The materials were developed in conjunction with and trialled by Auckland Girls’ Grammar School, Lynfield College, and Northcote College mathematics and statistics departments.����

The summary investigation lessons are based on students undertaking a statistical enquiry to find out about the class or year level.�� Lessons 1, 2, 5, 6, 9, 10, 11 broadly follow a statistical enquiry using the PPDAC cycle; this is noted in each lesson.�� Lessons 3, 4, 7, and 8 are concept development lessons, timed to allow for data collection and data entry across a year level cohort for the statistical enquiry.

This teaching sequence covers these draft progress statements and will be updated once the curriculum is published:��

1. 1. investigate multivariate data situations for observational studies by
      
      1. exploring areas of interest (Lesson 1)
      2. posing summary investigative questions (Lesson 7, 9)
      3. make conjectures or assertions about expected findings (Lesson 4, 7, 9)
   2. plan how to collect or source data to answer investigative questions, including��
      
      1. identifying the variables needed to answer the investigative question�� (Lesson 2)
      2. planning how to make valid and reliable measures for the variables (when collecting) or finding out how they were collected (when sourcing) (Lesson 2, 7)
      3. identifying the group of interest or who the data was collected from (Lesson 2, 7, 9)
      4. using a set of interrogative questions that check the different ethical practices that should be considered through the entire statistical enquiry cycle, including checking data collection and survey questions before testing with peers (Lesson 2)
   3. collect or source data including (Lesson 6)
      1. making decisions about the validity of data and making simple edits (cleaning data) if appropriate (Lesson 5)
      2. creating a data dictionary (collected data) or finding the metadata (sourced data) (Lesson 2, 5, 7)
   4. create, describe and reason from data visualisations to support answering the investigative question, including
      1. using multiple visualisations to provide global and local views of the data (Lesson 3, 4, 6, 7, 9, 10)
      2. identifying relevant features in distributions (Lesson 3, 4, 6, 7, 8, 9, 10)
      3. interweaving the context in the description of the distribution
   5. communicate findings, using evidence from analysis, provide possible explanations for findings, reflect on�� conjectures or assertions, and evaluate the approach for the different phases of the statistical enquiry (Lesson 11)
   6. examine the data-collection methods and findings of others’ statistical investigations to see if their claims are reasonable, and critically consider data visualisations to see if they support or misrepresent the data (Lesson 12)

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Data cards are a way of storing data about a person, object or non-physical entity. When using data cards each individual data card represents one person, object or non-physical entity. Data information for each person, object or non-physical entity is recorded in the same way to make future analysis more straightforward. Information from data cards can also be recorded into a spreadsheet for analysis to be made using statistical software.

Data cards can provide secondary data, as many of the examples given here show.�� They can also be used for collecting data, CensusAtSchool data collection information usually has a data card for students to record their measurements on. The data card shown here is from the 2025-2026 CensusAtSchool questionnaire primary teachers guide page 5.

Year 1-3 Data Cards

Three sets of data cards with 7 or 8 variables. The 25 “students/children” are from the CensusAtSchool 2023 database. They are a random selection of year 3-6 students/children from across Aotearoa New Zealand, and the same students/children are used in the three sets of data cards.

Teaching and learning activities associated with the year 1-3 data cards are .

Year 4-6 data cards

The year have 14 variables. The 74 “students/children” are from the CensusAtSchool 2025-2026 database. They are a random selection of year 4-6 students/children from across Aotearoa New Zealand.

Variables included:

• Height
• Gender �� �� �� �� �� �� �� �� �� �� ��
• Hair colour�� �� �� �� �� �� �� �� ��
• Eye colour
• Languages spoken
• Favourite colour��
• Year level
• Plays a musical instrument
• Has pets
• Has broken a bone
• Travel method to school
• Time taken to get to school
• Left foot length
• Right foot length

Teaching and learning activities associated with the year 4-6 data cards are .

Year 7-8 data cards – to come

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In this activity, students explore what their peers like to do at lunch time. They are involved in all stages of the statistical enquiry cycle, from posing the investigative question, through planning for and collecting data, to analysis and answering the investigative question.��

This activity explores the following key ideas:

• Explore summary (and comparison) situations��
• Plan how to collect primary data
• Create and describe data visualisations for summary (and comparison) investigations, for example using a frequency table, bar graph, dot plot
• Answering investigative questions

Resources

• Teaching Notes

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In this activity students will investigate the ways they get to school and the time it takes to get there. They are involved in all stages of the statistical enquiry cycle, from posing the investigative question, through planning for and collecting data, to analysis and answering the investigative question.��

This activity explores the following key ideas:

• Explore summary and comparison situations with discrete numerical data
• Plan how to collect primary data
• Create and describe data visualisations for summary and comparison investigations, for example frequency table, bar graph

Resources

• Teaching Notes

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By following the PPDAC cycle ākonga will have an opportunity to look at the actions taken on a daily basis, collecting data to support their ideas and impact in a positive way at school.

