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Year 3 Block C - Handling data and measures Unit 2

Objectives Children's learning outcomes are emphasised	Assessment for learning
Follow a line of enquiry by deciding what information is important; make and use lists, tables and graphs to organise and interpret the information I can decide what information to collect to answer a question	What are you trying to find out? What information will you collect? How? How did you record your results? Why did you choose this sort of table/graph? What did it show?
Know the relationships between kilometres and metres, metres and centimetres, kilograms and grams, litres and millilitres; choose and use appropriate units to estimate, measure and record measurements I know that temperature can be measured in degrees Celsius	What measuring instruments would you choose to measure: the distance around your head? the temperature in the classroom? the weight of an orange? how much water a cup will hold? Holly estimates that the temperature outside today is 1°C. Do you think that this is a good estimate? A bottle holds 2 litres of juice. How many millilitres is this?
Read, to the nearest division and half-division, scales that are numbered or partially numbered; use the information to measure and draw to a suitable degree of accuracy I can read the temperature on a thermometer to the nearest degree	What temperature does this thermometer show? Choose a set of scales to weigh how heavy your shoe is to the nearest 100 g.
Read the time on a 12-hour digital clock and to the nearest 5 minutes on an analogue clock; calculate time intervals and find start or end times for a given time interval I can find how long a journey took if I know the start and end times	How would this time appear on a 12-hour digital clock? Kevin leaves home at quarter past 8 and arrives in school at 20 to 9. How long is his journey? How did you work this out?
Answer a question by collecting, organising and interpreting data; use tally charts, frequency tables, pictograms and bar charts to represent results and illustrate observations; use ICT to create a simple bar chart I can show information in a pictogram where each picture represents 2 people	You have to test the suggestion: We think most children in our class walk to school . What information will you collect? How? This pictogram shows how the children in a class came to school this morning. How many children came to school by car? On foot? By bike? By bus? Explain how to work out how many children there are in the class. Did most of the class walk? How can you tell?
Use Venn diagrams or Carroll diagrams to sort data and objects using more than one criterion I can place objects on a Carroll diagram	Write each multiple of 5 up to 50 in the correct place on the diagram. What sorts of numbers are in the 'even' column? Is a cylinder a prism? Does it have any vertices? Where should it be placed on this Carroll diagram?
Identify the presentational features used to communicate the main points I can say what parts of a presentation helped me to understand	You have to tell the rest of your group which month contains most birthdays in the class and how you found out. Think of some important things you will say. What did Henry say or do that helped you to understand?

Learning overview

Children test a hypothesis such as: We think most children in our class walk to school. They decide what data is needed, collect it quickly then create a simple pictogram where a symbol represents 2 units. They use the diagram to pose and answer appropriate questions to test the hypothesis, such as:

Did most of the class walk to school today? How do you know?
Do you think that the data would be the same in Year 6? Why or why not?
How do you predict the graph will be different in the summer term?

They save their information for comparison in the summer term.

Children find the duration of their journey to school by recording the time when they leave home and the time when they arrive at school to the nearest 5 minutes. They calculate the difference in order to establish how long their journey lasts, drawing a time line to support calculation where it would be helpful. Each child cuts a strip of paper to show the duration of their journey (for example, a 15 cm strip to represent a 15-minute journey). These strips are stuck on a class bar chart. Children agree a title for their bar chart and discuss how the axes should be labelled. They interpret the bar chart to answer questions such as:

Who has the longest journey to school?
How many children take longer than 10 minutes to get to school?
What is the difference between the shortest and longest journey times?
Do the children with the shortest journey time walk to school?

Children use data in a frequency table linked to a problem that the class is trying to solve (for example, In which month do most birthdays in the class fall?) to draw a simple bar chart with the vertical axis labelled in twos. They understand that the bars on the chart should not be touching. Children decide on a title for the chart and label the axes correctly. They discuss questions arising from the chart such as:

In which months are there more than five birthdays?
How many children were born in the second half of the year?

Children present their answer to a group, demonstrating how they used the chart to inform their answer. The group considers which features of the explanation were most useful in justifying the answer. Children interpret information from other simple bar charts from a variety of sources, including some produced on a computer, with the vertical axis labelled in ones and twos.

Children measure the outside temperature at the same time on each day for a week. They use ICT to record the temperature each day in a suitable data handling program. At the end of the week they use the program to display the results on a bar chart . They answer questions such as:

On which days was it warmer than 15 degrees?
What is the difference between the temperature on the hottest day and the temperature on the coldest day?

Children discuss how rapidly the computer was able to generate the chart, explore what other charts it can produce and discuss which chart, graph or table shows the information most clearly.

Children classify objects, numbers or shapes according to one criterion, progressing to two criteria, and display this work on a Carroll diagram. They understand how a Carroll diagram sorts objects into those which do fit a criterion and those which do not fit a criterion, using rows and columns. For example, children sort a collection of 3-D shapes in the Carroll diagram available in resources within this unit.

Resource links to existing published material

Mathematical challenges for able pupils Key Stages 1 and 2

Activities
None currently available

Intervention programmes

Springboard unit

None currently available

Supporting children with gaps in their mathematical understanding (Wave 3)

Diagnostic focus	Resource
None currently available

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