Southwold Primary School
Class: Year 3/4 Teacher: James, Tim & Simone Date: w/c 19 January 2009
Blocks: Block C (Two Weeks) Unit: Unit 2 Handling Data & Measures / What do I want the majority of my class to achieve by the end of the unit?What do I want them to learn?
Use Venn diagrams or Carroll diagrams to sort data and objects using more than one criterion
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
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
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
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
Follow a line of enquiry by deciding what information is important; make and use lists, tables and graphs to organise and interpret the information
Cross Curricular links (speaking & listening, science, geography, history, etc)
Unit fits in nicely with this terms ‘Food’ theme. Suggestions: (i) Use food items when sorting
(ii) Link to Science and work done on different food groups (iii) Link to PSHE: Consider food miles when doing work on converting between m and km. (iv) Scales: weighing food – look at recipes and ingredients.
Key aspects of learning
Enquiry Problem Solving Reasoning
Information Processing Social Skills Communication
Building on previous learning.
Check that children can already
· collect and record the data needed to answer questions
· begin to organise results and solutions, and present data as block graphs and pictograms
· sort objects using lists, tables and diagrams
· explain decisions, methods and results in words, pictures or written form
· choose and use standard units (m, cm, kg, litre) to estimate and measure
· choose and use suitable instruments and equipment to measure and collect data
· recognise multiples of 10 and derive and recall the 10 times-table
· read scales with numbered divisions and interpret the divisions shown
· identify and use units of time and work out time intervals
· begin to use ICT to organise and present data
Resources needed:
· Scales
· Different food items
· Clocks
· Metre stick and rulers
· Hoops/ropes
· Jugs
· Whiteboards / Other considerations:
Think about how Science can be taught away from the discreet Numeracy Hour. Thinking specifically about Numeracy in PSHE (Food Miles), Numeracy in Science (Balanced Diets – sorting etc) and DT (Bread Making – scales, recipes etc).
Instructional writing in Literacy should focus on recipes – units of measurement must be included. / Key Vocabulary:
problem, enquiry, solution, calculate, calculation, method, explain, reasoning, reason, predict, pattern, relationship, collect, organise, compare, sort, classify, represent, interpret, effect, information, data, survey, questionnaire, table, frequency table, block graph, bar chart, Carroll diagram, Venn diagram, axis/axes, horizontal axis, vertical axis, label, title, scale, interval, division
frequency, how often?, how frequently?, more/less, most/least, most/least popular, most/least frequent, greatest/least value, approximately, close, about the same as, ten times, hundred times, metric unit, standard unit, millimetre (mm), centimetre (cm), metre (m), kilogram (kg), gram (g), litre (l), millilitre (ml), degree Celsius , ruler, tape measure, balance, scales, thermometer, capacity, weight, length, width, height, depth, temperature, time, timer, clock, second, minute, hour, day, week, month, year
Assess-Plan-Teach-Practise-Apply-Review
WHOLE CLASS TEACHING /Independent Group work
Groupings, differentiation, resources, role of supporting adults. /Plenary
Links, extensions, review, clarification, links to problems, homework / Assessment for learning
Key questions & success criteria
Mental Oral
starter
Rehearse-Refresh-Refine-Read-Reason-Recall / Main Teaching Input
Introduction, key vocabulary, modelled examples
Day 1 / Interpreting Bar Charts
Display a bar chart showing the sales in a bakers shop. Interrogate the data with the children asking questions like: how many white/brown loaves were sold? What did he sell the most of? How many loaves were sold altogether? How many more pies than cakes were sold?
Then show another bar chart showing at what time in the day sales were made. Ask similar questions such as: what was the busiest time of the day? When was the bakery quietest? How many more items were sold between 1pm and 2pm than 2pm and 3pm? etc / Use Venn diagrams or Carroll diagrams to sort data and objects using more than one criterion
Children sitting in a circle. Put a pile of coloured 2d shapes in the middle of the circle. Ask a child to sort these shapes in different categories (give no support). Ask another child to identify how they have been sorted. Put the shapes back into a pile and ask another child to sort them according to their own criteria.
Explain that we can sort things in many ways. How many different ways could we sort the shapes? (colour, sides, right angles etc). Then explain that whilst we can sort things according to our own criteria, there are also mathematical ways of sorting and one of these is a carroll diagram.
Display an empty carroll diagram with the criteria: 4 sided, not 4 sided, yellow and not yellow. Explain how the carroll diagram works by sticking two shapes in the correct part of the diagram. Ask the children to then place the rest of the shapes in the correct part of the carroll diagram.
What other criteria could the children use in their carroll diagram? Set up another carroll diagram with their criteria and ask children to place shapes in correct part. / Most Able [Working with James]
Children to draw two carroll diagrams in their books.
· numbers with 3 tens and numbers that don’t have 3 tens; odd numbers and even numbers.
· create their own carroll diagram / Show the children a carroll diagram containing different data about food but without the labels on it. Children to identify what the criteria might be. Could there be more than one answer?
Can you think of any other criteria for sorting different types of food? (Refer to science learning to assist if necessary). / I can place objects on a carroll diagram.
I can create my own sorting criteria.
Is a cylinder a prism? Does it have any vertices? Where should it be placed on this Carroll diagram?
Middle Ability
Children to sort data for two carroll diagrams:
· numbers with 3 tens and numbers that don’t have 3 tens; odd numbers and even numbers.
