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Year 1 Block C - Handling data and measures Unit 2

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 show what I found out so that other people will understand	What information did you need? What equipment did you use? How does your table show the things that you found out?
Describe ways of solving puzzles 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	Why did you decide to ...?
Answer a question by recording information in lists and tables; present outcomes using practical resources, pictures, block graphs or pictograms I can draw pictures/diagrams to show what I have found out	What does one cup on your pictogram stand for? How could you use your pictogram to find out which container held two cups of water?
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 using my own diagram to help me	How did your diagram help you to sort the objects? When you measured the book and it was more than one straw wide, how did you know where the book belonged on your diagram?
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 use equipment to measure objects	Which of the containers do you think will hold most? How many cups of water do you think it will take to fill the biggest jug? How do you know how much the biggest jug holds? Where do you start to measure the width of the hall? 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, asking for help and clarification if necessary I can do the things that I am told to do to help me to measure objects I can ask questions if I don't understand	Remind each other how you will place the metre sticks to measure the width of the hall. What are the important things to remember?

Learning overview

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.

A jug with 6 cups

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.

Children show the information using lists, pictures, tables, block graphs and pictograms. They represent the same information in different ways.

A table, bar chart showing children's favourite fruits in different ways.

A chart with symbols representing each child and a horizontal bar chart both showing children's music clubs

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?

Resource links to existing published material

Mathematical challenges for able pupils Key Stages 1 and 2

Activities	PDF 645KB
Activity 7 - Gold bars

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.

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