Year 1 Block C: Three 2-Week Units

1 of 13 The National Strategies  Primary Year 1 Block C: Handling data and measures

Year 1 Block C: Three 2-week units

Handling data and measures

Collecting, organising presenting and interpreting information to answer questions Choosing and using Representing information appropriate units of with practical resources, Communicating findings measurement and pictures, tables, block graphs equipment or pictograms Block C Measuring and comparing Handling data and lengths, weights and Sorting information on a measures capacities using uniform diagram using one criterion non-standard and standard Using ICT measures

Units Objectives 1 2 3 • Answer a question by selecting and using suitable equipment, and sorting    information, shapes or objects; display results using tables and pictures • Describe ways of solving puzzles and problems, explaining choices and    decisions orally or using pictures • Answer a question by recording information in lists and tables; present    outcomes using practical resources, pictures, block graphs or pictograms • 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)

Speaking and listening objectives for the block Units Objectives 1 2 3 • Tell stories and describe incidents from their own experience in an audible  voice • Listen to and follow instructions accurately, asking for help and clarification if  necessary • Explain their views to others in a small group, and decide how to report the  group’s views to the class

Opportunities to apply mathematics in science Units Activities 1 2 3 1a Ourselves: Collect and organise data about eye colour or shoe size and ü present it in a chart. 1c Sorting and using materials: When sorting a collection of paper, cardboard ü and so on, present data in a diagram, and explain groupings. 1f Sound and hearing: Measure distances from which a sound can be heard ü and present in a chart.

Key aspects of learning: focus for the block Enquiry Problem solving Reasoning Creative thinking Information processing Evaluation Self-awareness Managing feeling Social skills Communication Motivation Empathy

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, halfway 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 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 ten everyday objects and recognise the corresponding numerals • use language such as ‘more’ or ‘less’ to compare two numbers • use language such as ‘circle’ or ‘bigger’ to describe the shape and size of solids and flat shapes • use language such as ‘greater’, ‘smaller’, ‘heavier’ or ‘lighter’ to compare quantities.

Year 1 Block C: Handling data and measures Unit 1

Learning overview Contained in this learning overview are suggested assessment opportunities linked to the assessment focuses within the Assessing Pupils’ Progress (APP) guidelines. As you plan your teaching for this unit, draw on both these suggestions and alternative methods to help you to gather evidence of attainment or to identify barriers to progress that will inform your planning to meet the needs of particular groups of children. When you make a periodic assessment of children’s learning, this accumulating evidence will help you to determine the level at which they are working. To gather evidence related to the three Ma1 assessment focuses (problem solving, reasoning and communicating) it is important to give children space and time to develop their own approaches and strategies throughout the mathematics curriculum, as well as through the application of skills across the curriculum. In this unit the illustrated assessment focuses are:  Ma1, Communicating  Ma3, Measures  Ma4, Processing and representing data  Ma4, Interpreting data

Children pose a question, gather information, order and interpret the information in group or whole-class enquiries. They solve problems such as: Which of these things is heavier than the bag of sand? Find four things in the classroom that are wider than your hand-span and four that are not. Put the pencils into order from shortest to longest. Which of the three bears would want which container? Put the containers into order, starting with the one that holds most.

Assessment focus: Ma1, Communicating Look for evidence of children who can represent their solution to a problem practically using objects. Look out for children who also recognise that they can make a pictorial record of information as they solve problems and who begin to use their recording to communicate with others how the problem was solved.

Children measure by making direct comparisons. To compare the weight of one object with the weight of the bag of sand, for example, children hold one of the items in each hand and feel the difference, and they use a balance. They compare heights by placing objects together and the capacity of containers by pouring rice, sand or water from one container to the other. By comparing pairs of objects they build up the information they need to order more than two objects.

Assessment focus: Ma3, Measures As they measure by direct comparison, look out for children responding to the language of comparison, for example, finding which of two objects is ‘taller’ or ‘shorter’, or ‘heavier’ or ‘lighter’. As they pour material from one container to another, look for children who respond to or use language such as ‘holds more’, ‘holds less’ or ‘does not hold as much’. Look for evidence of children who use their comparisons of pairs of objects to begin to put three objects in order of weight or three containers in order of capacity.

