Match ups


In this unit we make statements about data displays, decide if statements made by others match the data shown, and match appropriate statements to a data display. 

Achievement Objectives
S1-1: Conduct investigations using the statistical enquiry cycle: posing and answering questions; gathering, sorting and counting, and displaying category data; discussing the results.
S1-2: Interpret statements made by others from statistical investigations and probability activities.
Specific Learning Outcomes
  • Make a statement about a data display.
  • Decide if statement about a data display is true or false.
  • Match a statement to the appropriate graph.
Description of Mathematics

In this unit students make statements to describe information shown in the data display. At this level students will be commenting on the highest and lowest result shown on the graph, making comments on individual category results and comparing between two categories. Students will also evaluate statements about a graph to decide whether the statement is true or false. This involves interpreting the data and the statement. Given two similar data displays students will match statements to the appropriate display. Data displays in this unit will be pictographs or bar graphs. 

There is scope within this unit for teachers to include statistical investigations AOs if students collect data and prepare their own data displays.

Opportunities for Adaptation and Differentiation

The learning opportunities in this unit can be differentiated by providing or removing support to students and by varying the task requirements. Ways to support students include:

  • providing more examples of model statements
  • allowing less confident students to restate in their own words statements made by other rather than identifying new ones
  • restricting or extending the range of options for each display, for example, only including three colours.

The context for this unit can be adapted to suit the interests and experiences of your students. For example:

  • favourite sport
  • favourite waiata
  • favourite  

Getting Started:

  1. Cut out a uniform set of small squares of paper. Give the students a square of paper each and a selection of five coloured crayons. Ask them to colour the square in their favourite colour.  
  2. Work with the students to construct an uniform pictograph graph using the squares of paper.
  3. Ask the students to make a statement about the graph. Model a statement, for example “five people chose red as their favourite colour”.
  4. Prompt the students to make statements, by asking analysis questions such as:  
    What colour is the most popular? 
    What colour is the least popular?
    How many people like “X” colour?
    Do more people like green or blue?
  5. Write the students' statements beside the display. This might be on pieces of paper that are attached to the wall or similar.
  6. After each statement is recorded, ask the rest of the students to think about if they agree or disagree with it and why. Choose one agree and one disagree to report back and discuss. For example, "I agree that blue is the most popular colour because blue has the most squares".
  7. Collect information from students about the types of pets they have at home. Show the students the information as a bar graph. Or use the graph in Copymaster 1.
  8. Ask the students what they can tell you about the graph. Model a statement, for example “More people have fish than guinea pigs as pets”.
  9. Prompt the students to make statements, by asking analysis questions such as:
    What pet is the most popular?
    What pet is the least popular? 
    How many people have a “x”?
    What is more popular fish or cats or fish?
  10. Display students’ statements alongside the graph and discuss as previously.


Over the next few sessions students will explore making statements about data displays, deciding if statements are true and matching statements with data displays.

  1. Use the graph in Copymaster 2, or collect some data from the students and display it as a bar graph. Possible ideas include: birthday months, favourite games, favourite foods.
  2. Provide each group of students with a graph. Ask each group to come up with three or more statements about the graph. Use the prompts such as: what is the most popular, least popular, compare two parts of the graph, how many people like an activity.
  3. Each group then reports back to the class group with the statements it made about the graph.
  4. Show the students the graph in Copymaster 3.
    Read students the statements below and ask them to vote if each statement is True or False. Discuss why or why not.
    • More people like bananas than plums.
    • Apples are the most popular.
    • 6 people chose bananas as their favourite
    • 2 more people chose oranges than chose peaches.
    • Apples and oranges are the favourite fruit.
    • Plums are more popular than peaches.
  5. Give each student the graphs and statements in Copymaster 4.
    Read the statements to the students. Ask them to cut out the statements and glue them under the graph that best shows the statement.


In the final session provide each group of students with a different graph from Copymaster 5.

  1. Ask each group to make three true statements about the graph. 
  2. Ask groups to report back to the class on the statements they made. 
  3. As a class, discuss whether each statement is correct, and why or why not.
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Level One