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Primary National Strategy - Norfolk Theme: Organising and Interpreting Data Key Resources / Models Year Target Group Target Outcomes and Images Participate in the collection Most pupils should be able to: of data using practical Collect data quickly and make and organise a table Yr 1 Must equipment to represent Respond to oral questions such as: each block in a physical bar Who can hold the most cubes? chart. Recognise the most How many more cubes can Mary hold and least columns. than Lisa? Collect data quickly and Solve a given make and organise a table. problem by Respond to oral questions. collecting, sorting and Solve a simple problem by organising Should collecting information and Solve a simple problem such as finding out children’s likes or dislikes. information in representing it by drawing Collect information quickly by voting or sorting, then represent it by drawing simple ways or placing objects or or placing objects or pictures. For example, use towers of bricks. FW Section 5 pictures. Respond to p 90 - 93 related questions. Make and organise a list. Collect data quickly and make a simple table. Discuss the outcomes. Create a simple block graph to solve a problem. Make a pictogram where Could each symbol represents Make and organise a list eg all the days of the week one unit. Discuss related questions. Higher attaining pupils should also be able to: Begin to classify numbers in addition to organising them eg list all the odd Classify numbers and numbers between 0 and 20 organise them in lists and Begin to make a written representation of a physical bar chart simple tables. Collect data quickly and Most pupils should be able to: make and organise a table. ICT in mathematics CD: Collect data quickly (for example, by holding up a digit card Respond to oral questions. Venn diagram corresponding to the number of letters in your name) and make a simple Carroll diagram table. Discuss the outcomes. Solve a simple problem by Sorting 2-D shapes How many names have collecting information and fewer than 5 letters? Yr 2 Must representing it by drawing Playground chalk for human bar or placing objects or charts Make human bar charts pictures. Respond to related questions. Solve a problem by discussing how to find out and how to organise information. Create a simple block graph or pictogram (where one symbol Make and organise a list. represents one unit) and discuss related questions. Collect data quickly and Solve a given make a simple table. problem by Discuss the outcomes. collecting, sorting and Create a simple block organising graph to solve a problem. information in Make a pictogram where Should simple ways each symbol represents FW Section 5 one unit. Discuss related p 90 - 93 questions. How many children go to bed at 8? Classify numbers and organise them in lists and How many children did we ask? simple tables. Collect data quickly and Classify numbers and organise them in lists and simple tables. make a simple frequency For example, make a list of: table. Discuss the All the multiples of 10 between 0 and 100 outcomes. All the odd numbers from 15 to 35 Make a simple bar chart Higher attaining pupils should also be able to: from information in a Make a frequency table from data collected quickly frequency table. Collect Make a bar chart from the information in a frequency table data to answer a question Begin to sort numbers and Could and represent in a shapes into groups according to one pictogram, where the or more given criteria symbol represents 2 units. Discuss related questions. Classify objects, numbers or shapes according to one and then two criterion and display on a Carroll or Venn diagram. Key Resources / Models Year Target Group Target Outcomes and Images Collect data quickly and Most pupils should be able to: make a simple table. ICT in Mathematics CD – Handy Collect data quickly (eg by voting in a show of hands) and make a simple 3 Discuss the outcomes. Graph frequency table and discuss the outcomes Which colour had fewer than 5 votes? Create a simple block ITP – Datahandling Who might find it useful to know graph to solve a problem. what colours children like? Make a pictogram where Laminated Venn and Carroll Yr Must each symbol represents diagram outlines Make, or use a computer to make, a one unit. Discuss related simple bar chart and answer questions questions. that relate to it Classify numbers and organise them in lists and simple tables. Collect data quickly and Solve a given make a simple frequency problem by table. Discuss the collecting, outcomes. sorting and organising Make a simple bar chart information in from information in a simple ways frequency table. Collect FW Section 5 data to answer a question Make and interpret a pictogram where the symbol represents 2 units and p 90 - 93 Should and represent in a answer questions such as: How many more children walk than come by pictogram, where the bike? symbol represents 2 units. Discuss related questions. Classify objects, numbers or shapes according to one and then two criterion and display on a Carroll or Venn diagram. Find the answer to a question by collecting data and recording in a tally Carroll Diagram Venn Diagram chart or pictogram. Discuss the findings. Interpret a bar chart with Classify objects, numbers or shapes according to one criterion, the axis marked in multiples Progressing to two criteria, and display on a Carroll or Venn diagram. of 2, 5, 10 or 20. Higher attaining pupils should also be able to: Make and interpret a pictogram where the symbol