Animal Add Ups
Loading Images
Approach: Station Level: Year 4 and year 8
Focus: Constructing a tally and bar graph
Resources: Animal card, ruler, table and blank grid in work book
312K
Questions/instructions:
 
% responses
2007 ('03)
y4
y8


1. Fill in the table using tally marks. The lions are done for you.
[Click on animal card to enlarge.]
   
5 elephants:

 number and convention correct
85 (84)
97 (95)
number correct
3 (5)
0 (3)
3 giraffes:
 number and convention correct
89 (91)
97 (98)
number correct
2 (2)
0 (1)
1 tiger:
number correct
89 (87)
96 (98)

2. Use the tally chart to help you draw a bar graph of this information on the next page.

Make sure your graph has:
– a title
– labels on the side and bottom axis
– bar graphs drawn to the right height.

    
Title: (“Animal Add Ups”/ “How many Animals?” or similar)
47 (46)
79 (80)
Position of title:
above
49 (47)
79 (80)
below
1 (0)
1 (1)
“Animals” axis:
appropriate axis label and all animal names
3 (5)
41 (41)
appropriate axis label, not all animal names
1 (0)
2 (3)
all animal names, but no appropriate axis label
44 (43)
46 (48)

Number axis:
NOTE:
Some wording for this category was
incorrect in the printed version of the report
but is shown correctly here.
appropriate axis label and
appropriate numbering (starting at zero)
1 (3)
39 (43)
appropriate axis label,
not appropriate number labelling
1 (1)
5 (4)
appropriate number labelling,
but no appropriate axis label
32 (30)
39 (38)
Bars of graph:
all bars drawn to correct height
(or matching tally numbers)
42 (42)
82 (87)
two or three bars drawn to correct height
(or matching tally numbers)
6 (7)
6 (6)
Placement of bars:
bars separated
31 (29)
55 (53)
bars together
25 (19)
40 (41)

Total score:
14–18
13 (11)
56 (59)
11–13
25 (23)
27 (28)
8–10
24 (27)
12 (9)
5–7
27 (28)
4 (4)
0–4
13 (11)
1 (1)
Subgroup Analysis [Click on charts to enlarge] :
Year 4
Year 8
Commentary:
Most year 4 and year 8 students were successful in tallying information, but many year 4 students had difficulty translating those tallies into a bar graph. Year 8 students were much more successful at that task. Students at both years tended to ignore the need for labels and titles on their graphs. Performance in 2003 and 2007 was very similar. On average, Pasifika students scored lower than Mäori students who, in turn, were lower than Pakeha students.