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Year 5 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, halveUnderstand the process of decision makingMathematics in Science
Changing state: Present results of the time taken for washing to dry in different conditions in tables and graphs, and use these to identify trends in results and make generalisations.
ObjectivesEnd-of-year expectations (key objectives) are highlightedChildren's learning outcomes in italicAssessment for learningPlan and pursue an enquiry; present evidence by collecting, organising and interpreting information; suggest extensions to the enquiry I can collect and organise data to find out about a subject or to answer a question What are you trying to find out? What information are you aiming to collect? How?What other questions could you ask now that you have finished your enquiry?What would you do differently if you carried out the enquiry again?Explain reasoning using diagrams, graphs and text; refine ways of recording using images and symbols I can use graphs to show findings about a subject or to help explain my answer to a question What does the data tell you about your original question? Why did you choose this type of table, graph or chart? What did you find out? What evidence do you have to support your conclusions? Are your results what you expected or were there any surprises?Answer a set of related questions by collecting, selecting and organising relevant data; draw conclusions, using ICT to present features, and identify further questions to ask I can decide what information needs to be collected to answer a question and how best to collect it I can explain what a table, graph or chart tells us and consider questions that it raisesWhat information will you need to collect to answer these questions? How will you collect it?What does this graph tell you? What makes the information easy or difficult to interpret?Does anything surprise you? Look at this graph, table or chart. Make up three questions that can be answered using the data that is represented. What were the advantages of using a computer?What further information could you collect to answer the question more fully?Construct frequency tables, pictograms and bar and line graphs to represent the frequencies of events and changes over timeI can explain why I chose to represent data using a particular table, graph or chart How will you display your data? How did you decide on the scale for this axis?What labels have you put on the axes? What titles have you given your graphs and charts?Why did you choose this type of graph?Describe the occurrence of familiar events using the language of chance or likelihoodI can describe how likely an event is to happen and justify my statement 'It will snow tomorrow.' Suggest a place where this event is unlikely to happen and one where it is likely to happen. Tell me an event that is impossible. When you roll a normal dice, how likely are you to roll a number bigger than 2?Read, choose, use and record standard metric units to estimate and measure length, weight and capacity to a suitable degree of accuracy (e.g. the nearest centimetre); convert larger to smaller units using decimals to one place (e.g. change 2.6kg to 2600g) I can measure capacity in litres and millilitres using appropriate measuring instruments. I can use decimals to record measurements Suggest some objects whose capacity could be measured using a 1 litre measuring jug. Suggest a sensible estimate for the capacity of a kettle. How did you decide on this estimate? Which measurement is equivalent to 1.3 litres: 130ml, 1003ml, 1300ml or 103ml? How do you know?
Interpret a reading that lies between two unnumbered divisions on a scale I can find the value of each interval on a scale and use this to give approximate values of readings between divisions What is the value of each interval on this scale? What information did you read on the scale to help you? What calculations did you do? What measurement would fall halfway between these two unnumbered divisions on this scale? Find out how many butter beans weigh between 65g and 70g.Understand the process of decision making I can explain why I decided to use a particular piece of measuring equipment or unit of measurement Why did you decide to change all the units to metres rather than centimetres? Why did you decide to use the scales rather than the balance?
NE Lincs Mathematics Team
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