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Level Two

The Ministry is migrating nzmaths content to Tāhurangi.           
Relevant and up-to-date teaching resources are being moved to Tāhūrangi (tahurangi.education.govt.nz). 
When all identified resources have been successfully moved, this website will close. We expect this to be in June 2024. 
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For more information visit https://tahurangi.education.govt.nz/updates-to-nzmaths

S2-3: Investigate simple situations that involve elements of chance, recognising equal and different likelihoods and acknowledging uncertainty.

This means students will recognise that probability is about the chance of outcomes occurring. Through activities that involve them personally, students at Level Two are expected to consider the possible outcomes of events in predicting what might occur. Through carrying out experiments, for example playing a game of chance, and making simple models of all the outcomes, for example lists or tables, students should recognise when outcomes appear to be equally likely, for example getting an even number when tossing a dice.

S2-2: Compare statements with the features of simple data displays from statistical investigations or probability activities undertaken by others.

This means students will critically consider comments made by others, usually their classmates, by referring to the features of displays on which the person is making claims. These displays will be showing either category data (pictographs, bar, strip, and pie graphs) or whole number data (dot plots or stem and leaf graphs). Students should also consider whether the chosen display/s best shows patterns in the data, for example strip and pie graphs show proportions well, pictographs and bar graphs show differences well.

 

S2-1: Conduct investigations using the statistical enquiry cycle: posing and answering questions; gathering, sorting, and displaying category and whole-number data; communicating findings based on the data.

This means students will use the statistical enquiry cycle in their investigations. The cycle has five phases that relate to each other. Some enquiries follow these phases in sequence but often new considerations mean that a statistician must go back to previous phases and rethink. The phases are: