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Year 3 Block C - Handling data and measures Unit 3

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
    I can choose how to show others what I have found out

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?
Did anything you found out surprise you?

  • Describe and explain methods, choices and solutions to puzzles and problems, orally and in writing, using pictures and diagrams

    I can explain how the class used information to solve a problem

You are going to make a poster to show another class how we decided which class race we chose for sports day. What will you write down? What diagrams or drawings will you use?

  • 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 can choose suitable units to estimate and measure length

Complete this table.

A table with kilograms across the top filled in with 1, a half, 2, 5, 7, 4, 6 and 9 and grams left blank along the bottom

How many 10 cm strips could you cut from 1 metre of tape? How do you know?
Would you expect:
a door to be 1, 2 or 5 metres tall?
a hand span to be 5, 15 or 50 cm wide?
a teapot to hold 1 litre, 10 litres or 100 litres?

  • 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 a scale to the nearest division or half-division

Draw a line that is 2 cm longer than this one [a line 5 cm long].
What measurement is shown on the scale?
Measuring scales from 0 - 6 kilograms with the dial at 3 and a half

  • 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 tally chart or bar chart

Complete this tally chart.

A table with Transport, Tally, Frequency written across 3 columns at the top and four means of transport along the left. Tallies are marked in lines and frequency in numbers

Look at this bar chart.

A bar chart with days of the week across the bottom and numbers of children along the left

On which day were most packed lunches brought?
How many packed lunches were there in the whole week?
Why do you think that there are different numbers of packed lunches on different days?

  • Explain a process or present information, ensuring items are clearly sequenced, relevant details are included and accounts ended effectively

    I can explain how we found the information needed to solve a problem. I can explain each step in order

You have found out how the heights of everyone in the class changed between autumn and summer. Imagine you are explaining what you did to a visitor. What steps would you explain? Make sure they are in order. What would you end by saying?

Learning overview

Children process, present and interpret data to pose and answer questions. They use all representations from the previous two terms (Venn and Carroll diagrams , bar charts, pictograms).

Children revisit their Unit 3C2 hypothesis: We think that most children in our class walk to school. Data is collected quickly onto a class tally chart . Children recognise that a tally involves grouping in fives and that this helps them to count the frequencies quickly and accurately. They produce a simple pictogram , where a symbol represents 2 units. They use the previous and new pictograms to compare the data and suggest responses to questions such as:

How has the data changed since the spring term?
What might be the reasons for the change in data?

In Unit 3C1, children created a database to show measurements such as their height, shoe size, foot length and hand span. They take the same measurements again and compare the new results with previous results. Children investigate questions such as:

How many children are more than 2 cm taller than they were in September?
Which children still fit into the same shoes they wore in the autumn term?
Which child has grown most since September?

They review whether the predictions they made in the autumn term were correct.

Children sort and classify objects, numbers or shapes according to two criteria, and display this work on Venn and Carroll diagrams. For example, they could use information from their database to enter the names of the children in their group on Carroll or Venn diagrams such as:

A Carroll diagram with '125cm or more in height, not 125cm or more in height' across the top and 'girl, not a girl' along the left


A venn diagram with the headings 'girl' and '125cm or more in height'

Children explain how they identify where to place an object on the diagram and answer questions such as:

Which girls are not taller than 125 cm?
How many children in the group are taller than 125 cm?

Children collect, represent and interpret data in order to answer a question that is relevant to them, for example:
What new addition to the school play equipment would you like?
Which class race shall we choose for sports day?

They decide on the information they need to collect and collect it efficiently. They collate the information on a tally chart or frequency table , then use this to make simple frequency diagrams such as bar charts , using ICT where appropriate. They discuss the outcomes , responding to questions such as:

Which items had fewer than five votes?
Would the table be the same if we asked Year 6?
How might the table change if everyone had two votes?

Children present their conclusions to others, identifying key points that should be included. They make suggestions as to how this data could be used ; for example, they may decide that they need to investigate the price of different equipment or discuss what they need to do to prepare for their chosen race.

Resource links to existing published material

Mathematical challenges for able pupils Key Stages 1 and 2

Activities

 

None currently available

Springboard

Springboard unit

None currently available

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

Diagnostic focus

Resource

None currently available

 

Click here for information on different file formats and their usage.

Wave 3 addition and subtraction tracking children's learning charts

PDF 161KB RTF 930KB Word 315KB

Wave 3 multiplication and division tracking children's learning charts

PDF 195KB RTF 1.3MB Word 430KB

Wave 3 Resource sheets and index of games booklet

PDF 500KB
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