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Year 3 Block C Handling data and measures - Unit 3
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, halveExplain a process or present information, ensuring items are clearly sequenced, relevant details are included and accounts ended effectivelyMathematics in Science
Magnets and springs: Plan how to investigate whether magnets are equally strong. Choose how to record results (table, pictogram, bar chart)
ObjectivesEnd-of-year expectations (key objectives) are highlightedChildren's learning outcomes in italic Assessment for learningFollow a line of enquiry by deciding what information is important; make and use lists, tables and graphs to organise and interpret the informationI can decide what information to collect to answer a question I can choose how to show others what I have found out What are you trying to find out? What information will you collect? How?How did you record your results? Why did you choose this sort of table/graph? What did it show?Did anything you found out surprise you?Describe and explain methods, choices and solutions to puzzles and problems, orally and in writing, using pictures and diagramsI 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 measurementsI can choose suitable units to estimate and measure length Complete this table. INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y3MaBC-f13.gif" \* MERGEFORMATINET How many 10 cm strips could you cut from 1 metre of tape? How do you know?Would you expect:a door to be 1, 2 or 5 metres tall?a hand span to be 5, 15 or 50 cm wide?a teapot to hold 1 litre, 10 litres or 100 litres?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].What measurement is shown on the scale? INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y3MaBC-f15.gif" \* MERGEFORMATINET 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 chartI can show information in a tally chart or bar chart Complete this tally chart. INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y3MaBC-f16.gif" \* MERGEFORMATINET Look at this bar chart.
INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y3MaBC-f17.gif" \* MERGEFORMATINET On which day were most packed lunches brought?How many packed lunches were there in the whole week?Why do you think that there are different numbers of packed lunches on different days?Explain a process or present information, ensuring items are clearly sequenced, relevant details are included and accounts ended effectivelyI 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?
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