Learning intention: Carry out a question-to-report investigation using genuine records and digital displays.
Year 4 boundary: Use counts, categories, clear scales, informal shape and variation. Formal averages, median calculations and causal claims are not required.
Elaboration 1: A complete class movie survey
Ask “Which of these movie genres would you choose?” with one response each and clear categories. Record anonymous responses digitally and check the total. Invented example Comedy 8, Adventure 6, Animation 6 totals 20. Make a column graph and report: Comedy has the largest count,2 more than either other genre. Do not say most of the class chose Comedy:8 is less than half of 20. Communicate the graph to the class, explain the method and acknowledge that this is one group at one time. Students must conduct their own survey and present actual results.
Elaboration 2: Retrieve and compare real online records
With an adult, choose a question such as comparing rainfall in two places for the same month. Retrieve official records using the place/date selection, retaining source, period, variable and units. Use another suitable online source and check whether definitions match. Enter comparable records digitally, graph and report a numerical comparison. Missing rainfall is not zero. Invented rehearsal values PlaceA30 mm and PlaceB45 mm differ by 15 mm; they are not retrieved weather observations. Actual investigation work must include the real records and sources, or remain pending if unavailable.
Elaboration 3: Investigate a cereal shelf-position claim
To explore whether higher-sugar cereals occur at children’s eye level, define a height band and what counts as higher sugar before collection. Record each inspected product or position, shelf band and sugar per 100 g, using a consistent counting rule for duplicate positions. Use adult-provided photographs or permission-based observation with readable labels. Invented rehearsal: of 6 inspected positions,3 of 4 in the height band and 1 of 2 outside meet an agreed sugar threshold. This describes those positions only; it does not establish intent or a result for every shop. Create a digital table/display and report the definitions, observed counts and limitations.
Support, core and extend
Support: Organise a small dataset together and check each entry once. Core: Create and interpret the required digital display. Extend: Compare representations and explain a limitation using the same Year 4 ideas.
Important questions and answers
Does the largest category always mean more than half? No: a largest count of 8 in 20 is less than half. Does a graph establish why something happened? No: it shows recorded patterns unless additional evidence supports a cause.
Assessment-style check and review hints
A one-choice survey records Adventure 7, Comedy 5, Animation 3; one of the five Comedy entries is an accidental duplicate. Correct the digital table, state the total and report one finding with a limitation. Answer: 7, 4, 3 total 14 genuine responses; Adventure has 3 more than Comedy. Describe only these respondents and explain the corrected duplicate. Check the raw record before deleting an entry.
Exit ticket and mastery evidence
Show your investigation question, method, actual records and digital display. Communicate two numerical findings and a limitation to another person, then record their question and your answer. An adult checks all stages against the source records; a completion tick alone is insufficient.