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Suffolk Mathematics Team Handling Data File

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Contents

Introduction

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Progression in handling data in Y1 – Y5

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The data handling cycle

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Data cards

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Data handling in the three part lesson

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Black line masters

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?? ?? ?? ?? ??

Data cards Pictogram image Tally pictures Scale Headings and labels

Coloured Images

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Vocabulary bookmarks and flash cards

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Appendix

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? ? Highlighted Medium Term Plans References

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Introduction “The framework has five strands. The first three have direct links to the National Curriculum programme of study for number. The fourth strand is linked to measures, shape and space, while the fifth incorporates handling data. Using and applying mathematics is integrated throughout. The strands, and the topics they cover are: numbers and the number system, calculations, solving problems, measures, shape and space and handling data.” The National Numeracy Strategy Framework for teaching mathematics from Reception to Year 6 Page 39 Planning

Handling data is an area of mathematics which, on the surface seems quite straight forward to teach to young children. However, an increasing number of schools are finding that it is becoming an area for further development. The main point of reference for any teacher planning a terms work is the Medium Term Plan. Examples of single and mixed age plans can be found on the Green Planning CD which accompanied the Green INSET box sent into all schools. The example medium term plans are a guide for schools and there is an expectation that all schools will eventually move towards their “own medium term plan”. Highlighting medium term plans is a useful planning and assessment strategy used by teachers. It shows at a glance the areas of mathematics that the teacher feels are generally going well or not so well for a class. (Further information regarding highlighting medium term plans can be found on page 155 of the Appendix .)

One observation regarding Handling Data, is that in every mixed age and single age example MTP from the Green planning CD, this area of mathematics is addressed at the end of every term without exception for Years 1 – 4. Only at Years 5 and 6 does handling data move to earlier in the term. If your school has identified Handling data as an area for development, consider moving this unit of work to earlier in the term. This file contains information about how to use these materials, black line masters and one example of each colour master. Further colour masters can be found on the SLAMnet site www.slamnet.org.uk The main aim of this file is to introduce simple handling data resources, which are easy to make. These ideas and activities can be used with KS1, lower KS2 classes and SEN children.

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The resource ideas and activities are based round the use of 100 pocket square. Most schools have one in their room with the numbers 1 – 100 placed inside the pockets. For those schools who do not have 100 pocket squares, the ideas and activities can be easily adapted to be used with large pieces of sugar paper, wall space or a white board. This folder provides a wealth of ideas for handling data in the mental and oral, main and plenary parts of the daily mathematics lesson. It also seeks to show a variety of ways to collecting, display and interpret data in the primary classroom.

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Progression in handling data Y1 to Y5

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Yearly Teaching Programme Year 1 Pages 90 – 93 Y1, 2 and 3 examples ? ? Solve a given problem by sorting, classifying and organising information in simple ways, such as: using objects or pictures; in a list or simple table, discuss and explain results.

Yearly Teaching Programme Year 2 Pages 90 – 93 Y1, 2 and 3 examples ? ? Solve a given problem by sorting, classifying and organising information in simple ways, such as: in a list or simple table; in a pictogram; in a block graph. Discuss and explain results

Yearly Teaching Programme Year 3 Pages 90 – 93 Y1, 2 and 3 examples ? ? Solve a given problem by organising and interpreting numerical data in simple lists, tables and graphs. For example: simple frequency tables; pictograms – symbol representing two units; bar charts – intervals labelled in ones then twos; Venn and Carroll diagrams (one criterion).

Yearly Teaching Programme Year 4 Pages 114 – 117 Y4, 5 and 6 examples ? ? Solve a problem by collecting quickly, organising, representing and interpreting data in tables, charts, graphs and diagrams, including those generated by a computer, for example: tally charts and frequency tables; pictograms – symbol representing 2, 5, 10 or 20 units; bar charts – intervals labelled in 2s, 5s, 10s or 20s; Venn and Carroll diagrams (two criteria).

