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Teaching statistics in primary classrooms helps students make sense of the information-rich world around them. From collecting class data to interpreting charts and graphs, young learners begin to see mathematics as a way of answering real questions.

The A+ Teacher Club Guides to Teaching unpack the Statistics Strand of the mathematics curriculum step by step. Created by numeracy coach Vikki Longthorn, these guides show teachers what to teach, when to teach it, and how to build deep understanding so students can reason with data confidently and communicate their findings clearly.

Part of the How to Teach Maths in Primary Classrooms series.

What Is the Statistics Strand About?

The Statistics Strand focuses on helping students collect, represent, and interpret data to answer questions about their world.
It builds understanding of variation, representation, and interpretation, forming the foundation for later work in data analysis and probability.

Students learn to:

• Pose investigative questions and identify what data they need.
• Collect and record data through observation, surveys, or experiments.
• Represent data using objects, images, lists, tables, and simple graphs.
• Interpret and compare results to draw conclusions.
• Communicate findings using everyday and mathematical language.

As students move through primary school, they progress from sorting objects into categories to representing data symbolically and discussing what the data tells them.

Why Teaching Statistics Matters

Understanding and interpreting data are essential life skills. Students who can gather and reason with data are better equipped to make informed decisions and understand real-world issues such as weather patterns, health, sport, and finances.

Teaching statistics effectively helps students:

• Recognise patterns and trends in information.
• Connect mathematics to authentic, real-world contexts.
• Develop questioning and problem-solving skills.
• Communicate and justify reasoning with evidence.

When teachers provide hands-on opportunities to collect, display, and analyse data, students learn that statistics is more than charts—it’s about inquiry and understanding.

How the Statistics Strand Connects to the Curriculum

Mathematics in the Australian Curriculum v9 is organised into six interrelated strands — Number, Algebra, Measurement, Space, Statistics, and Probability.
The A+ Teacher Club Guides to Teaching Statistics align directly with this structure, showing how to teach data concepts from Foundation through Year 6.

Across these years, students:

• Learn to collect and record categorical data using objects and images.
• Organise data into lists, tables, and simple graphs.
• Interpret and compare data displays to answer questions.
• Use digital tools to create and analyse graphs.
• Begin to reason about variation and chance.

Each guide links the curriculum content to practical classroom examples and clear teaching progressions.

For full curriculum details, see the Australian Curriculum Mathematics Overview.

Mathematics Manipulatives for Teaching Statistics

Hands-on materials make abstract data concepts visible and meaningful.
Recommended manipulatives for teaching statistics include:

• Sorting trays and attribute blocks – for grouping and classifying objects.
• Counters and cubes – to represent quantities and categories.
• Sticker charts and tally templates – for recording survey results.
• Graphing mats and pictograph cards – to model visual displays.
• Dice, spinners, and cards – to generate data during experiments.
• Digital graphing tools or spreadsheets – for constructing and comparing charts.

Consistent use of concrete and visual tools helps students understand how data can be organised and represented in different ways.

Using Picture Books to Teach Statistics Concepts

Picture books make data collection and interpretation engaging and relatable. They introduce students to context-rich investigations and mathematical vocabulary.

Recommended titles include:

• “The Great Graph Contest” – Loreen Leedy – a fun story introducing graphs and data comparison.
• “Tally Cat Keeps Track” – Trudy Harris – teaches tallying and data organisation.
• “Tiger Math: Learning to Graph from a Baby Tiger” – Ann Whitehead Nagda – explores real-world data through an animal’s story.
• “Daphne Draws Data” – Stuart J. Murphy – shows how data helps solve problems through engaging illustrations.
• “Lemonade in Winter” – Emily Jenkins – connects counting money and graphing sales to real situations.
• “One Grain of Rice” – Demi – supports thinking about patterns, doubling, and data growth over time.

Use these books to introduce lessons, inspire investigations, or connect mathematics to literacy and inquiry learning.

Common Student Difficulties in the Statistics Strand

Students may struggle with the abstract nature of data if not grounded in experience.
Common challenges include:

• Confusing categories and quantities when sorting data.
• Counting or tally errors when recording results.
• Misinterpreting graphs – focusing on images rather than data scale.
• Failing to connect data displays to the questions being asked.
• Overgeneralising conclusions from small data sets.

Teachers can address these by modelling clear questioning, using consistent formats for displays, encouraging reasoning (“What does the data show?”), and linking back to students’ own experiences.

Achievement Standards in the Statistics Strand

Achievement standards describe what students are typically able to understand and do and form the basis for reporting student achievement.
Each Mathematics achievement standard is organised into paragraphs that reflect the six strands. Students’ mastery of data concepts is judged against these descriptions.

In Mathematics, students progress along a curriculum continuum with an achievement standard at each level. The standard represents a satisfactory level of understanding—typically a C grade. Teachers report against these standards, noting that some concepts are introduced for extension and do not form part of formal grading.