Children place the objects on large diagrams prepared for the task to show what they have found out.

Children collect numerical information and record it in tables and block graphs. For example, to find out how many cubes different children in the group can pick up with one hand they might draw a table to show their names and record the number of cubes. Alternatively, each child might fix the cubes into a column and display the labelled columns as a block graph.

Assessment focus: Ma4, Processing and representing data Look for children who, with the support of discussion to clarify the enquiry, make a list or use a given table or large diagram to assemble information. For example, look for children collecting names and numbers in tables and lists or placing objects on the appropriate part of a diagram.

Children use the table or block graph to answer questions such as: Who picked up the largest number of cubes? How many cubes did Mark pick up? Who do you think has the smallest hand? Why? Who picked up one more cube than Lisa? Children solve other problems. They collect information about likes and dislikes by placing a brick or cube on the tower of their choice. They use the completed towers and labels to find, for example, their favourite ice cream flavour.

Assessment focus: Ma4, Interpreting data Look for children who use the list, table or diagram they have created to recall the activity. For example, look for children who recount the measuring or sorting and those children who can respond to questions about the activity. Look for evidence of the conclusions children have drawn in light of the original enquiry. For example, look for children who use a set of plates in size order and conclude which might belong to each of the three bears, or who use a set of zips in order of length and say which is for a coat, which for a jacket and which for a pair of trousers.

Objectives Assessment for Learning Children's learning outcomes are emphasised

• Answer a question by selecting and using How could you find out which objects are heavier than suitable equipment, and sorting information, the bag of sand? What did you use to find out? shapes or objects; display results using tables Where do the objects that are heavier than the bag of and pictures. sand belong on the diagram? Why is the box of paper I can answer a question using the equipment clips here on the diagram? my teacher uses

• Describe ways of solving puzzles and problems, How did you find out which of these would hold the explaining choices and decisions orally or using most water? How did you begin? How did you decide pictures. what you needed to do? I can talk about how I solved a problem How could you show someone else that this one holds most?

• Answer a question by recording information in How could we show the number of children who voted lists and tables; present outcomes using for each of these? practical resources, pictures, block graphs or If you add your brick to that tower, what does that pictograms. mean? Without counting, which of the flavours had I can help to answer a question and to show most votes? How do you know? what we found out

• Use diagrams to sort objects into groups How have you sorted the objects? according to a given criterion; suggest a Which of the objects on the diagram is wider than different criterion for grouping the same objects. your hand-span? I can sort objects by placing them onto a big diagram

• Estimate, measure, weigh and compare Which of these three objects do you think will be the objects, choosing and using suitable uniform lightest? Which do you think will be the heaviest? non-standard or standard units and measuring Which will you compare first? instruments (for example, a lever balance, What else will you have to do to check if you have put metre stick or measuring jug). them in order from lightest to heaviest? I can compare the lengths/weights/capacities of more than two objects and put them in order

• Tell stories and describe incidents from their Tell the others how you solved the problem. How did own experience in an audible voice. you begin? I can tell another person what I have done

Year 1 Block C: Handling data and measures Unit 2

Learning overview Contained in this learning overview are suggested assessment opportunities linked to the assessment focuses within the Assessing Pupils’ Progress (APP) guidelines. As you plan your teaching for this unit, draw on both these suggestions and alternative methods to help you to gather evidence of attainment or to identify barriers to progress that will inform your planning to meet the needs of particular groups of children. When you make a periodic assessment of children’s learning, this accumulating evidence will help you to determine the level at which they are working. To gather evidence related to the three Ma1 assessment focuses (problem solving, reasoning and communicating) it is important to give children space and time to develop their own approaches and strategies throughout the mathematics curriculum, as well as through the application of skills across the curriculum. In this unit the illustrated assessment focuses are:  Ma1, Problem solving  Ma2, Solving numerical problems  Ma4, Interpreting data

Children take greater responsibility for posing and answering questions. They begin to explore their own ways of solving problems and organising the information that they gather. They build on their experience of measuring by direct comparison. They use uniform non- standard units such as wooden bricks to balance an object, egg cups to fill a container and straws to fit along a line or their own steps to measure a longer distance. They solve problems such as: Which is wider: the table or the doorway? How much wider is it? How heavy is each of these objects? How many cups does it take to fill this jug? Check your estimate.

