Success Criteria Evaluation DAY OBJECTIVES TEACHING INDEPENDENT Plenary Must/should/could ACTIVITIES WORK / HOMEWORK (20 mins) (20 mins) (10 mins) I can: Mental: Mental: Interpretation In partners M: interpret a bar Know how to draw Spot the difference between a correct bar graph and one with mistakes. questions on: children come graph with labelled a bar graph Children have a couple of minutes to list as many as they can on their up with their intervals of 2 correctly WBs in partners. LA – bar graph on own rainfall with labelled interpretation S: interpret a Main: Main: intervals of 2 questions for combined bar Interpret bar and HA try MA work without listening to my model. each other using and line graph line graphs Model for LA and MA how to read a bar graph with labelled intervals of 2 MA – combined bar the worksheet with labelled i.e. halfway between two labelled intervals is worth one more than the and line graph on from the intervals of 10 C1003 previous labelled interval e.g. halfway between 8 and 10 is 9. temperature and independent Revise vocabulary of interpretation e.g. more/ less, most / least, more / rainfall with labelled work C: interpret a fewer, difference and altogether. intervals of 10 conversion graph LA start work. Model for MA how to interpret graphs with labelled intervals jumping in HA – conversion tens; hard to be totally accurate but need to be as careful as possible graph for converting (use mm on a ruler to help estimate). degrees centigrade Can also draw a straight line with a ruler from the top of the bar or point to Fahrenheit with on the line you are trying to read to the y-axis. labelled intervals of Explain how line graphs are like bar graphs but have an x where the top 2 of the bar would usually be and these ‘x’s are joined up to make a line to show a pattern (or correlation) Explain how to read the key to see which parts of the graph show rainfall, minimum temperature and maximum temperature. MA start work. Explain to HA how there are two types of measurement for temperature: degrees centigrade (°C) and degrees Fahrenheit (°F), and how one can be converted to the other. Explain that we can use the conversion graph to do this. Model how to do this, emphasising the importance of reading from the right axis.