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Year 1 Block C - Handling data and measures Unit 1

Objectives Children's learning outcomes are emphasised	Assessment for learning
Answer a question by selecting and using suitable equipment, and sorting information, shapes or objects; display results using tables and pictures I can answer a question using the equipment my teacher uses	How could you find out which objects are heavier than the bag of sand? What did you use to find out? Where do the objects that are heavier than the bag of sand belong on the diagram? Why is the box of paper clips here on the diagram?
Describe ways of solving puzzles and problems, explaining choices and decisions orally or using pictures I can talk about how I solved a problem	How did you find out which of these would hold the most water? How did you begin? How did you decide what you needed to do? How could you show someone else that this one holds most?
Answer a question by recording information in lists and tables; present outcomes using practical resources, pictures, block graphs or pictograms I can help to answer a question and to show what we found out	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?
Use diagrams to sort objects into groups according to a given criterion; suggest a different criterion for grouping the same objects I can sort objects by placing them onto a big diagram	How have you sorted the objects? Which of the objects on the diagram is wider than your hand-span?
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) I can compare the lengths/weights/capacities of more than two objects and put them in order	Which of these three objects do you think will be the lightest? Which do you think will be the heaviest? Which will you compare first? What else will you have to do to check if you have put them in order from lightest to heaviest?
Tell stories and describe incidents from their own experience in an audible voice I can tell another person what I have done	Tell the others how you solved the problem. How did you begin?

Learning overview

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.

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.

Children place the objects on large diagrams prepared for the task to show what they have found out.
Large diagrams for: Heavier than a bag of fruit, Wider than a hand span and not wider than a hand span, Shortest to tallest with pencils as the example

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.
A 2 column table for names and amount of cubes also displayed as lengths of cubes with the name attached

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.

Favourite ices shown by numbers of blocks next to label with the flavour

Resource links to existing published material

Mathematical challenges for able pupils Key Stages 1 and 2

Activities	PDF 645KB
Activity 5 - Bean-bag buckets
Activity 22 - Christmas tree

Intervention programmes

Springboard unit

None currently available

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

Diagnostic focus	Resource
Makes unequal groups and cannot compare the groups	3 YR ×/÷ DfES 1139-2005 (PDF 69KB)

Click here for information on different file formats and their usage.

Disclaimer notice

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