Children begin to use standard units to measure and sort objects. For example, they sort objects according to whether they are taller than 1 metre or not. They make a collection of items that together weigh just over 1 kilogram.

Assessment focus: Ma1, Problem solving Look for children making suggestions about how to solve problems such as ‘Is the doorway wide enough to take the table through it?’, ‘Will one jug of squash be enough to fill six beakers?’ or ‘How many cups could each of these containers of water fill?’ Look for evidence of children drawing on their experience of measuring by direct comparison or by using non-standard and standard measures to make suggestions.

Assessment focus: Ma2, Solving numerical problems Look for evidence of children counting and calculating to solve measuring problems. Look for children who count to answer a question such as, ‘How many cubes balanced with the ruler?’ or ’How many cups did the jug of water fill?’ Look for those who solve problems such as, ‘How many cups could you fill altogether if you use the water from the jug and the bottle?’ Children show the information using lists, pictures, tables, block graphs and pictograms. They represent the same information in different ways.

Assessment focus: Ma4, interpreting data As they look at the lists, diagrams, block graphs and pictograms that they and others have created, look for evidence of children interpreting data. Look for children answering questions such as, ‘How many objects did you find that were taller than one metre?’, ‘Which objects that you measured were not taller than a metre?’ or ‘Where would I belong on your diagram?’ Look for children comparing the heights of columns on their block graph or pictogram to answer questions such as, ‘Which was the most popular…?’ or ‘Which container filled most cups?’ Look for children who are beginning to pose similar questions for others to answer and who know if their responses are correct.

Children use a context, such as the story of building a bed for the queen, to explore how using non-standard units can lead to different results: The queen's bed must be 2 metres long and 1 metre wide. How big would the bed be if you used your feet to measure the wood to build the bed?

How big would it be if you used your teacher's foot to measure? How big would the bed be if you used the biggest foot in the school?

Objectives Assessment for Learning Children's learning outcomes are emphasised

• Answer a question by selecting and using What information did you need? What equipment did suitable equipment, and sorting information, you use? shapes or objects; display results using tables How does your table show the things that you found and pictures. out? I can show what I found out so that other people will understand

• Describe ways of solving puzzles and problems, Why did you decide to...? 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

• Answer a question by recording information in What does one cup on your pictogram stand for? lists and tables; present outcomes using How could you use your pictogram to find out which practical resources, pictures, block graphs or container held two cups of water? pictograms. I can draw pictures/diagrams to show what I have found out

• Use diagrams to sort objects into groups How did your diagram help you to sort the objects? according to a given criterion; suggest a When you measured the book and it was more than different criterion for grouping the same objects. one straw wide, how did you know where the book I can sort objects using my own diagram to help belonged on your diagram? me

• Estimate, measure, weigh and compare Which of the containers do you think will hold most? objects, choosing and using suitable uniform How many cups of water do you think it will take to fill non-standard or standard units and measuring the biggest jug? instruments (for example, a lever balance, How do you know how much the biggest jug holds? metre stick or measuring jug). Where do you start to measure the width of the hall? I can use equipment to measure objects How many metres wide do you think the hall is? Write your guess on a piece of paper. Measure to halfway. Do you want to guess again? How many cubes balanced the tennis ball? How did you know when you had found the correct weight?

• Listen to and follow instructions accurately, Remind each other how you will place the metre asking for help and clarification if necessary. sticks to measure the width of the hall. What are the I can do the things that I am told to do to help important things to remember? me to measure objects I can ask questions if I don't understand

Year 1 Block C: Handling data and measures Unit 3

Learning overview In this learning overview are suggested assessment opportunities linked to the assessment focuses within the Assessing Pupils’ Progress (APP) guidelines. As you plan your teaching for this unit, draw on these suggestions and alternative methods to help you to gather evidence of attainment or to identify barriers to progress that will inform your planning to meet the needs of particular groups of children. When you make a periodic assessment of children’s learning, this accumulating evidence will help you to determine the level at which they are working. To gather evidence related to the three Ma1 assessment focuses (problem solving, reasoning and communicating), it is important to give children space and time to develop their own approaches and strategies throughout the mathematics curriculum, as well as through the application of skills across the curriculum. In this unit the illustrated assessment focuses are: Ma1, Communicating Ma3, Measures Ma4, Processing and representing data

Children extend the process of posing and answering questions. They choose how to solve problems and organise the information that they gather. They are increasingly aware of how to communicate their findings to a wider audience.

