Year 2 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: Assessment guidelines. As you plan your teaching for this unit, draw on these suggestions and on 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
- Ma3, Measures
- Ma4, Interpreting data
Children work collaboratively in a group to plan and carry out an enquiry. They consider different ways of approaching the task. They agree on how they are going to work and the roles that they will take. They classify objects and numbers according to one criterion and progress to using two criteria. For example, they might sort themselves according to whether or not they have a pet and place name cards in the appropriate space on a sorting diagram. They sort a set of number cards according to whether they are 1-digit numbers/not 1-digit numbers.
Children then choose a second criterion. For sorting themselves they might choose age 7/not age 7 and reposition their name cards accordingly. For sorting the numbers they might choose even/not even and move the cards above or below the new dividing line.
Children answer questions based on their diagram, such as:
Who is 7 and does not have a pet?
How many children are not 7 and do not have a pet?
How many children do not have a pet?
If we were to ask children in Class 3 to put their names in a diagram like this, how would the diagram look? Would there be some names in every part of the diagram? Why do you think so?
Assessment focus: Ma4, Interpreting data
When they have collected and represented data, look for evidence of children using their diagrams and graphs to draw conclusions. For example, if they have investigated which children in the class have a brother or sister, look out for children referring to their sorting diagram to say who has a brother and a sister and who has neither.
Look for children who use the diagram to answer a question such as: ‘Do more children have a brother than have a sister?’ If children have investigated birthdays and made a block graph or pictogram of birthdays in each month, look for children who use their graph to answer questions such as: ‘Which month has no birthdays for children in our class?’ and ‘Which month has the greatest number of birthdays?’ or: ‘Were more children from our class born in January or in February?’
They solve problems such as finding which soft drink is most popular with children in the class. They ask and answer questions such as:
How could we find out?
How shall we organise the information?
Children make a block graph and explain what it shows to others. They point to the columns, referring to the names of drinks and using these to support their explanation.
They answer questions such as
Which drink had the most votes?
Why do you think this is?
Who would find it useful to know? Why?
How many children did we ask?
Do you think the information will be different if we asked in the winter? Why?
Assessment focus: Ma1, Problem solving
When the teacher or children pose a question, look out for children recognising questions that can be answered by collecting or sorting data. Look for children who suggest how to collect data or sort objects to answer the question. When they have collected data, look out for children making decisions about how to represent their data to make their findings clear. Look for children who check their initial lists or tallies against their block graphs or pictograms, recognising that they should show the same information.
Look for evidence of children suggesting ways to overcome difficulties. For example, if they are voting for the type of stall to run at the school’s spring fair, look for children who suggest how to deal with two options each being ‘the most popular’, if it is necessary to choose just one.
Children gather information to answer a question about how they travel to school, for example. They present data in a block graph where the vertical axis is labelled and marked in twos. Children read the scale , interpreting numbers between those marked. They explain the graph to others.
They consider questions such as whether the graph would be the same in the summer or the winter, or whether it would look the same for a Year 6 class. They discuss reasons why the graphs may be different for different groups of children, or at different times of the year.
Children make and record measurements for a purpose as they follow an enquiry. For example, they work collaboratively to plan an experiment to find which toy car rolls furthest. After some initial trials rolling cars down a small ramp, they recognise the need to use centimetres as the unit to measure and compare distances. They use a metre tape or rule, marked and numbered in centimetres, to measure the distance rolled from the foot of the ramp to where the car stopped. They collect information in a list and present it in an ordered table, starting with the car that rolled the longest distance.
Assessment focus: Ma3, Measures
As they decide on measurements that they need to make to follow their enquiries, look for children suggesting suitable measuring tools and the units to use. Look out for children checking the starting point. They might check that the balance is level before they begin to use it. They might check that ‘0’ on their ruler is placed against the start of the length they need to measure.
Look for evidence of how accurately children read scales on a ruler, a measuring jug or kitchen scales. Look for children who read a scale to the nearest labelled division. Look out for children who interpret measurements between labelled divisions. For example, they might measure to the nearest half-centimetre or interpret 50ml increments on a measuring cylinder which is labelled every 100ml.
| Objectives Children's learning outcomes are emphasised | Assessment for learning |
|---|---|
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Follow a line of enquiry; answer questions by choosing and using suitable equipment and selecting, organising and presenting information in lists, tables and simple diagrams I can organise information and make lists and tables |
How could you make the table? What headings do you need? How could you make the list? Would it help to put the information in order? Which of these ways of presenting the information helps us best to answer the question? |
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Answer a question by collecting and recording data in lists and tables; represent the data as block graphs or pictograms to show results; use ICT to organise and present data I can make block graphs and get information from other people's graphs |
Why is a block graph a good way of showing your results? What does the tallest column of blocks mean? How did the block graph help you to answer the question? If we asked all the teachers about the soft drink that they like best, would there be a column of blocks that was taller than the others? Would it be for the same soft drink as your tallest column? |
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Use lists, tables and diagrams to sort objects; explain choices using appropriate language, including 'not' I can sort objects and use diagrams to show how I sorted them |
Why have you put this object in this part of the diagram? What else could be placed here? Which children are 7 years old and have a pet? |
|
Estimate, compare and measure lengths, weights and capacities, choosing and using standard units (m, cm, kg, litre) and suitable measuring instruments
I can estimate whether a container holds more or less than a litre |
Point out something that you think is about two metres high/tall/long. What can you see that you think is just shorter/longer than a metre? Which containers do you think will hold just a little more than a litre? This strip is 20 cm long. How could you use this to help you find a book that is about 40 cm tall? How could you use it to find a book that is about 10 cm wide? Show me how you would use it to check that this book is about 23 cm tall. |
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Read the numbered divisions on a scale and interpret the divisions between them (e.g. on a scale from 0 to 25 with intervals of 1 shown but only the divisions 0, 5, 10, 15 and 20 numbered); use a ruler to draw and measure lines to the nearest centimetre
I can use a ruler or metre stick to measure how long something is |
On the graph, how do you work out the numbers between the labels? Which way of getting to school was used by 7 children? These labels show only 0, 2, 4, 6, 8 and 10. How could you find 7? If this scale carried on, what other numbers do you think would be shown? Would the number 34 be shown? How can you tell? |
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Ensure everyone contributes, allocate tasks, consider alternatives and reach agreement
I can work with other children and make sure everyone has a turn |
How will you work together to collect the information? How will you split the work so that everyone knows what they should do? How will you decide as a group? |
Resource links to existing published material
| Activities |
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| None currently available |
| Springboard unit |
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| None currently available |
| Diagnostic focus |
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| None currently available |
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DiigoIn this section
- Year 2 Block A – Counting, partitioning and calculating
- Year 2 Block B – Securing number facts, understanding shape
- Year 2 Block C – Handling data and measures
- Year 2 Block D – Calculating, measuring and understanding shape
- Year 2 Block E – Securing number facts, relationships and calculating
- Year 2 mathematics planning
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