This lesson explores the concept of probability within a well loved picture book. Ākonga will have opportunities to use the language of chance, possible, impossible, will happen, won’t happen or might not happen.

This activity explores the following key ideas:��

• Engage with a story�� that involves chance-based situations and:

– decide if something will happen, won’t happen, or might happen

– identify possible and impossible outcomes (e.g., what might happen next).

Resources

• Y1 Who probably sank the boat teaching notes
• A copy of the book ‘Who Sank the Boat’ by Pamela Allen or a screen to watch this of the book being read aloud
• Large vocabulary cards with the words chance, possible, impossible,�� will happen, won’t happen, might not happen.
• Plastic containers, plastic lids or paper to make a paper boat
• of how to make a paper boat
• Various small items to represent different ‘animals’ to place into the boat
• A tuff tray filled with water, water play trough or the school swimming pool

The post P Y1 Who probably sank the boat? appeared first on ��Ӱֱ��.

Document with all three year plans

The post A Year of Probability at School (Years 1-3) appeared first on ��Ӱֱ��.

Ākonga will take turns playing this chance-based traditional Māori game, incorporating key vocabulary while anticipating outcomes. They need to play the game several times before undertaking statistical thinking. This game has potential for inclusion in everyday class interactions to build fitness, whakawhanaungatanga and to strengthen mental dexterity.��

This activity explores the following key ideas:��

• Engage in chance-based investigations about games and everyday situations to:
  – anticipate and then identify possible outcomes
  – collect and record data
  – create visualisations for frequencies of outcomes (e.g., lists, picture, graphs)
  – describe what these data visualisations show
  – answer chance-based investigative questions
  –�� notice variations in outcomes��

Resources

• Y3 Whano whano teaching notes
• How to play Whano whano
• If you wish to play an alternative version you can begin with two movement options only and then build up to selecting from the four moves once confident with the way to play the game.�� The full game is needed for this probability lesson.
• This Scratch Garden Mini Maths Movie shows how to record using a tally chart
• Large paper and vivids for making a class table
• Paper or something for ākonga to record their results in��
• Optional – counters to represent the different possible outcomes

The post P Y3 Whano whano appeared first on ��Ӱֱ��.

There are many forms of random name generators utilised in classrooms across the curriculum. This provides many opportunities to make use of this lesson. It is a lesson that can be as small or as large as you would like to make it. We suggest that you teach this lesson as one larger lesson early in the year, it can then be used as an ongoing classroom activity to reinforce language and key vocabulary.

This activity explores the following key ideas:

• Engage in chance-based investigations about games and everyday situations to:
  – identify possible outcomes
  – collect and record data
  – create visualisations for frequencies of outcomes (e.g., lists, picture, graphs)
  – describe what these data visualisations show
  – answer chance-based investigative questions
  –�� notice variations in outcomes��

Resources

• Y3 Random name generator teaching notes
• Two cups, one labelled ‘coming up soon’, one labelled ‘have had a go’.
• Iceblock sticks labelled with names, one for each ākonga.��
• Other cups for group work, two for each group.
• A class list of names, one for each group.
• Material Master, one copy for each group.

The post P Y3 Random name generator appeared first on ��Ӱֱ��.

This chance-based investigation explores possible combinations through an animal drawing activity. Students will draw different animal heads, bodies, and tails/legs, then experiment with various combinations to create new animals, discovering all possibilities. This activity offers the opportunity to create patterns when exploring possible outcomes and numerous opportunities for extension��

This activity explores the following key ideas:

• Engage in chance-based investigations about games and everyday situations to:
  – identify possible outcomes
  – collect and record data
  – create visualisations for frequencies of outcomes (e.g., lists, picture, graphs)
  – describe what these data visualisations show
  – answer chance-based investigative questions
  –�� notice variations in outcomes��

Resources

• Y3 Crazy animals teaching notes
• One sheet per ākonga of A4 paper folded into thirds, so that there is a top, a mid section and a lower section.
• Felt pens, scissors

The post P Y3 Crazy Animals appeared first on ��Ӱֱ��.

Ākonga will explore a chance-based investigation that emphasises the role of data organisation and clarifies ākonga understandings of key vocabulary. This lesson is for Year 2 ākonga.

This activity explores the following key ideas:��

• Engage in chance-based investigations about games and everyday situations to:
  – identify possible outcomes
  – collect and record data
  – create visualisations for frequencies of outcomes (e.g., lists, picture, graphs)
  – describe what these data visualisations show
  – answer chance-based investigative questions
  – notice variations in outcomes��

Resources

• Y2 Gumball Machine teaching notes
• A ‘gumball machine’. This may be homemade (see ),�� a glass jar such as a jam jar with (30 yellow, 19 blue and 1 red) beads/pom pom balls or similar inside.�� Ākonga must be able to see through the sides of the container.
• A jar for each group of ākonga.
• Beads, pompoms, or counters for each group. You may also like to use a (gumballs).��

The post P Y2 Gumball Machine appeared first on ��Ӱֱ��.

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

The post Data cards for CensusAtSchool 2025-2026 appeared first on ��Ӱֱ��.

Ākonga will take turns playing a chance-based game that incorporates key vocabulary while anticipating outcomes. This game based lesson is for Year 2 ākonga, and intended to follow on from the Year One lesson ‘Lucky Dip’, or played as a warm-up before the ‘Human Slot Machine’ investigation in Year 3. Additionally, it can be used as an ongoing classroom activity to reinforce language and key vocabulary.

This activity explores the following key ideas:��

• Engage in chance-based investigations about games and everyday situations to:
  – identify possible outcomes
  – collect and record data
  – create visualisations for frequencies of outcomes (e.g., lists, picture, graphs)
  – describe what these data visualisations show
  – answer chance-based investigative questions
  –�� notice variations in outcomes��

Resources

• Y2 Tricky Trickster teaching notes
• Two chairs, placed one in front of the other
• Two matching large tubs or buckets
• Two lots of two different items that fit into the tub together
• Two extra singular items that fit into the tub

Suggestions for items: A rubber chicken, squeaky pig dog toy, a large mixing spoon, a soft toy, a tennis ball, a sock

The post P Y2 Tricky Trickster appeared first on ��Ӱֱ��.

Ākonga will take turns playing this chance-based game that incorporates key vocabulary while anticipating outcomes. They need to play the game several times before undertaking statistical thinking.

This activity explores the following key ideas:��

• Engage in chance-based investigations about games and everyday situations to:
  – identify possible outcomes
  – collect and record data
  – create visualisations for frequencies of outcomes (e.g., lists, picture, graphs)
  – describe what these data visualisations show
  – answer chance-based investigative questions
  – notice variations in outcomes��

Resources

• Y2 Rock, paper, scissors teaching notes
• How to play Rock, paper, scissors to show your class
• If you wish to play the alternative version ‘toka, pepa, kuti’ using whole body movements of hands up for ‘pepa’, hands on hips for toka and hands out in front of you for kuti then you need to make sure the class is familiar with this version of the game.

The post P Y2 Rock, paper, scissors appeared first on ��Ӱֱ��.