Yearly Teaching Programme Year 5 Pages 114 – 117 Y4, 5 and 6 examples ? ? Discuss the chance or likelihood or particular events. Page 113 ? ? Solve a problem by representing and interpreting data in tables, charts, graphs and diagrams, including those generated by a computer, for example: bar line charts, vertical axis labelled in 2s, 5s, 10s, 20s or 100s, first where intermediate points have no meaning (e.g. scores on a dice rolled 50 times), then where they may have meaning (e.g. room temperature over time). Pages 115, 117 ? ? Find the mode of a set of data. Page 117

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The data handling cycle

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The four aspects of the data handling cycle Specify the problem and plan (Formulate questions; decide what data should be collected.) ? ? Allow children to be involved at this stage, helping to specify the questions to be posed. Ask them what data needs to be collected and what analysis needs to be carried out. ? ? Data handling is best taught in the context of real statistical enquiry, not contrived data. Collect the data (Obtain data from a variety of appropriate sources.) ? ? Data can come from either first hand (primary) or second hand (secondary) sources. Primary sources include class surveys; experiments; measurements; data captured using ICT. Secondary sources include prepared databases; reference books; newspapers; the internet; census data; timetables; catalogues; travel brochures; atlases; magazines; advertisements. ? ? Much useful data can be obtained from other subjects like history, geography and science. Process and represent (Use raw data to produce lists, tables and charts.) ? ? Computer software can remove much of the labour of drawing graphs, allowing more time for interpretation. Use ICT to help identify the most common appropriate type of graph for particular data. ? ? Look carefully at progression in the Framework. Ensure progression in the scales used on graphs from 1s to 2s, 5s, 10s and beyond. Interpret and discuss (Relate the summarised data to questions asked initially.) ? ? Rather can colouring a graph in, ask children to talk or write about what the graph shows. ? ? Use past SATs questions to give a variety of tables, graphs and charts for children to interpret. The key skill for children is to be able to extract and interpret data in tables, graphs and charts. Activities in lessons may include any number of these four aspects. A balance should be maintained. Research shows that many pupils spend too much time on data collection and representation.

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Data Cards

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Data cards These are simple cards. They can be designed by the children or the teacher. It is a card on which to collect individuals views, likes and dislikes. Here are two examples of data cards which have been filled in by Chloe. Card 1 shows six facts and likes of Chloe. At a glance we can see her name, how old she is, her hair and eye colour and her favourite meal.

Card 2 shows four pieces of information, her name, her favourite pet and fruit and how she travelled to school that morning.

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Data cards and how to use them Give each child a copy of the data card and ask them to fill it in as a … … … .. ? ? whole class activity, ? ? group activity, ? ? individual activity with an additional adult (where appropriate). Afterwards, display the cards with your charts, graphs and pictograms, etc. You may wish to use the idea of data cards to collect other forms of data, e.g. types of homes (flat, bungalow, detached house, semi-detached house, terrace house, caravan), where we live (village (individual names of villages), town etc), birthday (month), favourite game/playground game, etc. Card 1 By using this card, the teacher is able to collect enough data for six charts (pictograms, bar charts and tally charts) Name (number of letters in first name) Count the number of letters in the first name of each child and put into a table. Gender (boy or girl) Show how many girls and how many boys are in the class Age This works very well in mixed age classes, as there will be several ages to choose from. Hair colour Children tick the box containing the colour that is the nearest to their own hair colour. Eye colour Children tick the box containing the colour that is the nearest to their own eye colour. Favourite meal Give the children a choice from a group of about six. The children write the word or key words for their favourite meal in the box provided.

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Card 2 By using this card, the teacher is able to collect enough data for three charts (pictograms, bar charts and tally charts).

Favourite pet Children tick the image of their favourite pet. Favourite fruit Children tick the image of their favourite fruit. How I travel to school Children tick the image of their way of getting to school. Producing charts, tally charts and pictograms The data card is a simple way of collecting information. It is quick and simple to complete. Children who were absent from previous lessons will be able to be included by the completion of a blank card. Name (number of letters in first name) Count the number of letters in the first name of each child and put into a table. Children count the number of letters in their name and select the correct numeral. Some children may have name cards, the teacher may ask them to collect their name card, count the letters and then select the correct numeral. The teacher may select a table, part of the classroom or part of the playground (using playground markings such as circles, squares, etc.) for the children to stand in when a number is called. By using the whiteboard or flip chart, the children are able to tally the number children onto a chart.

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By using name cards, the name cards can be used to create a simple chart (2002 KS 1 SAT paper and National Numeracy Strategy Y123 examples page 91 for further reference.)

Questions to ask 1. 2. 3. 4.

What is the most common number of letters in a name? How many names have more than 5 letters? How many names have fewer than 5 letters? How many names are there altogether?

Gender (boy or girl) To show how many girls and how many boys are in the class, simply ask the children to stand in two groups, a group of boys and a group of girls in the hall, classroom or playground. Count or tally the number in each group.

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Age To show the ages of children, simply ask the children to stand or sit in a group with children of the same age. The number of groups will vary especially in mixed aged classes. Count or tally the number in each group.

