Understand the idea.
Question, plan and collect
Begin with a question that data can answer. Name the group and, when it matters, the time: how did children in our class travel to school today? Agree that each child gives one main way of travelling.
Prepare the categories and a recording table before asking. Give each child in the chosen group one chance to answer. Record answers straight away, and note anyone absent rather than guessing what they would have said.
Display and explain
Add the counts to check how many answers you recorded. Use those counts to make a labelled display, then return to the question. State the most common answer and support a useful comparison with numbers.
Keep your conclusion within what you investigated. Today's travel choices describe these children today. Rain or family plans might change tomorrow's choices, so one survey cannot tell us what always happens.
| Way | Children |
|---|---|
| Walk | 4 |
| Car | 6 |
| Bus | 2 |
See the method in action.
Use the data
Use the travel table to write a conclusion for these 12 children.
Worked solution
- 1
Check the travel-table total.
The walking, car and bus counts together account for the twelve children.
- 2
Identify the most common way.
Car has six children, more than either walking or bus travel.
- 3
Compare car with bus travel.
Four more children came by car than by bus.
- 4
Keep the conclusion about this group today.
The table supports car being most common here today; it does not tell us how all children travel every day.
Car was most common in this group today. Four more came by car than by bus.
Improve a plan
Ari wants the class’s favourite lunchtime activity but asks only two friends who like soccer. How can the plan improve?
Worked solution
- 1
Match the people asked to the question.
Ari's question concerns the whole class, but two friends give only those friends' answers.
- 2
Include classmates with different interests.
Choosing only friends who like soccer may miss children who prefer other activities.
- 3
Ask every child in the chosen class once.
Use the same clear question and choices, including Other if needed, so everyone can give one suitable answer.
- 4
Record each answer as it is given.
One recorded response per child produces a class record without double-counting or guessing.
Survey the chosen class fairly and record every answer once.
Try it yourself.
Check your understanding
Why should a survey name the group it asks?
Show answer & reasoning
So we know whose answers the conclusion describes.
Naming the group tells readers whose answers were collected. A conclusion about one class does not automatically describe other classes or schools.
Keep practising
6 worksheet questions
Read the questions online
- Which is clearer: “Travel?” or “How did children in Room 3 travel to school today?” Explain.
- A class has 20 children, but 2 are absent. How many responses can a one-answer survey collect from children present?
- Give two useful column headings for a favourite-fruit table.
- Check the travel table total and name its most common way.
Sample data: How 12 children travelled to school today Way Children Walk 4 Car 6 Bus 2 - Use the travel table to compare walking with bus travel.
Sample data: How 12 children travelled to school today Way Children Walk 4 Car 6 Bus 2 - Give one reason travel results on Monday might differ from Friday.
Read the worked solutions
- Which is clearer: “Travel?” or “How did children in Room 3 travel to school today?” Explain.
Clear wording helps people give the same kind of answer.
The second question: it names the question, group and time. - A class has 20 children, but 2 are absent. How many responses can a one-answer survey collect from children present?
. Do not invent absent children’s answers.
18 responses. - Give two useful column headings for a favourite-fruit table.
One names the category; one records its frequency.
For example, Fruit and Number of children. - Check the travel table total and name its most common way.
Sample data: How 12 children travelled to school today Way Children Walk 4 Car 6 Bus 2 .
6 is the largest count.
12 children; car. - Use the travel table to compare walking with bus travel.
Sample data: How 12 children travelled to school today Way Children Walk 4 Car 6 Bus 2 Use the actual counts to support the statement.
Two more walked than used the bus: 4 compared with 2. Twice as many is also correct. - Give one reason travel results on Monday might differ from Friday.
The reason should explain how a child’s answer could change.
For example, different weather, family plans, absences or activities.
Curriculum reference & lesson scope
Australian Curriculum v9 / South Australian Curriculum
Categorical/count data; recording; displays; comparisons; guided question-to-conclusion investigation.
Official curriculum source ↗