Year 6 Block C:Three Units
Redbridge Version 2014
Year 6 Block C:Three units
Handling data and measures
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•Construct and interpret frequency tables, bar charts with grouped discrete data, and line graphs;interpret and construct pie charts and line graphs and use these to solve problems / / /
•Describe and interpret results and solutions to problems using the mean and range. / / /
•Select and use standard metric units of measure and convert between units using decimals to two places including miles to km and vice and versa / / /
•Read and interpret scales on a range of measuring instruments, recognising that the measurement made is approximate and recording results to a required degree of accuracy; compare readings on different scales, for example when using different instruments / / /
- Solve problems in contexts, deciding which operations to use and why
Vocabulary
problem, solution, calculate, calculation, method, explain, reasoning, reason, predict, pattern, relationship, classify, represent, analyse, interpret
fair, unfair, risk, doubt, likely, unlikely, equally likely, likelihood, certain, uncertain, probable, possible, impossible, chance, good chance, poor chance, no chance, equal chance, even chance, outcome, biased, random
estimate, measure, standard metric units of measurement and their abbreviations
data, information, survey, questionnaire, graph, chart, table, scale, interval, division, horizontal axis, vertical axis, axes, label, title, pictogram, bar chart, bar-line chart, line graph, pie chart
frequency, mode, maximum/minimum value, range, mean, average, median, statistics
Building on previous learning
Check that children can already:
•construct frequency tables, pictograms, bar charts and line graphs to represent the frequencies of events and changes over time
•collect, select and organise data to answer questions; draw conclusions and identify further questions to ask
•use ICT to collect, analyse, present and interpret information
•find and interpret the mode of a set of data
•describe the occurrence of familiar events using the language of chance or likelihood.
Year 6 Block C: Handling data and measures
Extracts from the New National Curriculum
The national curriculum for mathematics aims to ensure that all pupils: become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
Measurement
Pupils should be taught to:
solve problems involving the calculation and conversion of units of measure, using decimal notation up to three decimal places where appropriate
use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa, using decimal notation to up to three decimal places
convert between miles and kilometres
recognise that shapes with the same areas can have different perimeters and vice versa
recognise when it is possible to use formulae for area and volume of shapes
calculate the area of parallelograms and triangles
calculate, estimate and compare volume of cubes and cuboids using standard units, including cubic centimetres (cm3) and cubic metres (m3), and extending to other units [for example, mm3 and km3]. / Notes and guidance (non-statutory)
Pupils connect conversion (for example, from kilometres to miles) to a graphical representation as preparation for understanding linear/proportional graphs.
They know approximate conversions and are able to tell if an answer is sensible.
Using the number line, pupils use, add and subtract positive and negative integers for measures such as temperature.
They relate the area of rectangles to parallelograms and triangles, for example, by dissection, and calculate their areas, understanding and using the formulae (in words or symbols) to do this.
Pupils could be introduced to compound units for speed, such as miles per hour, and apply their knowledge in science or other subjects as appropriate.
Statistics
Pupils should be taught to:
interpret and construct pie charts and line graphs and use these to solve problems
calculate and interpret the mean as an average. / Notes and guidance (non-statutory)
Pupils connect their work on angles, fractions and percentages to the interpretation of pie charts.
Pupils both encounter and draw graphs relating two variables, arising from their own enquiry and in other subjects.
They should connect conversion from kilometres to miles in measurement to its graphical representation.
Pupils know when it is appropriate to find the mean of a data set.
Year 6 Block C: Handling data and measures
Unit 1
Objectives Unit 1 / Assessment for Learning•Construct and interpret frequency tables, bar charts with grouped discrete data, and line graphs; interpret and construct pie charts and line graphs and use these to solve problems
I can represent data in different ways and understand its meaning / What kind of graph or chart will you use to represent this data?
What information is missing from this table, graph or chart?
Why did you choose this type of table, graph or chart?
How did you decide on the scale for this axis?
Look at this line graph showing the temperature in a room over 24 hours. Make up three questions that can be answered using the data that is represented.
•Describe and interpret results and solutions to problems using the mean and range
I can work out the mean and range of a set of data / 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?
Rob runs 100 metres ten times.
These are his times in seconds.
What is his mean (average) time?
[Give children the test scores for two different classes.] Which class do you think has done the best overall? Give reasons for your answer.
•Select and use standard metric units of measure and convert between units using decimals to two places including miles to km and vice and versa
I can convert from one unit of measure to another– including km to miles / Draw a flow chart to help someone convert between mm, cm, m and km.
Two shelves are 75 cm and 87 cm long.
What is their total length in metres?
What is the difference in their lengths in centimetres?)
Write the correct whole number in the box:
5 miles is approximately kilometres.
