Year 2 Block C – Handling data and measures
Chapters
Unit 3
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 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, Reasoning
- Ma3, Measures
- Ma4, Interpreting data
- Ma4, Processing and representing data
Children consolidate their understanding of processing, presenting and interpreting data . They use their data-handling skills to answer questions and follow lines of enquiry. They use contexts, including measurement, to generate data, make comparisons and draw conclusions .
Children test a hypothesis such as: children in our class are in bed before 8 o'clock. They decide what information they need and how to collect it. They do this quickly, for example, by a show of hands, and then make a simple pictogram where the symbol represents one unit. For example:
They use the diagram to explain what they have found out, pointing out the symbols and the different times shown to support their explanation. Children answer question such as:
How many children go to bed at half past 7?
How many children were asked?
How many children go to bed before 8 o'clock?
Do you think the pictogram would look the same for Class 4? Why do you think it might look different?
Assessment opportunity: Ma1, Reasoning
Look for evidence of children who refer to the data within a chart or diagram to help them explain their reasoning and why their answer is correct.
Children consider questions such as which activities they would like to see at the school's summer fair. They answer questions such as:
How could you decide?
What information do you need?
How will you organise the information?
They use their block graphs to answer questions such as:
What was the most popular choice? What was the least popular choice? Are these the same when you have two votes each?
How many more people voted for pony rides than voted for hoopla?
Do you think that if we asked Class 5 pony rides would be their most popular choice? What makes you think their most popular activity would be different?
If we were choosing activities for a Christmas Fair, would we have the same results?
Assessment opportunity: Ma4, Interpreting data
As they interpret a block graph with the vertical axis labelled in twos or tens, look for children who can read a value between the labelled divisions, for example children who can interpret the number represented by a column that is halfway between 6 and 8.
Children continue to sort objects on a Carroll diagram, to extend their understanding of 'not'. For example, they sort shapes into red/not red and rectangles/not rectangles .
Assessment opportunity: Ma4, Processing and representing data
Look for evidence of children beginning to sort objects independently, using two criteria. When they have sorted shapes into a given Carroll diagram, for example, they might be able to identify which object you have moved into an incorrect region. Look for children who can explain why an object should go in each of the four regions of a two-criteria Carroll diagram.
Children measure length. For example, they measure how far they can flick a penny on a PE mat. They use tapes or rulers to measure the distances to the nearest centimetre and record their data on a paper tape marked in centimetres but numbered in fives: 0, 5, 10, 15,… They compare their tapes and put them into order from the shortest distance flicked to the longest.
Assessment opportunity: Ma3, Measures
Look for evidence of children who are beginning to measure more accurately. For example, look for children who place a ruler correctly to start measuring from 0 and look out for children who can measure lengths to the nearest half-centimetre. Alternatively, as they weigh themselves on a mechanical bathroom scale, look out for children who read their weight to the nearest half-kilogram.
They carry out other measuring activities to order containers by capacity or objects by weight. For example, they sort containers and present their results in a table.
| Holds less than 1 litre | Holds 1 litre | Holds between 1 and 2 litres | Holds 2 litres |
|---|---|---|---|
| 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 test out an idea by collecting and organising information |
Someone said that children in our class are in bed by half past 7. How could we find out if that is true? What do you think we will find? Why? What information do we need? How are we going to collect it? |
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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 use ICT to show results |
What information did you need to type in? Is this different from our block graph? How? |
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Use lists, tables and diagrams to sort objects; explain choices using appropriate language, including 'not' I can sort objects in different ways and explain how I sorted them |
Why doesn't Tali's name go here? What kinds of numbers belong in this space? Could we put 11 in this space? How did you decide? What if Josh had brown hair but eyes that were not brown - where would his name go then? Tell me why the number 6 cannot go in this space. |
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Estimate, compare and measure lengths, weights and capacities, choosing and using standard units (m, cm, kg, litre) and suitable measuring instruments
I can measure length, using a metre tape or a ruler |
Should we measure the… in centimetres or metres? Why? Would it be better to measure with a tape measure or a ruler? Do you think the bucket holds 5 litres of water? How can we find out? |
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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 read scales marked in 5s and 10s |
This metre stick has a number label every 5 cm. Where is the mark for 17 cm? Tell me some important tips to help someone to measure a length using a tape or ruler accurately. What would happen if you didn't start measuring from zero on the ruler? How should the balance look before you put the kilogram in one bucket and your object in the other? Why? |
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Explain their views to others in a small group; decide how to report the group's views to the class I can explain a diagram that shows our results and I can use different parts of the diagram to help me |
Why do you think that fewer children walk to school than come by bus? How are you going to report your work to the class? Explain how you made your graph and what it shows. |
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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