for gallery feedback
• Optional digital graphing tool or document camera

Assessment

• During modelling, ask students to explain how a frequency total verifies the table and to identify missing titles, labels, scales or keys.
• During pair work, check accurate tallying, matching totals, appropriate display choice, and correct representation of each frequency.
• Use the exit ticket to assess whether students can justify a display choice and describe a pattern or trend.

Differentiation

• Support learners with a partially completed frequency table, category cards, a graph template, a scale marked in advance, and sentence starters such as “The most common category is…” and “A bar graph is suitable because…”.
• Provide counters or linking cubes so students can physically build each frequency before drawing.
• For EAL learners, use visual examples and bilingual or illustrated prompts for taitara (title), tapanga (labels), auau (frequency) and tauine (scale); allow oral explanation before writing.
• Extend confident learners by asking them to redesign their display using the other format and compare which communicates the data more effectively, including a comment about variation.