Numeracy pitch: describe the population
Ākonga calculate demographic measures and describe what the numbers show.
- Numeracy move: Measures computed and described
- Evidence it produces: An accurate description of what the statistics say
Before you plan from this: the lesson body below is currently near-identical to the other route's. This panel describes the intended difference, which is not authored yet — so choose either route on topic and year band, not on this pitch. Both routes are kept and will be differentiated; neither is being retired.
Our People, Our Numbers
Demographics and identity in data
Ako | Learning Intentions
- Know: How to interpret census data tables and graphs.
- Do: Analyse trends in Te Reo Māori speakers over the last 3 censuses.
- Understand: That data can tell powerful stories about cultural survival and growth.
He Kōrero Tīmatanga - Introduction
Statistics help us understand who we are as a nation. The Census is like a mirror held up to Aotearoa every 5 years. What does it show us about our culture?
Discussion Starter
"Is Aotearoa getting younger or older? Is it getting more diverse?"
Predict: What percentage of people speak Te Reo Māori today vs 2013?
Part 1: Census Data Dive
We will examine the age-structure of the Māori population vs the European population.
📊 Population Pyramids
Compare two shapes:
- Māori Population: Wide base (Young population). Median age ~27.
- European Population: Narrow base (Aging population). Median age ~41.
Question: What does this mean for the future workforce? For schools? For healthcare?
Part 2: Te Reo Māori Revitalization
Analyse the data on Te Reo speakers.
| Year | Percentage Speakers |
|---|---|
| 2013 | 3.7% |
| 2018 | 4.0% |
| 2023 | you find it — Stats NZ, 2023 Census |
Task: Find the 2023 figure yourself from the Stats NZ 2023 Census, write down where you found it, then calculate the percentage increase from 2013. Check the denominator before you use it — a percentage of the whole New Zealand population and a percentage of Māori are different numbers, and sources quote both.
Source: Stats NZ Census — stats.govt.nz/topics/census. The 2013 and 2018 figures above are percentages of the total New Zealand population who could hold an everyday conversation in te reo Māori; take the 2023 figure from the same series so the three years compare.
Kaiako: this cell used to carry an unsourced estimate. An estimate of unknown origin is exactly what this unit teaches ākonga not to compute with, so the number was removed rather than replaced. Finding it, naming the source and checking the denominator is the lesson. The 2013 and 2018 figures are percentages of the total New Zealand population; ākonga should confirm the 2023 figure is measured the same way before comparing.
Caution: Be careful with "percentage points" vs "percentage growth".
Assessment Preparation — building towards NCEA Level 1
This is practice, not the assessment itself. Choose one dataset (Housing, Sustainability, or Culture) and produce a report in the shape Level 1 will ask for.
Your report must include:
- Problem Statement: What are you investigating?
- Method: What calculations or graphs did you use?
- Findings: What did the numbers show?
- Conclusion: What does this mean for Aotearoa?
🎬 Media Anchor
Use this clip to strengthen evidence handling and communication before writing your statistical report.
- Pause and discuss: What makes a data claim trustworthy and well-supported?
- Transfer task: Add one source-quality check to your assessment plan.
Kaiako Notes
Use this lesson to tackle misconceptions about statistics. Show how data can be manipulated, and the importance of looking at the source.
📋 Teacher Planning Snapshot
Ngā Whāinga Ako — Learning Intentions
Students apply mathematical skills (statistics, geometry, data analysis) to real Aotearoa housing and sustainability contexts — connecting mātauranga Māori principles of kāinga, papakainga, and whanaungatanga to contemporary housing challenges and design.
Ngā Paearu Angitū — Success Criteria
- ✅ Can collect, display, and interpret data about Aotearoa housing using appropriate statistical representations
- ✅ Applies geometric reasoning to evaluate sustainable design principles in whare design
- ✅ Connects mathematical findings to social justice questions about housing equity and Māori land rights
Differentiation & Inclusion
Scaffold support: Provide pre-structured data tables as an entry point for statistical analysis; use visual floor-plan templates for geometry tasks. Extension tasks include calculating comparative housing density statistics or modelling papakainga land-use scenarios.
ELL / ESOL: Pre-teach mathematical vocabulary alongside contextual terms (papakainga, whanaungatanga, toitū); use diagrams and real photographs of Aotearoa housing to ground abstract data.
Inclusion: Offer manipulatives and digital tools alongside written tasks; neurodiverse learners benefit from step-by-step data investigation guides and reduced open-ended prompts.
Mātauranga Māori lens: Kāinga and papakainga as living mathematical contexts — whare design embodies geometric knowledge. Whanaungatanga shapes community housing decisions. Kaitiakitanga frames sustainability calculations. Māori land statistics connect tūhuratanga (inquiry) to tino rangatiratanga.
Prior knowledge: Basic statistics (mean, median, graphs); introductory geometry (area, perimeter, scale).
Curriculum alignment
- Te Mātaiaho (2025) · Mathematics and Statistics · Phase 4 (Years 9–10) · Statistics (Practices): “- Creating multiple data visualisations for an investigation - Selecting appropriate scales for data”
- NZC (2007) · Mathematics and Statistics · Level 5: “Plan and conduct surveys and experiments using the statistical enquiry cycle: – determining appropriate variables and measures; – considering sources of variation; – gathering and cleaning data; – using multiple displays, and re-categorising data to find patterns, variations, relationships, and trends in multivariate data sets; – comparing sample distributions visually, using measures of centre, spread, and proportion; – presenting a report of findings.”