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Year 4 Block C - Handling data and measures - Unit 2
Date: Teacher:
Building on previous learning check that children can already;Notes from previous year/unitsolve practical problems involving counting, including counting on, measuring, comparing, ordering, adding, subtracting or partitioning objects
say and use the number names in order in familiar contexts and recognise numerals 1 to 9
know that numbers identify how many objects are in a set and match sets of objects to numerals
count aloud in ones, twos, fives or tens
find one more or one less than a number from 1 to 10
select two groups of objects to make a given total of objects
relate addition to combining two groups of objects and subtraction to 'taking away' VocabularySpeaking and Listeningpattern, answer, number sentence, sign, operation, explain, show me, read, write, record, count, compare, order
the same number as, as many as, equal to, equals ( INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET ), sign, more, most, less, least, greater, greatest, larger, largest, bigger, biggest, fewer, fewest, smaller, smallest, before, after, halfway
add, plus ( INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_plus.gif" \* MERGEFORMATINET ), makes, sum, total, altogether, subtract, minus (-), take away, leaves, difference
one, two, three, ..., hundred; first, second, third, ...; ones, tens, 'teens' number, exchange, digit
how many ...?, how many more to make ...?, how many more is ... than ...?, how much more is ...?, how many fewer is ... than ...?, how much less is ...?, what is the difference between ...?
odd, even, pair, double, near double, half, halveUse time, resources and group members efficiently by distributing tasks,checking progress, making back-up plans
Mathematics in Science
Habitats: Sort animals and plants according to own criteria. Select ways of recording the groupings.
ObjectivesEnd-of-year expectations (key objectives) are highlightedChildren's learning outcomes in italicAssessment for learningSuggest a line of enquiry and the strategy needed to follow it; collect, organise and interpret selected information to find answers I can think of a question to ask about some information and organise the information to help me find out more about it What are you trying to find out? What information are you aiming to collect? How?
Why have you chosen to collect that information? What will it tell you?
Your class has collected data about the distances that children travel to school and the type of transport they use. What questions could you ask to find out more from this data?Answer a question by identifying what data to collect; organise, present, analyse and interpret the data in tables, diagrams, tally charts, pictograms and bar charts, using ICT where appropriate I can choose from tables, diagrams, tally charts, pictograms and bar charts to show data so that they are easy to understandWhat information will you need to collect to answer your question? How will you collect it?
How will you display your data? Why have you chosen to do it that way?
When is a tally chart useful? Think of an example. Why is it useful?
When is a bar chart useful? Think of an example. Why is it useful?
What does this bar chart tell you? Why did you choose a bar chart to show your data? What makes the information in a bar chart easy or difficult to interpret? Report solutions to puzzles and problems, giving explanations and reasoning orally and in writing, using diagrams and symbols I can explain how I solved a puzzle using a diagram to help meWhat have you found out?
What charts or tables will you use to show your results?
Are your results what you expected or were there any surprises?
What evidence do you have to support your conclusions?
What other questions could you investigate now that you have answered the original question?
What would you do differently if you carried out the enquiry again?Choose and use standard metric units and their abbreviations when estimating, measuring and recording length, weight and capacity; know the meaning of 'kilo', 'centi' and 'milli' and, where appropriate, use decimal notation to record measurements (e.g. 1.3m or 0.6kg) I can measure carefully lengths to the nearest half centimetre so that my measurement is accurateEstimate the height of the window. And the width of the door.
Choose the correct answer:
The width of the table is about...
1.5cm 15cm 150cm 1500cm
In an hour, Meena can walk...
5mm 5cm 5m 5km
What unit would you use to measure the distance from here to Paris? And the length of a shoe?
Can you tell me another way to say or write 2km? What about 4m? And 5cm?
Someone told me that small balls roll further than large balls. What measurements would you make to find out if this is true?
John said to Gemma: 'You can only measure the length of straight lines'. Is he right? How do you know?
Interpret intervals and divisions on partially numbered scales and record readings accurately, where appropriate to the nearest tenth of a unit I can use different kinds of rulers and measuring tapes to measure lengths accuratelyRobbie collected information about the colours of some bikes. Here are his results.
INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y4MaBC-f3.gif" \* MERGEFORMATINET
This bar graph shows the information from the table. Fill in all the missing labels.
INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y4MaBC-f4.gif" \* MERGEFORMATINET Compare the impact of representations where scales have intervals of differing step size I can compare graphs with different scales and decide which is the most usefulHow did you decide on the scale for this axis?
Which scale helps you to interpret and draw conclusions most easily? Why?
[Show two bar charts showing the same data but with different step sizes on the scales.]
Tell me how you know that these two charts show the same data. Which chart is better? Why?Use time, resources and group members efficiently by distributing tasks, checking progress, and making back-up plans I can contribute to a task in my group so that we are all being helpful as we collect data I can help the group to decide which graph or diagram is a good choiceHow are you going to represent your data?
Why have you decided that this is the best way to represent your data?
NE Lincs Mathematics Team
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