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| Objectives Children's learning outcomes are emphasised |
Assessment for learning |
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Give children some statements to consider: It is hotter now than it was 30 years ago.Turn these statements into questions that you could investigate. Suggest a plan for finding out whether the statements are true or false. This graph shows the favourite sport of 30 Year 6 girls. Suggest three questions you could ask about the data in the graph. 
Suggest two further enquiries you could make linked to the data in this graph. |
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Here is a spinner which is a regular octagon. Write 1, 2 or 3 in each section of the spinner so that 1 and 2 are equally likely to come up and 3 is the least likely to come up.  |
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[Show graphs with the title, labels on the axes and intervals hidden.] What could this graph represent? If so, what would these labels be? How would this scale be numbered? 
Give me one fact and one opinion based on this graph. Does the fact change if we use a different scale? Does the opinion? |
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Here is a bar chart showing rainfall. Kim says: 'The dotted line on the chart shows the mean rainfall for the four months.' Use the chart to explain why Kim cannot be correct. 
What is the mean rainfall for the four months? |
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Solve this problem: A bottle holds 1 litre of lemonade.Now write a question of your own that would involve converting units. This graph converts miles to kilometres. Use it to estimate a distance of 95 miles in kilometres. |
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Give me an example of when: you would need an accurate measure of length;What is the most accurate measure of length you can make with the equipment in our classroom? Explain why. On this scale, the arrow shows the weight of a pineapple. 
Here is a different scale. Mark with an arrow the weight of the same pineapple.  |
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Use the information in the graph below and a calculator to work out how many pounds (£) you would get for 24.80 euros.  |
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What evidence have you drawn on to illustrate your points? How strong is your evidence? Explain your answer. |
Children plan how to develop a line of enquiry. They use frequency tables, pictograms, bar-line charts and line graphs to solve problems, using calculators and computers where appropriate. For example, in establishing how much children in their school spend on fizzy drinks in a year, they:
research the costs of different drinks;
take a sample to decide what sizes of drinks they will use as their basic unit;
decide whether the mean, median or modal cost of one drink is the best average to use;
decide on a sensible sample size;
scale up their results to reflect the possible results in the whole school;
represent their results for different audiences;
discuss the accuracy of their results, such as how likely they are to be within 10% of the actual amount spent;
consider the consequences of the assumptions they have made, such as how their results would have been affected had they taken the mean amount spent per drink, rather than the mode; evaluate the method they have used.
Children read and interpret scales accurately. They mark the liquid contents of a bottle on a scale labelled in multiples of 25 ml after reading it from a scale marked in 10 ml divisions. They read the scales on graphs, for example, a conversion graph to convert litres to gallons.
Children interpret pie charts using fractions and percentages. For example:
From the pie chart we estimate that 60% of our class spend more than £50 per year on fizzy drinks. How many would that be in a school of 435 children?
They explore the effect on a pie chart of making a change:
What would this pie chart look like if we include data from other Year 6 classes? Who might be interested in each pie chart? Would the pie chart for every school in the country look similar? Why or why not?
Children find the range, mode, median and mean, using a calculator where appropriate. They suggest a set of numbers such that the mode or mean will be a given number, for example giving 8, 12, 14, 9 and 7 as a set of five numbers with a mean of 10. They discuss what the statistics tell them about their enquiry. For example, when comparing the population figures for different villages, towns or cities, they estimate the area of the location by counting squares on a transparent grid placed over a map. They use their calculators to calculate average population density, finding out how many people live in an area of one square kilometre in each location. They discuss possible reasons for their findings.
Children describe and predict outcomes from data using the language of chance or likelihood. They discuss why some events cannot be predicted with certainty and what they would define as a 'good chance' or 'even chance' in different situations. For example, using a six-sided spinner marked 1, 2, 2, 2, 4 and 5, they give the likelihood that they will get a 2 as fifty-fifty or an even chance, an even number as a good chance, a number that is 1 or more as certain and a number 6 as impossible. They compare the likelihood of getting particular scores on different spinners and on dice marked in different ways. For example:
Here are two spinners.
Jill says: 'I am more likely than Peter to spin a 3.' Give a reason why she is correct. Peter says: 'We are both equally likely to spin an even number.' Give a reason why he is correct.
| Activities | PDF 1MB |
| Activity 75 - Bus routes | |
| Activity 82 - People in the crowd |
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Objectives for Springboard intervention unit |
Springboard unit |
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Read scales to a suitable degree of accuracy and extract and interpret data from tables and charts to solve problems |
Springboard 6 Unit 18 (PDF 379KB) |
| Diagnostic focus | Resource |
| Does not recognise when the remainder is significant when rounding up or down | 6c Y4 ×/÷ DfES 1157-2005 (PDF 65KB) |
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