True or false

Achievement objectives

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.

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

Description of mathematics

In this unit, students make statements to describe the information shown in the data display. At this level, students will be commenting on a variety of different data displays about category and whole number data. Students will make statements about data displays and support their statements using features of the data. Students are asked to evaluate statements made by other students. They will agree or disagree with the evaluation and give reasons for their opinions. 

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 for students and by varying the task requirements. Ways to support students include:

• providing more examples of both true and false statements 
• asking students to rephrase or elaborate on statements in their own words.

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

• creating your own graphs relating to ideas from around your local community
• creating your own graphs of real or imagined contexts that you know will engage your students
• working with your class to collect data and create your own graphs, and then making and discussing statements about them.

Required materials

See Materials that come with this resource to download:

• True or false graphs and statements CM (.pdf)
• True or false fun day options CM (.pdf)
• True or false favourite fruit CM (.pdf)
• True or false graphs CM (.pdf)

Activity

Getting started

1. Show the students the bar graph on True or false favourite fruit CM (.pdf) or construct your own class bar graph on favourite fruit.
2. Make a statement about the graph, for example, “bananas are more popular than pears”.
3. Ask the students to explain why this is true. Look for reasons that include the number of people who like bananas, the number of people who like pears, and a comparison between the numbers.
4. Ask a volunteer to make a statement about the graph. Prompt the students to make statements by asking analysis questions such as:
   • What fruit is the most popular?
   • What fruit is the least popular?
   • How many people like “x” fruit?
   • What is more popular, oranges or apples?
5. After a student has made a statement, ask another student to explain why it is true, or if they disagree, ask them to explain why they disagree.
6. Record statements and reasons alongside the bar graph.

Exploring

In the next few sessions, students will work in groups and pairs to make and evaluate statements about data displays.

Make and evaluate classmates’ statements.

1. Use graphs from True or false graphs CM (.pdf) or collect some category data from the students and display it as a bar graph or pictograph. Possible ideas include: pets, eye colour, favourite sports, favourite books, etc. 
2. Have students work in pairs. The first student makes a statement about the graph, then the second student decides if they agree or disagree with the statement and provides a reason. The students then reverse roles. For example, “The most popular pet is a cat.” “I agree because 12 people have cats, and the next tallest bar in the graph is 10 people with dogs.

Agree or disagree with statements

1. Use the graphs from True or false graphs and statements CM (.pdf) or collect data from the students and make your own graphs.  
2. Give the students copies of graphs from Copymaster 3. Ask students to decide if they agree or disagree with the statements made.
3. Ask students to make two statements about each of the graphs.

Reflecting

1. Use the graph in True or false fun day options CM (.pdf) or collect data from the students and make your own graph. 
2. Ask a student to make a statement about the graph; it can be true or false. Other students vote if they agree or disagree with the statement. 
3. Ask the students to give reasons for whether the statement was true or false.
4. Organise the students into groups and repeat this activity in groups.

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