•Read and interpret scales on a range of measuring instruments, recognising that the measurement made is approximate and recording results to a required degree of accuracy; compare readings on different scales, for example when using different instruments
I can read scales and give my answers as accurately as the question asks / 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?
[Give children three different scales on which to record the same number.] Where would you put 246mm on each scale?
This scale (not actual size) shows length measurements in centimetres and feet.
Look at the scale. Estimate the number of centimetres that are equal to 2 ½ feet.
Estimate the difference in centimetres between 50 cm and 1 foot.
- Solve problems in contexts, deciding which operations to use and why
What do you notice?
8 km = 5 miles
16km = miles
4 km = miles
Fill in the missing number of miles.
Write down some more facts connecting kilometres and miles.
Year 6 Block C: Handling data and measuresUnit 2
Objectives Unit 2 / Assessment for Learning•Select and use standard metric units of measure and convert between units using decimals to two places including miles to km and vice and versa
I can convert measures between units including decimal numbers / What unit of measurement will you use, and why, to measure:
the 'span' of different flower heads?
the lengths of long jumps of children in the class?
What will you need to do so that you can compare the amounts?
•Read and interpret scales on a range of measuring instruments, recognising that the measurement made is approximate and recording results to a required degree of accuracy; compare readings on different scales, for example when using different instruments
I can read and answer questions about scales and write down my answer as accurately as the question requires
I can compare readings from different scales / Give me a measurement that would lie between these points on this scale (e.g. between 4.6 kg and 4.7 kg).
How much liquid do you think is represented on this scale? What divisions would help you if we could add them to the scale?
Which measuring cylinder do you want to use for this experiment? Why?
The diagram shows the volume of water in two measuring jugs.
Which jug contains more water, A or B? How much more does it contain?
Objectives Unit 2 / Assessment for Learning
•Construct and interpret frequency tables, bar charts with grouped discrete data, and line graphs; interpret and construct pie charts and line graphs and use these to solve problems
I can represent data in different ways and understand its meaning / How will you display your data?
Why did you choose this type of table, graph or chart?
How did you decide on the scale for this axis?
What does the data tell you about your original question?
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?
These pie charts show the results of a school's netball and football matches. The netball team played 30 games. The football team played 24 games.
David says: ‘The two teams won the same number of games.’ Is he correct? Explain how you know.
[Give children two grouped frequency bar charts representing the same information, one with 5 groups and one with 10 groups.] Rebuild the original frequency table from this graph. What information might you have lost? Which graph gives you a more accurate picture of the original data?
•Describe and interpret results and solutions to problems, using the mean and range
I can solve problems using mean and range / The mean score in six test papers in a spelling test of 20 questions is 15.Five of the scores were 13 12 17 18 16 What was the missing score?
•Use a calculator to solve problems involving multi-step calculations
I can use a calculator to solve problems involving more than one step / How could you check the calculation that you have done on your calculator?
John was calculating using hours and minutes. What does this display represent?
Carol counts the matches in 10 boxes. She works out that the mean number of matches in a box is 51. Here are her results for 9 boxes.
Calculate how many matches are in the tenth box.
- Solve problems in contexts, deciding which operations to use and why
A bottle holds 1 litre of lemonade.
Rachel fills 5 glasses with lemonade.
She puts 150 millilitres in each glass.
How much lemonade is left in the bottle?
Now write a question of your own that would involve converting units.
Approximately how many litres are there in 3 gallons? Give your answer to the nearest litre.
Year 6 Block C: Handling data and measures
Unit 3
•Construct and interpret frequency tables, bar charts with grouped discrete data, and line graphs; interpret and construct pie charts and line graphs and use these to solve problems
I can represent data in a variety of ways and answer questions about the data, including interpreting pie charts / [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?
State three conclusions you can draw from the information in this graph.
Give me one fact and one opinion based on this graph. Does the fact change if we use a different scale? Does the opinion?
When would you use a pie chart?
•Describe and interpret results and solutions to problems using the mean and range
I can solve problems using mean and range / 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?
Write a different number in each of these boxes so that the mean of the three numbers is 9.
•Select and use standard metric units of measure and convert between units using decimals to two places including miles to km and vice and versa
I can convert measures between units including decimals / How else can we write 2300 g?
How many grams of carrots must be added to
2.76 kg to make 5 kg of carrots altogether?
Which is more:0 lb of potatoes or 10 kg of potatoes?
•Read and interpret scales on a range of measuring instruments, recognising that the measurement made is approximate and recording results to a required degree of accuracy; compare readings on different scales, for example, when using different instruments
I can read and answer questions about scales and write down my answer as accurately as the question requires
I can compare readings from different scales / Give me an example of when:
you would need an accurate measure of length;
you would be able to use a less-accurate recording.
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.
- Solve problems in contexts, deciding which operations to use and why
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