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

Students complete two strip graphs about the flavour of ice cream bought by girls and boys, and answer a question on interpreting the data.

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 complete a dot plot from a table of data about waiting time in a shop.

Students present data on monthly school pie sales in a pictograph, and add a title, a key, and a label for the x-axis.

Students construct a line graph from provided data, and then write a summary about the data.

Students construct a box-and-whisker graph from data in a table about the results of two classes' geography tests.

Students draw a scatterplot of a table of data and describe the relationship between the two variables.

Students calculate the repair charges of two different garages, graph them, and explain the results.

Students throw two dice, add the numbers together, construct a tally chart of results, and compare theoretical with observed outcome.

Students need to complete a pictograph of the target monthly house sales. This includes constructing the key, drawing in an axis, adding a title, and presenting the data.

Students complete a tally chart to show the frequency of running times for a women's marathon. Students then present this information in a histogram.

Students construct a dot plot of fish seen at an aquarium from a tally chart, and answer questions interpreting the results.

In this practical task, students use drawings to identify the number of multi-link cubes needed to construct 3-dimensional pieces of furniture. They then construct the pieces.

Students use raw data to construct a table and then a bar graph of the number of runs scored in softball games. Students are also required to make a statement about the results.

Students complete a table and a graph of an equation about the costs of bike repairs, then interpret the graph to respond to questions.

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 bar graph from the information about what sports Room 8 children would like to play next term.

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

Students use a protractor to construct a pie chart to record the frequency of favourite TV programmes from the data provided in a table.

Students construct and label a bar graph of the colour of passing cars from data in a table and answer questions interpreting the results.

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.

Task: Use data in a table to construct a graph and answer questions about the patterns. Assessment focus: interpreting tables and graphs.

Task: Complete a graph from data in a table, and answer two questions. Assessment focus: speed and stopping.

Task: Transfer information from a table to a graph, label the bottom axis and describe the pattern of the data. Assessment focus: graph construction; graph interpretation.