Teacher to:

• print out two copies per student of the blank graphing blackline master document.
• ask students to discuss their favourite part from their play, perhaps using the Think Pair Share routine
• elicit evaluative responses and reasons for their choice.

Teacher to:

• survey the question - “Who do you like best, Bear or Chook?”

Students to:

• tally votes from their class mates for their favourite character and then plot the data in a table
• create a picture graph of the data collected on the tally using the blank graphing blackline master
• use the survey process to elicit feedback on their play
• use the gathered information to make changes to their play.

This activity has been designed to help students undertake a mathematics activity that is integrated with the broader lesson sequence. The lesson is created to support explicit connections between areas of learning, creating deep and meaningful connections. Students will explore the process of posing a survey question, gathering data and presenting that data as graphical information.

This activity may need to take place in two sessions depending on how long it takes students to complete their first survey. It is also advisable to film students rehearsing their play between the last lesson and this one so that students can show the video of their performance before asking their survey questions.

Guide students to create simple and specific questions that gather data on categorical variables. In Stage 1, students need to use categorical variables such as colour, order or shape. Example questions students could ask about their own work include:

• questions about the characters they have created, such as asking if people prefer the colour of the character to be green or blue
• questions about the journey their characters are taking, such as asking if people like the order of the locations or how the characters deal with the obstacles.

Encourage revision and drafting using the example of Austin’s butterfly and remind students to provide feedback using the ‘Two stars and a wish’ or ‘Plus, minus and what’s next?’ models from ‘Assessment for learning’.

Completing this activity affords students the opportunity to:

• identify and discusses aspects of their own and others’ learning (EN1-12E)
• support conclusions by explaining or demonstrating how answers were obtained (MA1-3WM)
• gather and organise data, display data in lists, tables and picture graphs, and interpret the results (MA1-17SP)
• investigate questions and predictions by collecting and recording data, sharing and reflecting on their experiences and comparing what they and others know (ST1-4WS)
• appreciate dramatic work during the making of their own drama and the drama of others (DRAS1.4).