This activity is based on “” from the (Inquiry Maths Pedagogy in Action) website.

This activity explores the following key ideas:

• engage in chance-based investigations, including those with not equally likely outcomes, by:
  • posing an investigative question��
  • anticipating and then identifying possible outcomes for the investigative question
  • generating all possible ways to get each outcome (a theoretical approach), or undertaking a probability experiment and recording the occurrences of each outcome
  • creating data visualisations for possible outcomes
  • describing what these visualisations show
  • finding probabilities as fractions
  • answering the investigative question
  • reflecting on anticipated outcomes
• compare findings from the probability experiment and associated theoretical probabilities, if the theoretical model exists
• identify, explain, and check others’ statements about chance-based investigations, referring to evidence.

Resources

• Yr 6 Can you hack a bingo card teaching materials

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WHAT HAPPENS in Biased Bingo?

In this unit, students devise bingo cards which they believe will give them the best chance of winning a game of addition fact bingo.

Students will:

• Familiarise themselves with the game of bingo. (Discover)
• Use their understanding about addition facts to identify which numbers will not occur (according to the game’s rules). (Discover, Devise)
• Record the frequency with which the other numbers are expected to appear. (Devise)
• Construct a bingo card which they feel has the greatest likelihood of winning a game. (Develop)
• Test and reflect upon their decisions. (Defend)

Learning goals

• Conducting repeated probability experiments or games, identifying the outcomes, and describing differences between them using probability vocabulary.
• Exploring probability beyond coin tossing and dice rolling.
• Exploring a probability experiment where the theoretical probability of a certain outcome can be calculated.
• Make predictions based on data collected.
• Identify all possible outcomes of an event.
• Assign probabilities to simple events using fractions (1/2, 1/6, etc).

Resources

• (Maths inquiry unit of work)��
• Photocopy masters are within the ��
• A set of 30 standard 4×4 Bingo cards (rather than the suggested 5×5) can be found

Activity

Biased Bingo

This unit of work from the IMPACT team is structured according to the 4D Guided Inquiry process for mathematical inquiry. This unit, Biased Bingo, explores the idea of making a fair bingo card when the calling cards are basic addition facts.����

This work might take more than two sessions, a suggested split is:

Session 1: Discover and devise

Session 2: Develop and defend

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A set of 26 data cards and for the All Whites FIFA World Cup 2026.

The data was sourced from , , , and . There is space for students to add or draw an image for each player.��

See information about using data cards for ideas on what to do with the data cards.

This activity explores the following key ideas:

• Using existing data to undertake a statistical enquiry

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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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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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This activity explores the following key ideas:

• Engage in chance-based investigations with equally likely outcomes by:
  – posing an investigative question
  – anticipate and then identify possible outcomes for the investigative question
  – generating all possible ways to get each outcome (a theoretical approach), or undertaking a probability experiment and recording the occurrences of each outcome
  – creating data visualisations for possible outcomes
  – describe what these data visualisations show
  – finding probabilities as fractions
  – answering the investigative question
  – reflecting on anticipated outcomes��
• Agree or disagree with others’ conclusions about chance based investigations

Resources

• Y4 Great coin toss teaching notes
• Year 4 Probability
• Coins, enough for three coins for each group
• Large paper or whiteboard
• Whiteboard markers, pens
• Post it notes
• The Great Coin Toss Challenge�� MM1 – for listing outcomes for various numbers of coins
• The Great Coin Toss Challenge MM2 – table to record outcomes from a probability experiment for tossing two coins
• The Great Coin Toss Challenge MM3 – bar graph blank to record results of the probability experiment
• Optional – Digital modelling tool with a bar graph generator such as Google Sheets or Microsoft Excel.

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This activity explores the following key ideas:

• Engage in chance-based investigations with equally likely outcomes by:
  – posing an investigative question
  – anticipate and then identify possible outcomes for the investigative question
  – generating all possible ways to get each outcome (a theoretical approach), or undertaking a probability experiment and recording the occurrences of each outcome
  – creating data visualisations for possible outcomes
  – describe what these data visualisations show
  – answering the investigative question
  – reflecting on anticipated outcomes��
• Agree or disagree with others’ conclusions about chance based investigations

Resources

• Y4 Lucky seven teaching notes
• Year 4 Probability
• Lucky Seven – Lesson 1 probability experiment – table to record results of probability experiment
• Paper, markers or something for each group to draw and record with
• Lucky Seven – sums of dice graph grids
• Lucky Seven chart – red & blue dice or Lucky Seven chart – colour according to your dice
• Lucky Seven – dice squares
• Optional virtual
• Optional
• Optional

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�� ��

Ākonga will explore the relationship between theoretical outcomes and experimental outcomes within the context of a multiplication game. This two part lesson is for Year 4 ākonga.����

This activity explores the following key ideas:

• Engage in chance-based investigations with equally likely outcomes by:
  – posing an investigative question
  – anticipate and then identify possible outcomes for the investigative question
  – generating all possible ways to get each outcome (a theoretical approach), or undertaking a probability experiment and recording the occurrences of each outcome
  – creating data visualisations for possible outcomes
  – describe what these data visualisations show
  – finding probabilities as fractions
  – answering the investigative question
  – reflecting on anticipated outcomes��
• Agree or disagree with others’ conclusions about chance based investigations

Resources

• Y4 Last one standing teaching notes
• Year 4 Probability
• Last One Standing gameboards��enough for your class to play in 2’s or 4’s.
• Paper clips to use as spinners, two for each gameboard
• Coloured counters
• Post It notes
• Last One Standing MM1 | Listing all possible outcomes chart
• Last One Standing MM2 |�� Frequency table
• Last One Standing MM3 | Theoretical probability table
• Last One Standing MM4 | Experimental probability table
• Optional – Digital spinner tool such as

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