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Year 4 Block C - Handling data and measures - Unit 2

Objectives Children's learning outcomes are emphasised	Assessment for learning
Suggest a line of enquiry and the strategy needed to follow it; collect, organise and interpret selected information to find answers I can think of a question to ask about some information and organise the information to help me find out more about it	What are you trying to find out? What information are you aiming to collect? How? Why have you chosen to collect that information? What will it tell you? Your class has collected data about the distances that children travel to school and the type of transport they use. What questions could you ask to find out more from this data?
Answer a question by identifying what data to collect; organise, present, analyse and interpret the data in tables, diagrams, tally charts, pictograms and bar charts, using ICT where appropriate I can choose from tables, diagrams, tally charts, pictograms and bar charts to show data so that they are easy to understand	What information will you need to collect to answer your question? How will you collect it? How will you display your data? Why have you chosen to do it that way? When is a tally chart useful? Think of an example. Why is it useful? When is a bar chart useful? Think of an example. Why is it useful? What does this bar chart tell you? Why did you choose a bar chart to show your data? What makes the information in a bar chart easy or difficult to interpret?
Report solutions to puzzles and problems, giving explanations and reasoning orally and in writing, using diagrams and symbols I can explain how I solved a puzzle using a diagram to help me	What have you found out? What charts or tables will you use to show your results? Are your results what you expected or were there any surprises? What evidence do you have to support your conclusions? What other questions could you investigate now that you have answered the original question? What would you do differently if you carried out the enquiry again?
Choose and use standard metric units and their abbreviations when estimating, measuring and recording length, weight and capacity; know the meaning of 'kilo', 'centi' and 'milli' and, where appropriate, use decimal notation to record measurements (e.g. 1.3 m or 0.6 kg) I can measure carefully lengths to the nearest half centimetre so that my measurement is accurate	Estimate the height of the window. And the width of the door. Choose the correct answer: The width of the table is about... 1.5 cm 15 cm 150 cm 1500 cm In an hour, Meena can walk... 5 mm 5 cm 5 m 5 km What unit would you use to measure the distance from here to Paris? And the length of a shoe? Can you tell me another way to say or write 2 km? What about 4 m? And 5 cm? Someone told me that small balls roll further than large balls. What measurements would you make to find out if this is true? John said to Gemma: 'You can only measure the length of straight lines'. Is he right? How do you know?
Interpret intervals and divisions on partially numbered scales and record readings accurately, where appropriate to the nearest tenth of a unit I can use different kinds of rulers and measuring tapes to measure lengths accurately	Robbie collected information about the colours of some bikes. Here are his results. This bar graph shows the information from the table. Fill in all the missing labels.
Compare the impact of representations where scales have intervals of differing step size I can compare graphs with different scales and decide which is the most useful	How did you decide on the scale for this axis? Which scale helps you to interpret and draw conclusions most easily? Why? [Show two bar charts showing the same data but with different step sizes on the scales.] Tell me how you know that these two charts show the same data. Which chart is better? Why?
Use time, resources and group members efficiently by distributing tasks, checking progress, and making back-up plans I can contribute to a task in my group so that we are all being helpful as we collect data I can help the group to decide which graph or diagram is a good choice	How are you going to represent your data? Why have you decided that this is the best way to represent your data?

Learning overview

In groups, children collect data, measuring where necessary. They work with a range of data, such as shoe size and width of shoe across the widest part of the foot, the number of letters in children's names, the width of their hand spans, the distance around their neck and wrist, data from nutrition panels on cereal packets, and so on.

They decide on a suitable question or hypothesis to explore for each data set they work on. For example, 'We think that...boys have larger shoes than girls', '...our neck measurements are twice as long as our wrist measurements', '...girls' names have more letters than boys' names' or '...children in our class would prefer to come to school by car but they usually have to walk'.

Children consider what data to collect and how to collect it. They collect their data and organise it in a table. They choose a Venn or Carroll diagram, or a horizontal or vertical pictogram or bar chart to represent the data. Where appropriate, they use the support of an ICT package. They justify their choice within the group so that they can present it.

Children interpret their diagrams and graphs against their hypothesis or question and draw a conclusion.They respond to questions such as:

What can you tell by comparing these two graphs?

What do you think are the reasons for the differences?

Two graphs showing ways of representing data for comparing differences; one with ways of coming to school and the other with favourite ways of coming to school

Children present their data in different ways; for example, they change the step size of scales using steps of 2, 5, 10 and 20, as appropriate. They evaluate the effect of different scales on interpretation of the data. Children look at the way in which others have represented their data and decide as a class which graphs, charts and tables are the most meaningful.

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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