## Numeracy Unit Overview for Taumata 6 (Year 7 & 8) This four-lesson numeracy unit integrates statistics, fractions, and percentages with Taonga Māori themes. It aligns closely with the New Zealand Curriculum Refresh (Te Mātaiaho) for Year 7 & 8 students, fostering mathematical understanding through culturally relevant contexts. The unit emphasises using data to explore Taonga Māori topics around distribution, comparison, and representation of fractions and percentages. --- ## Curriculum Alignment Summary ### Maths & Statistics Learning Areas (Years 7 & 8) **Number and Algebra:** - Identify, read, write, compare and order fractions, decimals, and percentages. - Use equivalent fractions to compare and order fractions. - Multiply fractions and decimals by whole numbers. - Find percentages of whole numbers and solve related problems. **Statistics:** - Collect, display, and interpret data. - Use graphs, tables, and visual presentations to communicate findings. - Understand distribution, comparison, and proportion in data. **Mathematical Processes and Competencies:** - Problem solving with contextual data. - Reasoning about relationships and proportion. - Using mathematical language connecting to context (Taonga Māori). - Using technology for data representation. **Key Competencies:** - Thinking - Using language, symbols and texts - Relating to others (incorporating Māori perspectives) - Participating and contributing All content is based on the refreshed curriculum documents (notably Te Mātaiaho Maths 0-8 and NZC Maths Phase 3) . --- # Four-Lesson Unit Plan Summary | Lesson | Focus | Time | Main Learning Objective | Key Activities | Assessment Ideas | |--------|--------------------------------|-------|---------------------------------------------------------------------|--------------------------------------------------------------|--------------------------------------------------------| | 1 | Collecting & Displaying Data | 60min | Students will collect numerical data related to Taonga Māori and display it with tables and bar graphs. | - Intro Taonga Māori taonga and data concepts.
- Whole-class brainstorm: types of Taonga (e.g., pounamu, tukutuku, korowai) and collect sample data.
- Create frequency tables and bar graphs collaboratively. | Formative: Check tables and graphs for accuracy and appropriate scaling.
Observation of use of mathematical vocabulary. | | 2 | Fractions of Taonga Data | 60min | Students will identify and represent fractions describing Taonga data sets, and find equivalent fractions. | - Recap fractions and equivalence.
- Use the data from Lesson 1 (e.g., proportion of different Taonga types) to calculate fractions of total.
- Paper folding or fraction wall activity using Taonga images.
- Explain equivalency and simplification grounded in Taonga contexts. | Peer assessment on fraction representations.
Student explanation of fraction concepts with Taonga examples. | | 3 | Percentages & Comparisons | 60min | Students will convert fractions and decimals to percentages in context of Taonga data and compare proportions. | - Model converting fractions to decimals and percentages using bar models.
- Students calculate percentage representation for Taonga categories.
- Class discussion on comparison of percentages (e.g., Which Taonga is most/least common?).
- Visualise results through pie chart construction. | Students create and present pie charts with percentage labels.
Checklist for correct conversion/equivalence. | | 4 | Statistical Reasoning & Reflection | 60min | Students use data on Taonga Māori to reason about distribution, differences, and trends, evaluating findings. | - Review previous lessons’ data and visualisations.
- Problem-solving scenarios, e.g., "If korowai increase by 20%, how does this affect proportional distribution?"
- Use bar models & calculations to find percentage increase/decrease and interpret results.
- Group reflection on what these statistics reveal about Taonga richness and cultural value. | Summative: Written response answering investigative question linking maths and Māori context.
Use rubric assessing mathematical reasoning and cultural understanding. | --- # Detailed Lesson Plan: Lesson 1 Sample ## Lesson 1: Exploring Data and Representing it Visually **Duration:** 60 minutes **Class size:** 25 students **Learning Objective:** *Students will collect and organise data about Taonga Māori, developing frequency tables and bar graphs to represent the distribution of Taonga types.* (ref: Te Mātaiaho - Statistics Year 7-8 and Number - fractions/decimals) ### Success Criteria - Identify categories of Taonga Māori and count their occurrences. - Create and label frequency tables correctly. - Construct bar graphs with scaled axes and labels. - Use correct vocabulary: frequency, category, bar graph, axis, scale. ### Materials - Printed pictures or cards of various Taonga Māori (pounamu, tukutuku panels, korowai, carvings). - Chart paper or digital equivalent. - Graph paper or software for bar graphs. - Markers, rulers. ### Lesson Steps **1. Introduction and Cultural Context (10 mins)** - Begin with a brief discussion about Taonga Māori and their significance. Ask students to name or describe examples. - Explain the importance of understanding distribution and data about these treasures to appreciate cultural significance. **2. Data Collection Activity (15 mins)** - Present a mixed set of Taonga Māori images/cards. - Students in pairs tally the frequency of each type of Taonga they see or have in the classroom sets. - Collate data as a class, creating a collective frequency table on a whiteboard or chart paper. **3. Creating Bar Graphs (25 mins)** - Demonstrate how to take the table and turn it into a bar graph using graph paper or a digital tool. - Emphasise correct labelling of axes: categories on the horizontal and frequency on the vertical. - Students create their own bar graphs from the frequency table. - Walk around supporting estimation and correct scale selection. **4. Discussion and Summary (10 mins)** - Discuss what can be learnt from the bar graph about the distribution of Taonga types. - Highlight vocabulary used: frequency, categories, distribution, scale. - Students share one interesting insight they found from the graph. ### Assessment & Feedback - Observe and note students’ accuracy in constructing tables and graphs. - Quick exit slip: Students write down what data their graph shows about Taonga distribution. - Use of vocabulary in explanation. --- # Creative Extensions & Tips for Teachers - Link to reo Māori by encouraging Māori terms for fractions and percentages. - Use local iwi data if available, such as taonga counts or types from local museums or iwi collections. - Incorporate digital tools like spreadsheets or graphing apps for data visualisation to support 21st-century skills (digital fluency). - Use storytelling to embed maths in Māori narratives of the taonga. --- This unit encourages a balance of cultural relevance, mathematical rigour, and practical data handling skills whilst following the refreshed NZ Curriculum guidance for Year 7 & 8 numeracy, espousing the vision of Te Mātaiaho for responsive and meaningful mathematics education . If you want, I can provide the complete lesson plan details for all four lessons with timings and slides/worksheets suggestions.

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