Studio checkpoint: rehearse the statistical story
Teams assemble the question, method, display, conclusion, and limitations into one audience-ready story. A rehearsal audience records where the evidence is clear, where context is missing, and which design choice distracts.
- Studio move: Presentation storyboard, rehearsal protocol, and change log
- Portfolio evidence: A revised poster or slide deck with traceable feedback decisions
🎯 Learning Intentions
- Design a poster or slide deck summarising the investigation
- Communicate key findings visually
- Present findings to an audience
Use the investigation brief and rubric to check that every PPDAC stage is visible in the final product.
🎥 Media Anchor (8 mins)
Video: Effective Presentations
- What should an audience understand in the first 30 seconds of your findings?
- How can you explain uncertainty clearly without weakening your message?
1. Layout Design (10 mins)
A good statistical poster flows logically:
- Title: Catchy question.
- Plan: Who did you ask? (Sample size)
- Data: Your best graph(s). Bigger is better!
- Conclusion: The answer and "So what?"
2. Task: Create Final Product (30 mins)
Students assemble their investigation into a final format:
- A3 Poster (hand-drawn or printed elements)
- Google Slides presentation
- Infographic (using Canva etc.)
Focus: Make the Data the hero. The graph should be the first thing people see.
3. Gallery Walk Rehearsal (10 mins)
Stick up posters (or open laptops). Walk around and leave 1 Post-It note on another student's work:
- "I like how you..."
- "Your graph clearly shows..."
📋 Teacher Planning Snapshot
Ngā Whāinga Ako — Learning Intentions
Ākonga report findings to a named audience, including the limits of what they found.
Ngā Paearu Angitū — Success Criteria
- ✅ I can present my findings so a specific audience can act on them.
- ✅ I can state the limitations of my investigation without being asked.
Differentiation & Inclusion
Scaffold support: An audience brief: who they are, what they currently believe, what would change their mind. Extension: present to an audience outside the class.
ELL / ESOL: Rehearse in pairs; presenting from notes or a recording is fine.
Inclusion: Any presentation mode counts — the findings and their limits are what is assessed, not delivery polish.
Mātauranga Māori lens: Reporting back to the people whose data it is, in a form they can use, is a kaitiakitanga obligation as much as a communication skill.
Prior knowledge: Students should have basic familiarity with data displays (bar graphs, dot plots). No prior statistical investigation experience required — the PPDAC inquiry cycle provides accessible scaffolding for first-time investigators.
Curriculum alignment
- Te Mātaiaho (2025) · Mathematics and Statistics · Phase 3 (Years 7–8) · Statistics (Knowledge): “- A graph that is missing parts (e.g. title, axis labels, axis scales) or has errors may have been made to be misleading or to hide information”
- NZC (2007) · Mathematics and Statistics · Level 4: “Plan and conduct investigations using the statistical enquiry cycle: – determining appropriate variables and data collection methods; – gathering, sorting, and displaying multivariate category, measurement, and time-series data to detect patterns, variations, relationships, and trends; – comparing distributions visually; – communicating findings, using appropriate displays.”
This lesson develops the Level 4 statistical-investigation objective through a real stage of the PPDAC cycle. See the unit curriculum companion for the exact source statement and lesson-to-evidence map.