Handling Data and Measures

Redbridge Version 2014 Year 1 Block C Handling data and measures

Units Objectives 1 2 3 • Answer a question by selecting and using suitable equipment, and sorting information, shapes or objects; record information; display results using    tables and pictures • Describe ways of solving puzzles and problems, explaining choices and    decisions orally or using pictures • Use diagrams to sort objects into groups according to a given criterion;    suggest a different criterion for grouping the same objects • Estimate, measure, weigh and compare objects, choosing and using suitable uniform non-standard or standard units and measuring instruments (e.g. a    lever balance, metre stick or measuring jug)

Vocabulary problem, question, explain, predict, pattern, collect, organise, compare, order, sort, group, same, different, property, represent, interpret, count, tally, vote, measure, weigh, guess information, graph, block graph, pictogram, diagram, list, table, label, title zero, one, two, three, …, twenty; first, second, third, …; more/less, most/least, most/least popular, most/least common, about the same as, enough, not enough, too much, too little, too many, too few, nearly, roughly, about, close to, just over, just under, half way how many …?, how many more is … than …?, how much more is …?, how many fewer is … than …?, how much less is …? unit, centimetre (cm), metre (m), ruler, metre stick, tape measure, balance, scales, container, measuring jug, capacity, weight, length, width, height, depth, size, long, short, tall, high, low, wide, narrow, deep, shallow, thick, thin, and comparatives such as longer/longest, heavier/heaviest, holds more/holds most heavier than, lighter than, full/empty, more than, less than, quarter, quicker, slower, earlier, later. Redbridge Version 2014

Building on previous learning Check that children can already: • describe solutions to practical problems, drawing on experience, talking about their own ideas, methods and choices • sort familiar objects and count how many objects share a particular property, presenting results using pictures, drawings or numerals • count reliably at least 10 everyday objects and recognise the corresponding numerals • use language such as ‘more’ or ‘less’ to compare two numbers • use language such as ‘greater’, ‘smaller’, ‘heavier’ or ‘lighter’ to compare quantities Redbridge Version 2014 Year 1, Block C: Handling data and measures Extracts from New National Curriculum The national curriculum for mathematics aims to ensure that all pupils:

. become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

. reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language

. can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Measurement Notes and guidance (non-statutory) Pupils should be taught to: . compare, describe and solve practical problems The pairs of terms: mass and weight, volume and capacity, are for: used interchangeably at this stage. Pupils move from using and  lengths and heights [for example, comparing different types of quantities and measures using non- long/short, longer/shorter, tall/short, standard units, including discrete (for example, counting) and double/half] continuous (for example, liquid) measurement, to using  mass/weight [for example, heavy/light, heavier than, lighter than] manageable common standard units. In order to become familiar  capacity and volume [for example, with standard measures, pupils begin to use measuring tools such full/empty, more than, less than, half, half as a ruler, weighing scales and containers. Pupils use the language full, quarter] of time, including telling the time throughout the day, first using  time [for example, quicker, slower, earlier, o’clock and then half past. later] . measure and begin to record the following:  lengths and heights  mass/weight  capacity and volume  time (hours, minutes, seconds) . recognise and know the value of different denominations of coins and notes . sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening] . recognise and use language relating to dates, including days of the week, weeks, months and years . tell the time to the hour and half past the hour and draw the hands on a clock face to show these times. Redbridge Version 2014 Year 1, Block C: Handling data and measures Unit 1 Objectives Unit 1 Assessment for learning

• Answer a question by selecting How could we show the number of children who voted for each of and using suitable equipment, and these? sorting information, shapes or objects; display results using If you add your brick to that tower, what does that mean? Without tables and pictures. counting, which of the flavours had most votes? How do you know? I can answer a question using the information given How could we show the number of children who voted for each of these? If you add your brick to that tower, what does that mean? Without counting, which of the flavours had most votes? How do you know? • Describe ways of solving puzzles How did you find out which of these would hold the most water? and problems, explaining choices How did you begin? How did you decide what you needed to do? and decisions orally or using How could you show someone else that this one holds most? pictures I can talk about how I solved a problem • Use diagrams to sort objects into How have you sorted the objects? groups according to a given Which of the objects on the diagram is wider than your hand-span? criterion; suggest a different criterion for grouping the same objects I can sort objects by placing them onto a big diagram • Estimate, measure, weigh and Which of these three objects do you think will be the lightest? compare objects, choosing and Which do you think will be the heaviest? Which will you compare using suitable uniform non- first? standard or standard units and What else will you have to do to check if you have put them in measuring instruments (e.g. a order from lightest to heaviest? lever balance, metre stick or measuring jug) I can compare, describe and solve practical problems related to lengths/weights/capacities/time of more than two objects and put them in order Redbridge Version 2014 Year 1, Block C: Handling data and measures Unit 2

Objectives Unit 2 Assessment for learning

• Answer a question by selecting What information did you need? What equipment did you and using suitable equipment, use? and sorting information, shapes How does your table show the things that you found out? or objects; display results using What does one cup on your pictogram stand for? tables and pictures. How could you use your pictogram to find out which I can show what I found out so container held two cups of water? that other people will understand

• Describe ways of solving puzzles Why did you decide to …? and problems, explaining choices and decisions orally or using pictures I can talk about why I chose to solve the problem in the way that I did • Use diagrams to sort objects into How did your diagram help you to sort the objects? groups according to a given When you measured the book and it was more than one criterion; suggest a different straw wide, how did you know where the book belonged criterion for grouping the same on your diagram? objects I can sort objects using my own diagram to help me • Estimate, measure, weigh and Which of the containers do you think will hold most? How compare objects, choosing and many cups of water do you think it will take to fill the using suitable uniform non- biggest jug? standard or standard units and How do you know how much the biggest jug holds? measuring instruments (e.g. a Where do you start to measure the width of the hall? How lever balance, metre stick or many metres wide do you think the hall is? Write your measuring jug) guess on a piece of paper. Measure to halfway. Do you I can use equipment to measure want to guess again? objects How many cubes balanced the tennis ball? How did you know when you had found the correct weight? Redbridge Version 2014 Year 1, Block C: Handling data and measures Unit 3

Objectives Unit 3 Assessment for learning • Describe ways of solving puzzles How does your picture/diagram show what you did and what you and problems, explaining choices found out? and decisions orally or using pictures I can draw a picture / diagram to show how I solved the problem • Answer a question by selecting and What does your block graph show about how heavy the objects using suitable equipment, and are? sorting information, shapes or How did you line up the blocks to make it easy to compare the objects; display results using tables weights? and pictures. I can show what I found out by using a block graph  Use diagrams to sort objects into You found that the ribbon was the longest object in the set. What groups according to a given else did you find out about the ribbon when you sorted your criterion; suggest a different criterion objects in a different way? for grouping the same objects

I can sort objects in different ways. I can use what I know from comparing their lengths or balancing them • Estimate, measure, weigh and Did you think the jug or the mug would hold more? How much compare objects, choosing and more? using suitable uniform non- What did you do to measure as carefully as you could? standard or standard units and How do you know that the measurement is correct? measuring instruments (e.g. a lever balance, metre stick or measuring jug) I can estimate by looking and feeling I know how to measure objects giving the measurements correctly