# Organising Data and Information by fcz38469

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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
 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
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.
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
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
Yr
4         Must     and represent in a
pictogram, where the
symbol represents 2 units.
Discuss related questions.
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
or numbers.
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.

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.
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.

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