Use linking cubes or bricks to organise the information collected. (National Numeracy Strategy Y123 examples page 92 for further reference.) Tally chart Simple table Pictograms (symbol representing 2 or 5) Bar charts (intervals in 1’s, 2s or 5s) Hair colour and eye colour charts Children tick the box containing the colour that is the nearest to their own hair/eye colour. This is an example of a block graph.

Other forms of handling data. Tally chart Simple table Pictograms (symbol representing 2 or 5) Bar charts (intervals in 1’s, 2s or 5s)

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Favourite meal Give the children a choice from a group of about 6. They write the word or key words for their favourite meal in the box provided. Use a 100 pocket square to create a graph.

A chart showing the children’s favourite fruit choices.

Favourite pet Children tick the image of their favourite pet. Number of children 7 9 3 2 5

Favourite pet cat dog hamster fish rabbit

Questions Which is the most/least popular? Who voted either for this or for this… .? Which pet had fewer than 4 votes? How many children were asked to vote for their favourite pet? Would the table be the same is we asked Y4?

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How I travel to school Children tick the image of their way of getting to school.

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Discussion Do most children walk to school? More children walk than come by bike. How many more? How many children altogether in the class? How would our pictogram be different if it were… .a wet day?… if there were no buses?… .if we asked Year 3?

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The three part lesson

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Mental and oral part of the lesson Sorting Young children should be encouraged to sort objects by physically picking them up, looking carefully at them and moving them into a pot/on a plate or into a sorting ring. This is a lovely carpet activity for a whole class or large group. All the children should be involved throughout, either collecting requested objects from around the room, placing them in the sorting rings or suggesting which groups the chosen objects should go into. Children should be able so sort objects (one criterion), include natural objects from the school grounds such as leaves, seeds and flowers. Other objects which are easily found within school are … … … . ? ? beads ? ? crayons ? ? pencils ? ? bricks ? ? books ? ? toys ? ? buttons ? ? coins ? ? name labels ? ? dolls clothes ? ? play food ? ? toy knives ? ? spoons ? ? folks ? ? plates ? ? cups ? ? bowls ? ? pictures from an old catalogue ? ? rakes, buckets, sieves and sand moulds from the sand tray ? ? various sized containers (some with holes) from the water tray ? ? dried pasta shapes, etc.

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Floor charts and graphs

Labels

Objects placed on pieces of A4 paper or sugar paper

Pictograms, bar charts, block graphs and frequency tables Children should have white boards, number fans or coloured fans depending on the activity. Children spend a great deal of time collecting information and producing charts but very little time interpreting the charts. The mental and oral part of the lesson gives an ideal opportunity to address this issue. By using the 100 square and the images in this folder, the teacher is able to create a wealth of charts, graphs and pictograms. Using a variety of scales develops the children's skill in reading and interpreting. It also helps to build confidence in a safe and secure environment.

Animals on Old Mac Donald's Farm ducks sheep horses

chickens goats

=2 The teacher sets up a pictogram on the board or by using the empty 100 square for the children to look at during the mental and oral part of the lesson. Year 2 children find this type of chart very difficult to interpret.

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Ask the class questions about the data and encourage them to use their white boards, number or colour fans to show their answers. Questions may take the form of the following suggestions. ? ? How many animals does Old Mac Donald have altogether? ? ? How many more chickens are there than horses? ? ? How many birds live on the farm altogether? How did you work it out? ? ? How many more sheep are there than goats? Simple lists and tables can also be used in the mental and oral part of the lesson.

Smartie mathematics There are eight coloured Smarties. You can substitute M and M's, coloured cubes or pattern blocks in a wash bag (the type you use to put washing tablets in). Empty the tube or wash bag in front of the children and count out the objects. Sort them into their colours. Tip: never open a brand new packet of sweets in front of the class as the numbers of colours vary greatly. Think through the questions you will be asking and use a variety of different questions. ?? ?? ?? ?? ?? ?? ??

Which colour has the most? Which colour has the least? How many sweets altogether? How many more ____'s are there than ______'s? What is the difference between ______ and ______ sweets? How many ______'s are there for every _______? What is the difference between the most number of sweets and the least number of sweets?

Smartie colour brown red pink blue purple yellow orange green

Number of Smarties 6 7 3 8 4 9 2 5

For some children it may be more appropriate to use corresponding coloured spots of sugar paper rather than the word.

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Questions may call for a number and the children may use either a number fan or white board to show their answers. Some questions may call for a colour. Where possible, each child should have a coloured fan or discs of coloured sugar paper they can show in response to the questions. By using transparent coloured OHP counters or home made transparency counters, the number of coloured sweets can be represented on the OHP and a simple block graph created by arranging the counters accordingly. When the children are more confident at answering questions about charts and graphs, the teacher can ask the children to think of questions that he/she may ask the class. Simple card bar charts These are simple and easy to make.