represents more than Use sorting diagrams 2 units (Carroll or Venn) to display Construct a bar chart where the y axis divisions are not one or two information about shapes or numbers. Could Collect data quickly and Most pupils should be able to: make a simple frequency ITP Datahandling Find the answer to a question by collecting data quickly then making a tally table. Discuss the chart outcomes. Laminated Venn and Carroll Find the answer to a question by using data to make a pictogram, where the diagram outlines symbol represents several units Make a simple bar chart from information in a frequency table. Collect data to answer a question Yr 4 Must and represent in a pictogram, where the symbol represents 2 units. Discuss related questions. Answer questions such as: Classify objects, numbers How many more sparrows or shapes according to one than thrushes? and then two criterion and display on a Carroll or Venn Solve a problem by interpreting a bar chart. For example: diagram. Solve a Find the answer to a problem by question by collecting data collecting, and recording in a tally organising, chart or pictogram. representing, Discuss the findings. extracting and Interpret a bar chart with interpreting Should the axis marked in multiples data in tables, of 2, 5, 10 or 20. graphs and Use Carroll and Venn diagrams to display information charts Use sorting diagrams FW Section 6 (Carroll or Venn) to display P114-117 information about shapes or numbers. Test a hypothesis about the frequency of an event. Use a bar chart or bar line chart to record and discuss related questions. Develop understanding of Could mode and the range of a set of data. Higher attaining pupils should also be able to: Sort using a 3-way Venn diagram Make a simple database on Interpret a bar chart with the vertical axis marked with any divisions paper. Begin to find the mode of a given set of data Draw and interpret a line graph. Key Resources / Models Year Target Group Target Outcomes and Images Find the answer to a Most pupils should be able to: question by collecting data ITP – Datahandling Test a hypothesis about the frequency of an event eg a local newspaper, and recording in a tally ITP – Line graph a reference book. Discuss a bar chart of bar line chart to check the 5 chart or pictogram. prediction. Discuss the findings. ICT in mathematics CD: Answer questions such as: Interpret a bar chart with Handy Graph How many matches in total did Yr Must the axis marked in multiples Venn Diagram Rovers play? of 2, 5, 10 or 20. Carroll Diagram What was the most common Number of goals (mode)? Use sorting diagrams (Carroll or Venn) to display information about shapes Develop understanding of the or numbers. Mode (most common item) and the Solve a Test a hypothesis about the Range (difference between problem by frequency of an event. Use greatest and least) of a set of data. collecting, a bar chart or bar line chart organising, to record and discuss representing, related questions. extracting and interpreting Develop understanding of data in tables, Should mode and the range of a graphs and set of data. charts FW Section 6 Make a simple database on P114-117 paper. Draw and interpret a line graph. Test a hypothesis by drawing and discussing a Make a simple paper database bar chart where (discrete) data are grouped. Begin to interpret simple pie charts. Answer related question Find the mode and range of a simple set of data. Begin to find the mean and median. Draw and interpret a line graph Interrogate a prepared Higher attaining pupils should also be able to: computer database. Be able to construct and interpret a line graph where intermediate values have meaning. Begin to draw and interpret Interrogate data in a prepared computer database Could a line graph, in which intermediate values have meaning. Test a hypothesis about the Most pupils should be able to: frequency of an event. Use ITP – Datahandling Test a hypothesis such as ‘we think that most of the class will get more a bar chart or bar line chart ITP – Line graph than 30 marks in the test’ and produce a bar chart with discrete grouped data 6 to record and discuss *Answer questions such as, ‘what related questions. EXCEL was the most common score in the test?’ Develop understanding of Graphical calculators Yr Must mode and the range of a set of data. Make a simple database on paper. Begin to interpret simple pie charts, such as those showing the data in a computer database. Answer questions such as, ‘What fraction (%) of the Draw and interpret a line population of Ham is 16 or under?’ graph. Begin to draw and interpret a line graph, Solve a Test a hypothesis by in which intermediate values have meaning. problem by drawing and discussing a For example: collecting, bar chart where (discrete) organising, data are grouped. Begin to representing, interpret simple pie charts. extracting and Answer related questions. interpreting data in tables, Find the mode and range of graphs and a simple set of data. Begin charts Should to find the mean and FW Section 6 median. P114-117 Interrogate a prepared computer database. Begin to draw and interpret a line graph, in which intermediate values have Higher attaining pupils should also be able to: meaning. Convert data into a variety of appropriate graphical representations, Begin to construct simple including a simple pie chart. pie charts to test a Begin to graph a simple equation such as: x = y + 1 hypothesis. Begin to Find the mode, median and mean of a set of data Could recognise the appropriate graphical representation for any given problem.