Follow the Links To: Interpreting, Constructing and Presenting Data Solving Problems

Statistics with Reasoning Follow the links to: Interpreting, Constructing and Presenting Data Solving Problems

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 INTERPRETING, CONSTRUCTING AND PRESENTING DATA interpret and construct interpret and present data interpret and present complete, read and interpret and construct simple pictograms, tally using bar charts, discrete and continuous interpret information in pie charts and line graphs charts, block diagrams and pictograms and tables data using appropriate tables, including and use these to solve simple tables graphical methods, timetables problems including bar charts and time graphs ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity ask and answer questions about totalling and comparing categorical data True or false? (Looking at True or false? (Looking at True or false? (Looking at True or false? (Looking at True or false? a simple pictogram) a bar chart) “Twice as a graph showing how the a train time table) “If I “More people travel to many people like class sunflower is growing want to get to Exeter by 4 (Looking at a pie chart) “More than twice the work in a car than on a strawberry than lime”. over time) “Our sunflower o’clock this afternoon, I number of people say bicycle”. grew the fastest in July”. will need to get to their favourite type of T.V. Is this true or false? Taunton station before programme is soaps than Convince me. Is this true or false? Is this true or false? midday”. any other” Convince me. Make up your own Convince me. ‘true/false’ statement Make up you own Make up your own Is this true or false? Is this true or false? about the bar chart. ‘true/false’ statement ‘true/false’ statement Convince me. Convince me. about the pictogram about the graph. Make up your own Make up your own ‘true/false’ statement ‘true/false’ statement about a journey using the about the pie chart. timetable. Statistics with Reasoning

What’s the same, what’s What’s the same, what’s What’s the same, what’s What’s the same, what’s What’s the same, what’s different? different? different? different? different? Pupils identify similarities Pupils identify similarities Pupils identify similarities Pupils identify similarities and differences between and differences between and differences between and differences between Pupils identify similarities different representations different representations different representations different representations and differences between and explain them to each and explain them to each and explain them to each and explain them to each different representations other other other other and explain them to each other Statistics with Reasoning Back to TOP

SOLVING PROBLEMS solve one-step and two- solve comparison, sum solve comparison, sum calculate and interpret the step questions [e.g. ‘How and difference problems and difference problems mean as an average many more?’ and ‘How using information using information many fewer?’] using presented in bar charts, presented in a line graph information presented in pictograms, tables and scaled bar charts and other graphs. pictograms and tables. Create a questions Pupils Create a questions Pupils Create a questions Pupils Create a questions Pupils Create a questions Make ask (and answer) ask (and answer) ask (and answer) ask (and answer) up a set of five numbers questions about different questions about different questions about different questions about different with a mean of 2.7 statistical representations statistical representations statistical representations Missing information The statistical representations using key vocabulary using key vocabulary using key vocabulary mean score in six test using key vocabulary relevant to the objectives. relevant to the objectives. relevant to the objectives. papers in a spelling test of relevant to the objectives. (see above) (see above) (see above) 20 questions is 15.Five of the scores were 13 12 17 18 16 What was the missing score?