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Students construct and give a title for a bar graph of favourite food from data in a tally chart.

Students match bar graphs to tally charts.

Students are required to construct a composite bar graph based on Statistics New Zealand Time Use Survey data and are then required to make comparative statements based on gender.

Students interpret bi-variate data on a bar graph to answer questions about social media and age of users.

Students estimate and tally the number of each activity their partner completes in 30 seconds. They then identify the best estimate.

Students conduct a practical, statistical investigation. They decide on a question, categories, conduct the survey, tally and graph the results on a bar graph.

Students conduct a practical, statistical investigation. They decide on a Topic and question, conduct the survey, complete the tally chart, construct a bar graph of the major ideas and make statements about the results.

Students conduct a practical, statistical investigation. They decide on the question to investigate, conduct the survey, complete the tally chart, and construct and label a bar graph.

Students interpret a bar graph of account balances and respond to questions about the data.

This task requires students to answer questions about a time-series graph for two categories of data over an eight year period.

Students interpret a back-to-back bar graph comparing and identifying a pattern in the data.

Students identify the appropriate type of graph for a statistical investigation about dice throws. They also justify the use of a histogram for an investigation about heights of people, indicating their understanding of discrete and continuous data.

Students choose the best type of graph for a selection of sets of data.

Students are given a graph that shows how many days it took for bread placed in different areas to grow mould. Students use this graph to answer three short questions.

Students select which graph matches a given statement.

Students interpret a bar chart that shows the stopping distance of cars and are asked which car is safe and why.

Task: Look for the similarities and differences in how students draw graphs to display information.

Students construct and label a strip graph from a table of data about favourite lunchtime foods.

Data from a test of comparative strengths of different magnets is provided. Students graph the data and make a conclusion.

Students decide if a graph is suitable to display category data and explain the reasons.

Students complete a pictograph showing the results of a survey about favourite rugby teams.

Students select the correct statement that matches a given graph.

For this practical task students construct a composite strip graph of the nutrient groups found in three different food products.

Students are asked to construct and label a line graph of words typed per minute by two students for each day of the week. Data is provided in a frequency table.

Students construct a line graph after reading a short story about how hot or cold a bear felt at different times during the day.