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Year 2 Block C - Handling data and measures Unit 2

Objectives Children's learning outcomes are emphasised	Assessment for learning
Follow a line of enquiry; answer questions by choosing and using suitable equipment and selecting, organising and presenting information in lists, tables and simple diagrams I can organise information and make lists and tables	How could you make the table? What headings do you need? How could you make the list? Would it help to put the information in order? Which of these ways of presenting the information helps us best to answer the question?
Answer a question by collecting and recording data in lists and tables; represent the data as block graphs or pictograms to show results; use ICT to organise and present data I can make block graphs and get information from other people's graphs	Why is a block graph a good way of showing your results? What does the tallest column of blocks mean? How did the block graph help you to answer the question? If we asked all the teachers about the soft drink that they like best, would there be a column of blocks that was taller than the others? Would it be for the same soft drink as your tallest column?
Use lists, tables and diagrams to sort objects; explain choices using appropriate language, including 'not' I can sort objects and use diagrams to show how I sorted them	Why have you put this object in this part of the diagram? What else could be placed here? Which children are 7 years old and have a pet?
Estimate, compare and measure lengths, weights and capacities, choosing and using standard units (m, cm, kg, litre) and suitable measuring instruments I can estimate whether a container holds more or less than a litre I can estimate whether an object is heavier or lighter than a half- kilogram by putting a half-kilogram in one hand and the object in the other I know how long a metre is and I know how long a centimetre is	Point out something that you think is about two metres high/tall/long. What can you see that you think is just shorter/longer than a metre? Which containers do you think will hold just a little more than a litre? This strip is 20 cm long. How could you use this to help you find a book that is about 40cm tall? How could you use it to find a book that is about 10 cm wide? Show me how you would use it to check that this book is about 23 cm tall.
Read the numbered divisions on a scale and interpret the divisions between them (e.g. on a scale from 0 to 25 with intervals of 1 shown but only the divisions 0, 5, 10, 15 and 20 numbered); use a ruler to draw and measure lines to the nearest centimetre I can use a ruler or metre stick to measure how long something is I can read numbers on a scale and work out the numbers between them	On the graph, how do you work out the numbers between the labels? Which way of getting to school was used by 7 children? These labels show only 0, 2, 4, 6, 8 and 10. How could you find 7? If this scale carried on, what other numbers do you think would be shown? Would the number 34 be shown? How can you tell?
Ensure everyone contributes, allocate tasks, consider alternatives and reach agreement I can work with other children and make sure everyone has a turn I can work with other children to make sure all know what they should do and joins in When we work together we all think about different ways we can do something We can agree on what we should do	How will you work together to collect the information? How will you split the work so that everyone knows what they should do? How will you decide as a group?

Learning overview

Children work collaboratively in a group to plan and carry out an enquiry. They consider different ways of approaching the task. They agree on how they are going to work and the roles that they will take. They classify objects and numbers according to one criterion and progress to using two criteria. For example, they might sort themselves according to whether or not they have a pet and place name cards in the appropriate space on a sorting diagram. They sort a set of number cards according to whether they are 1-digit numbers/not 1-digit numbers.

A table showing two criteria for sorting; those under or over seven on the left with those who have a pet or not along the top

Children then choose a second criterion. For sorting themselves they might choose age 7/not age 7 and reposition their name cards accordingly. For sorting the numbers they might choose even/not even and move the cards above or below the new dividing line.

A table showing two criteria for sorting; even or odd numbers on the left with one digit or more than one along the top

Children answer questions based on their diagram, such as:

Who is 7 and does not have a pet?
How many children are not 7 and do not have a pet?
How many children do not have a pet?
If we were to ask children in Class 3 to put their names in a diagram like this, how would the diagram look? Would there be some names in every part of the diagram? Why do you think so?

They solve problems such as finding which soft drink is most popular with children in the class. They ask and answer questions such as:

How could we find out?
How shall we organise the information?

Children make a block graph and explain what it shows to others. They point to the columns, referring to the names of drinks and using these to support their explanation.

A block graph showing children's favourite drinks

They answer questions such as

Which drink had the most votes?
Why do you think this is?
Who would find it useful to know? Why?
How many children did we ask?
Do you think the information will be different if we asked in the winter? Why?

Children gather information to answer a question about how they travel to school, for example. They present data in a block graph where the vertical axis is labelled and marked in twos. Children read the scale , interpreting numbers between those marked. They explain the graph to others.

A block graph showing how children come to school

They consider questions such as whether the graph would be the same in the summer or the winter, or whether it would look the same for a Year 6 class. They discuss reasons why the graphs may be different for different groups of children, or at different times of the year.

Children make and record measurements for a purpose as they follow an enquiry. For example, they work collaboratively to plan an experiment to find which toy car rolls furthest. After some initial trials rolling cars down a small ramp, they recognise the need to use centimetres as the unit to measure and compare distances. They use a metre tape or rule, marked and numbered in centimetres, to measure the distance rolled from the foot of the ramp to where the car stopped. They collect information in a list and present it in an ordered table, starting with the car that rolled the longest distance.

Resource links to existing published material

Mathematical challenges for able pupils Key Stages 1 and 2

Activities
None currently available

Intervention programmes

Springboard unit

None currently available

Supporting children with gaps in their mathematical understanding (Wave 3)

Diagnostic focus	Resource
None currently available

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