Year 1 Block C – Handling data and measures
Chapters
Unit 2
Learning overview
In this learning overview are suggested assessment opportunities linked to the assessment focuses within the Assessing Pupils' Progress (APP) guidelines. As you plan your teaching for this unit, draw on these suggestions and alternative methods to help you to gather evidence of attainment or to identify barriers to progress that will inform your planning to meet the needs of particular groups of children. When you make a periodic assessment of children's learning, this accumulating evidence will help you to determine the level at which they are working.
To gather evidence related to the three Ma1 assessment focuses (problem solving, reasoning and communicating), it is important to give children space and time to develop their own approaches and strategies throughout the mathematics curriculum, as well as through the application of skills across the curriculum.
In this unit the illustrated assessment focuses are:
- Ma1, Problem solving
- Ma2, Solving numerical problems
- Ma4, Interpreting data
Children take greater responsibility for posing and answering questions. They begin to explore their own ways of solving problems and organising the information that they gather. They build on their experience of measuring by direct comparison. They use uniform non-standard units such as wooden bricks to balance an object, egg cups to fill a container and straws to fit along a line or their own steps to measure a longer distance. They solve problems such as:
- Which is wider: the table or the doorway? How much wider is it?
- How heavy is each of these objects?
- How many cups does it take to fill this jug? Check your estimate.
Children begin to use standard units to measure and sort objects. For example, they sort objects according to whether they are taller than 1 metre or not. They make a collection of items that together weigh just over 1 kilogram.
Assessment focus: Ma1, Problem solving
Look for children making suggestions about how to solve problems such as 'Is the doorway wide enough to take the table through it?', 'Will one jug of squash be enough to fill six beakers?' or 'How many cups could each of these containers of water fill?' Look for evidence of children drawing on their experience of measuring by direct comparison or by using non-standard and standard measures to make suggestions.
Assessment focus: Ma2, Solving numerical problems
Look for evidence of children counting and calculating to solve measuring problems. Look for children who count to answer a question such as, 'How many cubes balanced with the ruler?' or 'How many cups did the jug of water fill?' Look for those who solve problems such as, 'How many cups could you fill altogether if you use the water from the jug and the bottle?'
Children show the information, using lists, pictures, tables, block graphs and pictograms. They represent the same information in different ways.
Assessment focus: Ma4, interpreting data
As they look at the lists, diagrams, block graphs and pictograms that they and others have created, look for evidence of children interpreting data. Look for children answering questions such as, 'How many objects did you find that were taller than one metre?', 'Which objects that you measured were not taller than a metre?' or 'Where would I belong on your diagram?' Look for children comparing the heights of columns on their block graph or pictogram to answer questions such as, 'Which was the most popular…?' or 'Which container filled most cups?' Look for children who are beginning to pose similar questions for others to answer and who know if their responses are correct.
Children use a context, such as the story of building a bed for the queen, to explore how using non-standard units can lead to different results:
- The queen's bed must be 2 metres long and 1 metre wide.
- How big would the bed be if you used your feet to measure the wood to build the bed?
- How big would it be if you used your teacher's foot to measure?
- How big would the bed be if you used the biggest foot in the school?
| Objectives Children's learning outcomes are emphasised | Assessment for learning |
|---|---|
|
Answer a question by selecting and using suitable equipment, and sorting information, shapes or objects; display results using tables and pictures I can show what I found out so that other people will understand |
What information did you need? What equipment did you use? How does your table show the things that you found out? |
|
Describe ways of solving puzzles and problems, explaining choices and decisions orally or using pictures I can talk about why I chose to solve the problem in the way that I did |
Why did you decide to …? |
|
Answer a question by recording information in lists and tables; present outcomes using practical resources, pictures, block graphs or pictograms I can draw pictures/diagrams to show what I have found out |
What does one cup on your pictogram stand for? How could you use your pictogram to find out which container held two cups of water? |
|
Use diagrams to sort objects into groups according to a given criterion; suggest a different criterion for grouping the same objects I can sort objects, using my own diagram to help me |
How did your diagram help you to sort the objects? When you measured the book and it was more than one straw wide, how did you know where the book belonged on your diagram? |
|
Estimate, measure, weigh and compare objects, choosing and using suitable uniform non-standard or standard units and measuring instruments (e.g. a lever balance, metre stick or measuring jug) I can use equipment to measure objects |
Which of the containers do you think will hold most? How many cups of water do you think it will take to fill the biggest jug? How do you know how much the biggest jug holds? Where do you start to measure the width of the hall? How many metres wide do you think the hall is? Write your guess on a piece of paper. Measure to halfway. Do you want to guess again? How many cubes balanced the tennis ball? How did you know when you had found the correct weight? |
|
Listen to and follow instructions accurately, asking for help and clarification if necessary I can do the things that I am told to do to help me to measure objects I can ask questions if I don't understand |
Remind each other how you will place the metre sticks to measure the width of the hall. What are the important things to remember? |
Resource links to existing published material
| Activities | Resources |
|---|---|
| Activity 7 - Gold bars | Puzzles and problems for Years 1 and 2 |
| Springboard unit | Resources |
|---|---|
| None currently available | |
| Diagnostic focus | Resources |
|---|---|
|
Makes unequal groups and cannot compare the groups |
3 YR ×/÷ |
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DiigoIn this section
- Year 1 Block A – Counting, partitioning and calculating
- Year 1 Block B – Securing number facts, understanding shape
- Year 1 Block C – Handling data and measures
- Year 1 Block D – Calculating, measuring and understanding shape
- Year 1 Block E – Securing number facts, relationships and calculating
- Year 1 mathematics planning
Attachments and resources
- Puzzles and problems for Years 1 and 2
- Tracking children's learning chart: Addition and subtraction
- Tracking children's learning chart: Multiplication and division
- Supporting children with gaps in their mathematical understanding: Resources and index of games
- Wave 3 (3 YR ×/÷) Teaching activities to help children make and compare equal groups
- Mathematics planning: Year 1 Block C Unit 2
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