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Year 5 Block C - Handling data and measures Unit 3

Objectives Children's learning outcomes are emphasised	Assessment for learning
Plan and pursue an enquiry; present evidence by collecting, organising and interpreting information; suggest extensions to the enquiry I can collect and organise data to find out about a subject or to answer a question	What are you trying to find out? What information are you aiming to collect? How? What other questions could you ask now that you have finished your enquiry? What would you do differently if you carried out the enquiry again?
Explain reasoning using diagrams, graphs and text; refine ways of recording using images and symbols I can use graphs to show findings about a subject or to help explain my answer to a question	What does the data tell you about your original question? Why did you choose this type of table, graph or chart? What did you find out? What evidence do you have to support your conclusions? Are your results what you expected or were there any surprises?
Answer a set of related questions by collecting, selecting and organising relevant data; draw conclusions, using ICT to present features, and identify further questions to ask I can decide what information needs to be collected to answer a question and how best to collect it I can explain what a table, graph or chart tells us and consider questions that it raises	What information will you need to collect to answer these questions? How will you collect it? What does this graph tell you? What makes the information easy or difficult to interpret? Does anything surprise you? Look at this graph, table or chart. Make up three questions that can be answered using the data that is represented. What were the advantages of using a computer? What further information could you collect to answer the question more fully?
Construct frequency tables, pictograms and bar and line graphs to represent the frequencies of events and changes over time I can explain why I chose to represent the data using a particular table, graph or chart	What is this type of graph called? What is missing from it? (a title and labels on the axes) Suppose the horizontal axis shows the days of the week. What could the vertical axis show? [Label the horizontal axis 'Days of week' and the individual bars 'Sun', 'Mon', 'Tue', 'Wed', 'Thu', 'Fri', 'Sat'.] The bar chart shows the number of people treated for minor injuries at a hospital on each day of the week. What title should the chart have? The greatest number of people treated in a day was just over 70. What numbers should we put on the vertical scale? [Label the vertical scale by marking the gridlines in steps of 10.] Estimate the number of people treated on each day of the week.
Find and interpret the mode of a set of data I know that the 'mode' is the most common piece of information I can find the mode of a set of data that I have collected	A dice is rolled 10 times. The mode of the scores is 3. What does this mean? Look at these graphs from newspapers [show frequency tables, bar charts and pie charts]. What is the mode of the data shown in this graph/chart? What does it tell you?
Describe the occurrence of familiar events using the language of chance or likelihood I can describe how likely an event is to happen and justify my statement	Suggest an event which is likely for your friend but unlikely for you. Tell me an event that is certain. Suggest a way to label a blank dice so that rolling an odd number is very unlikely.
Read, choose, use and record standard metric units to estimate and measure length, weight and capacity to a suitable degree of accuracy (e.g. the nearest centimetre); convert larger to smaller units using decimals to one place (e.g. change 2.6kg to 2600g) I can estimate and measure length in kilometres, metres, centimetres and millimetres using appropriate measuring instruments. I can use decimals to record measurements	What would you measure using a ruler? a tape measure? a surveyor's tape? kitchen scales? bathroom scales? a measuring cylinder? Estimate the height of this room, the capacity of this bucket, the length of this pen, the width of the window, the mass of your chair, ... What units did you choose? How accurate do your estimates need to be? Suggest a sensible estimate for how far you could kick a football. How did you decide on this estimate? Which of these measurements is equivalent to 2.07 metres: 270cm, 2007cm, 207cm or 270cm? How did you know?
Interpret a reading that lies between two unnumbered divisions on a scale I can find the value of each interval on a scale and use this to give approximate values of readings between divisions	What is the value of each interval on this scale? What information did you read on the scale to help you? What calculations did you do? Suggest a measurement that would fall in the middle of two of the unnumbered divisions on this scale.
Understand different ways to take the lead and support others in a group I can lead a group and make sure that tasks are shared fairly I can support others in a group by helping them with their tasks when I have finished mine	I want you to find out whether practice improves performance in PE. You will have one week to plan and carry out your survey and draw conclusions. Start by deciding on your roles in the group and what tasks you need to carry out.

