In this workshop participants get to engage in the PPDAC cycle as they explore teaching the statistics strand of the NZC. The workshop uses the data cards based on the 2025/2026 91���� questionnaire. Links to previous data cards based on the 2023/2024 questionnaire are also given.

If planning to use the workshop in the future, it could be adapted to suit the current 91���� data cards.�� Check under the 91���� tab and find the 91���� Cards link.����

This activity explores the following key ideas:��

• Working with secondary data
• Interrogating the dataset
• Making data visualisations to answer the investigative question
• Describing data visualisations
• Answering the investigative question

Resources

Workshop materials

• 91���� detective poster
• 91���� cards: Years 1-3: Set A Set B Set C
• 91���� cards:
• CODAP
  • CODAP document
  • CODAP document

Teaching and learning activities on 91���� using the data cards

• 2025/2026 91���� card page
• 2023/2024 91���� card page

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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

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Note: This information is being updated.

Years 1–10

Years 11–13 (Current 2007 version; curriculum being updated)

• : , , , , , , , , , ,
• For Year 13 students intending to study Statistics at the tertiary level: the Department of Statistics at the University of Auckland strongly recommends AS3.9 (Investigate Bivariate Measurement 91����), AS3.10 (Use Statistical Methods to make a Formal Inference), and AS3.13 (Apply Probability Concepts in Solving Problems)
• NZSA Statements and Resources

Historical Record

• 2007 NZ Statistics Curriculum
  • Key Ideas: Statistical Literacy, Statistical Investigations,��Probability

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Document with all three year plans

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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

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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.

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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

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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).��

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