This activity explores the following key ideas:

• pose summary investigative questions about everyday situations
• anticipate what the data might show
• identify who and what the data measures
• discuss how the data-gathering process might affect other people
• collect, record, and sort data��
• create and describe data visualisations
• choose statements that best answer the investigative question, reflect on findings, and compare them with anticipated outcomes

Resources

• Y3 Leave your lunchbox litter teaching notes

• ��

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These lessons explore one way for ākonga to explore practical ways to answer an investigative question and begin to understand how the PPDAC cycle works.�� They will see the link between Citizen Science data collection and how this can be used to make generalisations that give us information about our world to help us make decisions.

This activity explores the following key ideas:

• pose summary investigative questions about everyday situations
• anticipate what the data might show
• identify who and what the data measures
• discuss how the data-gathering process might affect other people
• collect, record, and sort data��
• create and describe data visualisations
• choose statements that best answer the investigative question, reflect on findings, and compare them with anticipated outcomes

Resources

• Y3 Survey your environment teaching notes

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Two statistical enquiry cycles aimed at Year 3 ākonga. Ākonga explore classroom preferences around pineapple on pizza. Ākonga then explore secondary data using the 2023 CensusAtSchool Year 1-3 data cards.

This activity explores the following key ideas:��

• pose summary investigative questions about everyday situations, using categorical data��
• anticipate which outcomes might be more frequent than others
• use survey questions to collect data from others��
• discuss how the data-gathering process might affect other people��
• collect, record, and sort data or use secondary data sources��
• create data visualisations, eg picture graphs, dot plots, and bar graphs using provided grids��
• describe data visualisations for categorical data��
• answer an investigative question by choosing statements from findings��

Resources

• Year 3 Pineapple on Pizza teaching notes

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A teaching plan covering�� statistics and probability learning outcomes

Activity 1: Introduction to data science, statistics & Dollar Street

Lesson 1: Introduction to data science and statistics

• Introduction to data science and statistics
• Finding out about Dollar Street, New Zealand Census, and CensusAtSchool websites

Lesson 2: Introducing the Dollar Street website to the class

• Introduction to Dollar Street
• Finding out about the $ values
• Finding out what variables Dollar Street collects
• Learning about attributing photographs from the internet

Activity 2: Dollar Street Investigation

Lesson 1 – Identifying our investigative focus

• Make a connection to the Social Studies big idea of people seeing the world differently depending on their values, traditions, and experiences. Diversity: looking between and within cultures.
• Students are introduced to the PPDAC statistical enquiry cycle for data investigations.
• Students decide on an investigative purpose to gather data from Dollar Street – what will they detect?
• Students make a conjecture about what they expect to find.

Lesson 2 – Planning to collect data from Dollar Street

• Students identify the variables that they want to collect for their investigative focus.
• This will include defining the variables and possible outcomes to consider.
• Students develop data collection questions.
• Students test out their data collection ideas to see that they will work. They update data collection tools.
• Students design a way to record the data they will collect.

Lesson 3 – Collecting data from Dollar Street

• Students are collecting data from photographs on Dollar Street.
• Students are recording data in an electronic spreadsheet..��
• Students are checking data for errors.

Lesson 4 – Analysing our data from Dollar Street

• Students import their data into CODAP and create data visualisations for their data.
• Students make summary statements about the data, connecting it to the group that was investigated.

Lesson 5 – Communicating findings about Dollar Street

• Students are learning to choose the best descriptive statements to answer the investigative question.
• Students prepare their own evidence of undertaking a statistical enquiry to share with others.
• Students can reflect on their findings relative to initial conjectures they have made.��

Activity 3: Using CODAP

• Students learn how to use CODAP
• Exploring datasets using CODAP
• Saving and sharing CODAP documents

Activity 4: Probability activities

• pose investigative questions for a chance-based situation with equally likely outcomes, listing all possible outcomes for the situation
• plan, conduct, and record data for a probability experiment
• create and describe data visualisations for the distribution of observed outcomes from a probability experiment, using them to answer the investigative question
• compare my findings with those of others when undertaking probability experiments
• agree or disagree with others’ conclusions about chance-based investigations, with justification

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This lesson uses the PPDAC cycle to explore an investigative question that will appeal to Year 1 ākonga. Kaiako can take the lesson further by following the ideas provided to make this lesson into a series of lessons.

This activity explores the following key ideas:��

• People and the environment are not data, but data can tell us things about people, their lives, and their environment.��
• At this age, each step in the cycle will need to be led and supported by the teacher.��
• Data visualisations are representations of all available values of one or more variables that reveal relationships or tell a story.

Resources

• Y1 Cats or Dogs? Teaching notes
• ��
• – free app; needs to be loaded onto an iPad or tablet
• CensusAtSchool data

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