· Multiples of 3 and numbers that aren’t multiples of 3; odd numbers and even numbers
Least Able [Working with Emilia]
Give children a print out of a carroll diagram with the criteria ‘cold drinks, hot drinks, brown and not brown’. Children to then be given a sheet with pictures of different drinks. Children to cut out and stick in the correct part of the diagram.
Day 2 / Recalling Number Facts
Teacher with number cards from 0-9. Pick two children and give them a card each and ask them to stand holding the card in front of the class.
Can you make the biggest number? Smallest number? A number in a given times table?
Then ask rest of children on the carpet questions about the number: odd/even, factors, multiples, adding rounding, dividing, multiplying, subtracting etc.
Then extend by moving onto a three digit numbers.
Can any children think of a question about the number? / Use Venn diagrams or Carroll diagrams to sort data and objects using more than one criterion
Begin by briefly revisiting yesterday’s session on carroll diagrams. What are they? What is the purpose of them? Display a carroll diagram on the IWB which sorts children in the class by gender and age. Pick some children to come and drag their names into the correct part of the diagram.
Explain that there are methods of sorting data and that today we are going to sort using a venn diagram. On the IWB, display a labelled venn diagram with the same criteria as before (children’s names) and discuss the layout. (One circle is boys, one is age 8 and the interlocking one is boys and aged 8). Where do you think girls might go or those who are not 8 years old? Pick a selection of children to come and drag their names into the correct part of the venn diagram.
Children sitting in a circle. Put two hoops or ropes together to form the venn diagram and show the children a tray of food items. Briefly discuss with the children where they might go in our food pyramid. Explain that we are going to use our venn diagram to sort these items into categories. (Categories: foods that are red or green; and then foods that we refrigerate/don’t refrigerate). Pick individual children to place the food items in the appropriate section on the venn diagrams. Are there any foods that we aren’t sure about? Explain that with the refrigeration, it is slightly subjective depending on your own personal choice. / Most Able
Children to draw and label three venn diagrams.
· Multiples of 5 and even numbers
· Multiples of 3 and multiples of 4
· Children to create their own venn diagram using an aspect of number. / Create and Interrogate Class Venn Diagram
On the IWB display an empty venn diagram and some pictures of animals around it. Talk briefly about each animal: what its called, whether you might keep it as a pet, different characteristics. Ask the children to suggest how we could sort the animals in a venn diagram. Take suggestions and agree on one with the children.
[If children struggle, sort the animals into domestic pets and wild animals]. Ask children to then sort accordingly.
Think of a question to ask about the data. Which animals are kept both domestically and live in the wild? Are there animals which are neither domestic nor wild? If not, why not? / I can place objects on a venn diagram.
I can create my own sorting criteria.
Which food items are red? Green? Red and Green?
Which items do you have to refrigerate? Which don’t you have to refrigerate? Are there any items where you can do either?
Middle Ability [Working with Emilia]
Give children a sheet with two venn diagrams on it and data. Children to carry out two sorting activities:
· Multiples of 5 and even numbers
· Numbers with 5 tens and odd numbers
Extension: Children to generate their own venn diagram and sort data.
Least Able [Working with James]
On a big piece of sugar paper, draw a venn diagram. Each child has a piece of paper with their name on it. Label the venn diagram, with brothers and sisters. Children to put their name in the correct part of the venn diagram. Repeat with different criteria such as dogs and cats, preferred holiday etc
Finish by giving the children some shapes and ask them to generate their own criteria for sorting using a venn diagram.
Day 3 / Interactive Number Facts
Give each child a number from 1-30. Differentiate so that the less able children have the lowest numbers.
Ask the class questions where the answer is always a number between 1 and 30. The child with the correct answer stands up and gives the answer.
Vary questions across all aspects of Numeracy but focus mainly on number (subtraction, addition problems, multiples, factors etc). Also focus on recent work in areas like fraction (what is ¼ of 20 etc.) as well as areas like shape (A square has how many sides etc.)
Try and ensure that all children have a question where their answer comes up. / Answer a question by collecting, organising and interpreting data; use tally charts, frequency tables, pictograms and bar charts etc
Explain that having sorted data using carroll and venn diagrams, we are now going to focus on how we collect and present data. There are lots of ways to collect and record data. Today, we are going to look at collecting using a tally chart and then present it in a bar chart.
On the IWB, display the question ‘What is your favourite activity?’ and list the options: swimming, football, cricket, cycling and dancing’. Go round the class asking the children for their favourite and record on the tally chart. Discuss the layout of the chart and how you record.
Analyse the data by asking questions like: Which is the most popular activity? Which is the least popular? Compare different activities (how many more children like x than y). How many children answered? How many children didn’t like any of the options etc
Show the children a partially labelled bar chart and discuss the features – labelled axes etc and then model how you plot the scale on the bar chart (writing the numbers on the lines and ensuring that they are a consistent distance apart etc). Add the data from the tally chart and create the bar chart.
Explain to the children that we are now going to generate some more data before the children create their own bar charts. Ask the children what their favourite fruit is (choice: apple, orange, pear, banana, satsuma). Ask a child to be scribe and record the data in a tally chart. / Most Able [Working with Emilia]
Give children a piece of squared paper and ask them to create a bar chart using the data. Focus on ensuring that bar charts have a consistent scale and that the columns are the same width.
Extension: Children to generate five questions using the data. / Using Pictograms
Explain that we are going to test the suggestion that ‘We think most children in a class walk to school ‘.
The pictogram on the right shows how the children in a class came to school this morning. Discuss the scale and how it is put together.
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? / I can use a tally chart to collect data.