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Year 4 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, halveUse time, resources and group members efficiently by distributing tasks,checking progress, making back-up plansMathematics in Science
Keeping warm: Collect data about cooling liquids over time, for example temperature of cooling tea every 15 minutes. Record results in a table. Make readings from thermometers with different scales.
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 about an investigation, predict what might happen and decide how I could go about finding information, perhaps by doing a survey or taking measurements 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?
Imagine that the class is going to organise a tea party for parents. What information would you need to find out? What are the simplest ways that you can find the information?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 appropriateI can collect data in different ways and decide whether to put it in a table, diagram, tally chart, pictogram or bar chart so that it is easy to understand What information will you need to collect to answer your question? How will you collect it?
Why do you think it is a good idea to tally in fives?
How will you display your data?
What does this graph tell you? Why did you choose this type of graph? What makes the information easy or difficult to interpret?
Make up two questions that can be answered using the information in your graph or table or chart.
What were the advantages of using a computer?Report solutions to puzzles and problems, giving explanations and reasoning orally and in writing, using diagrams and symbols I can tell people what I have found out and show some graphs to back up my conclusions What have you found out?
What graphs, 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 ask now that you have finished your enquiry? Would you use a computer to help you? Why or why not?
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 estimate the length of a line in centimetres and millimetres and then measure the line to see how close my estimate was Estimate the capacity of this washing-up bowl. And of this bottle.
Choose the correct answer. A drinking glass holds about...
0.2 litres 2 litres 20 litres 200 litres
What unit would you use to measure the capacity of a watering can? Of an oil tank? Of a coffee cup?
Can you tell me another way to say or write 6 litres? What about 750 millilitres?
Look at these cards. They have weights in grams or kilograms.
5kg, 500g, INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/frac_1_4.gif" \* MERGEFORMATINET kg, 1.5kg, 750g
Put the cards in order from the lightest to the heaviest. How did you order the cards? Why did you put this measurement here?
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 accurately Here are some children's long jump results. Sue jumped 212cm.
Draw Sue's long jump result on the graph.
INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y4MaBC-f6.gif" \* MERGEFORMATINET
Use the graph to estimate how much further Sam jumped than Jan.
Harry, Eve and Khalid measured the same objects. Here are Harry's measurements.
pencil length
16cm
computer screen width
33cm
door width
77cm
cube length
1.9cm
ruler width
3.8cm
room length
830cm
Eve wrote her measurements in millimetres. What did she write?
Khalid wrote his measurements in metres. What did he write?
What would you use? Would you use different units for different measurements? Why or why not?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 useful How did you decide on the scale for this axis?
Which scale helps you to interpret and draw conclusions most easily? 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 what we have found out What conclusions have you drawn?
What evidence have you got to back up your conclusions?
Are your conclusions what you expected?
NE Lincs Mathematics Team
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