Assessment focus: Ma1, Communicating Look out for children who recognise the need to record information as they solve problems and for those who begin to use their recording to talk about what they have done and communicate with others about how they solved the problem.

They use their experience of standard units to make realistic estimates, answering questions such as: Is the table taller or shorter than a metre? Is this doll taller or shorter than one of the class rulers? Does this bottle hold more or less than the litre jug? Which of these things do you think will weigh less than a kilogram?

Assessment focus: Ma3, Measures Look for evidence of children measuring and ordering three objects using direct comparison. For example they might find one doll that is shorter than a class ruler and one that is taller and demonstrate the comparison with the ruler. When they compare objects to see which is heavier, using their hands or a balance, notice whether children can put three objects into order from heaviest to lightest.

They use standard units to measure and compare objects. For example, they place metre sticks end-to-end to find out how much wider the hall is than the classroom. They use a litre jug to measure how much more the washing-up bowl holds than the cola bottle. They build on their experience of uniform non-standard and standard units for measurement and are increasingly accurate in their measurements. They suggest suitable standard or uniform non-standard units to estimate and measure. They answer questions such as: How far up the wall can you reach without lifting your feet from the floor? How far can you jump from this line? Does the tall thin mug hold more or less than the short fat one? How much heavier is the red parcel than the blue parcel?

Assessment focus: Ma3, Measures Look for evidence of children beginning to understand that numbers can be used to represent continuous measures; for example, look for children who refer to the numbers on a weighing scale to identify parcels that are heavier, lighter or weigh about the same.

They choose how to communicate their findings using tables, pictograms or block graphs. They interpret the information to answer or raise further questions. They sort objects using one criterion, then suggest and use a different criterion for sorting the same objects. For example, they sort a set of objects to show those that are heavier than 20 cubes or not. They sort the same objects using a different criterion such as float/do not float. They use both sets of results to answer further questions, such as: Do all of the heavier containers sink? Are all shorter things lighter than 20 cubes? The red parcel is the longest. Does it weigh the most? Does the tallest mug hold the most? Is the hand that picked up the most cubes the widest hand?

Assessment focus: Ma4, Processing and representing data Look for children responding to and using vocabulary relating to handling data; for example, they might use terms such as ‘sort’, ‘group’ and ‘list’. Look for children answering questions such as, ‘Why does this shape belong to this set?’

Objectives Assessment for Learning Children's learning outcomes are emphasised

• Answer a question by selecting and using Why did you organise the information in that way? suitable equipment, and sorting information, How does it help you to show that the bottle holds shapes or objects; display results using tables less than the jug? and pictures I can make choices about how to organise what I find out to help me to explain my answer

• Describe ways of solving puzzles and problems, How does your picture/diagram show what you did explaining choices and decisions orally or using and what you found out? pictures I can draw a picture/diagram to show how I solved the problem

• Answer a question by recording information in What does your block graph show about how heavy lists and tables; present outcomes using the objects are? practical resources, pictures, block graphs or How did you line up the blocks to make it easy to pictograms compare the weights? I can show what I found out by using a block graph

• Use diagrams to sort objects into groups You found that the ribbon was the longest object in according to a given criterion; suggest a the set. What else did you find out about the ribbon different criterion for grouping the same objects when you sorted your objects in a different way? I can sort objects in different ways I can use what I know from comparing their lengths or balancing them

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

• Explain their views to others in a small group, In your group discuss what you have found. and decide how to report the group's views to How will you get ready to tell the rest of the class? the class I can explain what I have found out to my group I can work with the others in my group to agree what we will tell the rest of the class