Year 3 Block C – Handling data and measures
Unit 3
Learning overview
In this learning overview are suggested assessment opportunities linked to the assessment focuses within the Assessing Pupils' Progress (APP): 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, Communicating
- Ma3, Measures
- Ma4, Interpreting data
- Ma4, Processing and representing data
Children process, present and interpret data to pose and answer questions. They use all representations from the previous two terms (Venn and Carroll diagrams, bar charts, pictograms).
Children revisit their Unit 3C2 hypothesis: We think that most children in our class walk to school. They collect the data they need quickly onto a class tally chart. Children recognise that a tally involves grouping in fives and that this helps them to count the frequencies quickly and accurately. They produce a simple pictogram, where a symbol represents two units. They use the previous and new pictograms to compare the data and suggest responses to questions such as:
How has the data changed since the spring term?
What might be the reasons for the change in data?
Assessment opportunity: Ma1, Communicating
As children discuss how the data changed over time, look for those who refer to the frequency tables and pictograms to explain their reasoning. Look out for children who use appropriate mathematical vocabulary in their explanations.
In Unit 3C1, children created a database to show measurements such as their height, shoe size, foot length and hand span. They take the same measurements again and compare the new results with previous results. Children investigate questions such as:
How many children are more than 2 cm taller than they were in September?
Which children still fit into the same shoes they wore in the autumn term?
Which child has grown most since September?
They review whether the predictions they made in the autumn term were correct.
Assessment opportunity: Ma3, Measures
Look for evidence of children measuring with appropriate accuracy. Look out for children considering where their foot length should begin and end when measuring it and placing the tape measure or ruler accurately, to start measuring at 0. Look for children measuring to the nearest half-centimetre.
Children sort and classify objects, numbers or shapes according to two criteria, and display this work on Venn and Carroll diagrams. For example, they could use information from their database to enter the names of the children in their group on Carroll or Venn diagrams such as:
Children explain how they identify where to place an object on the diagram and answer questions such as:
Which girls are not taller than 125 cm?
How many children in the group are taller than 125 cm?
Assessment opportunity: Ma4, Interpreting data
Look for children who can extract and interpret data presented in Venn and Carroll diagrams. Look for children who respond to more complex questions such as: 'How would the data differ if we asked children in Year 6?' or 'What can you tell about the children in this part (the intersection of the sets) of your Venn diagram?'
Children collect, represent and interpret data in order to answer a question that is relevant to them, for example:
What new addition to the school play equipment would you like?
Which class race shall we choose for sports day?
They decide on the information they need to gather and collect it efficiently. They collate the information on a tally chart or frequency table, then use this to make simple frequency diagrams such as bar charts, using ICT where appropriate. They discuss the outcomes, responding to questions such as:
Which items had fewer than five votes?
Would the table be the same if we asked Year 6?
How might the table change if everyone had two votes?
Assessment opportunity: Ma4, Processing and representing data
As children collect data independently, look for evidence of them making appropriate choices for recording, for example, a tally chart or frequency table. Look for children making decisions about an appropriate scale for a bar chart, such as labelled divisions of 2, or using one symbol to represent two items in their pictogram.
Children present their conclusions to others, identifying key points that should be included. They make suggestions as to how the data could be used; for example, they may decide that they need to investigate the price of different equipment or discuss what they need to do to prepare for their chosen race.
| Objectives Children's learning outcomes are emphasised | Assessment for learning |
|---|---|
|
Follow a line of enquiry by deciding what information is important; make and use lists, tables and graphs to organise and interpret the information
I can decide what information to collect to answer a question |
What are you trying to find out? What information will you collect? How? |
|
Describe and explain methods, choices and solutions to puzzles and problems, orally and in writing, using pictures and diagrams I can explain how the class used information to solve a problem |
You are going to make a poster to show another class how we decided which class race we chose for sports day. What will you write down? What diagrams or drawings will you use? |
|
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 I can choose suitable units to estimate and measure length |
Complete this table. |
|
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 I can read a scale to the nearest division or half–division |
Draw a line that is 2 cm longer than this one [a line 5 cm long]. |
|
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 I can show information in a tally chart or bar chart |
Complete this tally chart.
|
|
Explain a process or present information, ensuring items are clearly sequenced, relevant details are included and accounts ended effectively I can explain how we found the information needed to solve a problem. I can explain each step in order |
You have found out how the heights of everyone in the class changed between autumn and summer. Imagine you are explaining what you did to a visitor. What steps would you explain? Make sure they are in order. What would you end by saying? |
Resource links to existing published material
| Activities |
|---|
| None currently available |
| Springboard unit |
|---|
| None currently available |
| Diagnostic focus | Resource |
|---|---|
| None currently available |
- Previous:Unit 2
- Next:Unit 1 - ICT Resources
Would you like to comment?
Register for an account, or log in if you are already a member