Students recognise and analyse data and draw inferences. They represent, summarise and interpret data and undertake purposeful investigations involving the collection and interpretation of data… They develop an increasingly sophisticated ability to critically evaluate chance and data concepts and make reasoned judgments and decisions, as well as building skills to critically evaluate statistical information and develop intuitions about data (ACARA, 2014, p. 3). The challenge that faces primary teachers is how to begin to develop these "big ideas" within the Australian Curriculum. A good starting point is to consider the data collection and analysis cycle (Siemon, Beswick, Brady, Clark, Faragher & Warren, 2011) which includes the following cyclical steps: (1) Question; (2) Data collection; (3) Data organisation and representation; (4) Data analysis; and (5) Form and communicate conclusions. In this article the author presents two types of activities that can be used to introduce students to (1) collecting and organizing data; and (2) sampling, randomness, and variation.