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reSolve: Reconciliation Data

This lesson prompts students to examine data from the Reconciliation Barometer report, collect their own local data and compare with the national findings. Students discuss the meaning of reconciliation, explore statements from the Reconciliation Barometer report, design a survey to collect local data relating to the statements from the report, graph their data, interpret their findings and compare their results to national data. The lesson is outlined in detail including curriculum links, a supporting PowerPoint presentation, links to data and videos, discussion points and student resources. This sequence is part of the reSolve: Mathematics by Inquiry program.

Additional details

Year level(s) Year 5, Year 6
Audience Teacher
Purpose Teaching resource
Format Downloadable resources
Teaching strategies and pedagogical approaches Mathematics investigation
Keywords reconciliation, collecting data, decimals, percentages, column graphs

Curriculum alignment

Curriculum connections Numeracy, Aboriginal and Torres Strait Islander Histories and Culture
Strand and focus Statistics, Build understanding, Apply understanding, Number
Topics Data representation and interpretation, Fractions, Decimals
AC: Mathematics (V9.0) content descriptions
Recognise that 100% represents the complete whole and use percentages to describe, represent and compare relative size; connect familiar percentages to their decimal and fraction equivalents

Interpret and compare data sets for ordinal and nominal categorical, discrete and continuous numerical variables using comparative displays or visualisations and digital tools; compare distributions in terms of mode, range and shape

Identify statistically informed arguments presented in traditional and digital media; discuss and critique methods, data representations and conclusions

Numeracy progression Interpreting fractions (P6)
Interpreting and representing data (P4)
Number and place value (P8)
Proportional thinking (P1)

Copyright details


reSolve Maths by Inquiry


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