Learning overview

Children investigate a problem that involves measurement. For example, they consider: Does practice improve performance in PE? They discuss how they could test this. For example, they might agree some activities to practise for a week (e.g. timing a 100m run, measuring a standing jump, measuring a throw, seeing how many goals out of ten can be scored from a certain distance, and so on). They recognise that they need to establish performance at the beginning of the week and at the end, and that this may affect the type of activity they choose. They consider how they will measure each activity accurately, design a recording sheet or database for their data (or create one using ICT), and then collect their initial information. They practise the activities over several days and measure performance again at the end of the time period. Children decide how to present the evidence most effectively to help them to answer the question. They use ICT to help them present graphs and charts quickly, and interpret their graphs and charts to draw their conclusion. They suggest and consider further questions such as:

Which activity improved most with practice?
Was this a fair test? What could we have done to improve the test?

Children create and interpret line graphs, for example to answer the question: What type of exercise results in the greatest increase in heart rate? (linking to the science unit 'Keeping healthy'. Children determine several kinds of exercise to investigate, such as jogging, throwing balls, walking, skipping, ... Children speculate on what factors could change their heart rate. They predict and discuss what the outcome of the investigation will be and why. They practise how to measure their pulse to determine their heart rate. They agree how they will work together to collect the necessary data and create a data collection sheet. Children measure their pulse at rest, then carry out the activity for an extended period, stopping at timed intervals to have their pulse measured before carrying on.

Once all the data is collected, children draw a line graph (or create one using ICT) for each activity to show the change in pulse rate over time. They discuss whether it is meaningful to join the points and what the line between points tells you. They interpret their graphs and discuss issues that may affect its shape (e.g. stopping to have pulse rate measured). They answer questions such as:

What sort of activity raised heart rate the most? Was this what you expected?
Does heart rate keep rising if you keep exercising?

They suggest extensions to their enquiry such as:

Does heart rate increase similarly for boys and girls?
How quickly after exercise does the heart rate return to normal?

Children reflect on the data handling process and consider some of the limitations of their work.

Children review the language of probability, placing words such as certain, likely, even chance, unlikely and impossible on a probability line. They carry out an experiment with a hexagonal spinner with equal sections labelled 1, 2, 3, 4, 5, 6. They recognise that each of the numbers 1 to 6 is equally likely to be spun. They spin the spinner 30 times and use a frequency diagram to record their results. Children compare results and answer questions such as:

Which number is likely to occur most often?
Which score was the mode?
Are all the results the same?

Children collaborate to bring together the results for the whole class. They produce a bar chart using ICT to show the frequency of each score. They comment on the results.
Children change the numbers on their spinner to 4, 4, 4, 5, 6, 6 and predict what differences this will make to the experiment. They order these statements according their likelihood:

The next spin of the spinner will land on number 4.
The next spin of the spinner will land on number 5.
The next spin of the spinner will land on number 6.
The next spin of the spinner will land on number 7.

Children compare the order of their statements with others, and discuss their reasons for placing each event where they have. Children then spin the spinner 30 times, noting the frequencies. They record the frequencies and compare them with their predictions.

Resource links to existing published material

Mathematical challenges for able pupils in Key Stages 1 and 2

Activities	PDF 1MB
Activity 53 - Square it up
Activity 58 - Spot the shapes 2
Activity 60 - Three digits
Activity 64 - Flash Harry
Activity 69 - Coins on the table
Activity 74 - Anyone for tennis
Activity 75 - Bus routes
Activity 77 - All square

Intervention programmes

Objectives for Springboard intervention unit	Springboard unit
Use decimal notation for tenths and hundredths Order a set of measurements with two decimal places	Springboard 5 Unit 5 (PDF 305KB)
	Springboard 5 Unit 5 supplementary (PDF 88KB)
Multiply and divide whole numbers by 10 and 100 and understand the effect	Springboard 5 Unit 6 (PDF 305KB)
	Springboard 5 Unit 6 supplementary (PDF 57KB)

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

Diagnostic focus	Resource
None currently available

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Primary Framework for literacy and mathematics

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