Take a large sheet of card and draw the axes first lightly in pencil and then over the pencil in black marker pen. Next select the cards you will be using for your scale (these can be found in the file ready to photocopy on coloured paper and laminate). Arrange the cards along the frequency axis and mark accordingly.

Cut long strips of coloured sugar paper, these will make the bars on your bar chart. They need to be between 6 and 10 cm wide. The width depends on how many bars you will be needing to use on your chart. Take the card and with a pair of scissors cut slits at even intervals slightly longer than the width of the coloured strips of sugar paper. When finished the bars tuck into the slits and allows the teacher to change to move the bars up or down. This is a good way to show children how to select an appropriate scale.

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Using scale Prepare a set of scales

7

14

35

70

700

6

12

30

60

600

5

10

25

50

500

4

8

20

40

400

3

6

15

30

300

2

4

10

20

200

1

2

5

10

100

For longer lasting resources, laminate your cards and stick with re-useable tack onto a piece of laminated card. This can be placed into a punch pocket and kept in a teaching folder for future use. For some punch pockets you may have to trim the sides of the laminated sheet of paper.

table 1

table 2

table 3

Show table 1 to the class and ask what scale would be appropriate. Show table 2 to the class and ask what scale now would be appropriate, reminding the class that they cannot lengthen the vertical axis. Move the paper bars accordingly. Repeat with table 3

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The main part of the lesson Handling data using pattern blocks Give each pair of children an outline of an animal or shape. Using the 100 square show the children how many of each shape they will need to complete the outline in blocks.

The children then have to select the correct number of coloured blocks and complete the outline. Pairs could try to complete the image with different numbers and types of blocks and record them in a chart for their fellow classmates to solve. The cat image to the right can be made with six red trapeziums, nine equilateral triangles and three tan rhombus shapes. Another solution may be four red trapeziums, one hexagon, five equilateral triangles, two blue rhombuses and three tan rhombus shapes. How many ways can you find to make the cat shape shown above?

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Creating charts, tables and graphs Children should feel comfortable and confident in using information to create charts and graphs. Encourage the children to think about what type of chart etc would be appropriate for the data they have and to consider the scale they are about to use. “One year my class had a strawberry week. During the week we collected strawberries, made home made butter from cream and baked our own bread. At the end of the week we had a strawberry tea party. There was a teddy bears treasure hunt and parents were invited to join in and help. Part of their role was to make the sandwiches. Not all children or adults liked strawberry jam, so everyone voted for their favourite sandwich filling. The children created several charts using the computer. The children found out that the bar charts were easier for the parents to read as they had a frequency axis that could be easily read. The pie charts looked wonderful but were difficult to read, as the parents could not work out easily the number of each kind of sandwich filling required on the day.” Nursery/Reception/Year 1 teacher Teachers may use secondary information for data handling or find graphs and charts from various sources to use within the classroom setting. Children should be encouraged to interpret the data and consider whether the chart, table or graph has met the initial needs of the problem posed at the beginning of the data handling cycle. Children should also be encouraged to ask or pose questions relating to the data they are working with. ICT is a useful tool and there are many programmes available to help young children and primary aged children create charts etc at the touch of a button. The National Numeracy Strategy has brought out a set of Interactive Teaching Programmes, commonly referred to as ITP’s. These can be downloaded quickly and easily from the Numeracy site. www.standards.dfes.gov.uk/numeracy/publications

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One ITP relates to handling data and can be used with an interactive whiteboard, data projector or cable from a lap top to a TV.

The plenary The plenary provides opportunities to cover test style questions relating to organising and handling data. In the Key Stage 1 SATs papers there are examples of simple and more complex questions that can be used with the class during this part of the lesson. Children can also share their charts with the other children in their class and talk about what they found out. The class teacher talked to her class about the amount of litter that seemed to be in the grounds and asked what they could do about it. The children suggested a litter survey to find out which areas were messy. Rather that all the children try to look at all the grounds, she put the children into groups and assigned them areas of the school grounds to look at. The children were also given a time limit of 20 minutes to survey their area and report back. The information gained showed areas of the school grounds that would need an additional bin for litter. The children’s plenary was a short review of their findings to the head teacher. The result was that more bins were purchased and the grounds were tidier. The interpreting of data may not always be the final stage. It may pose even more problems to investigate or solve through data handling. These issues can be discussed with the children in the plenary.

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Black line masters

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Black line master Number (colour) fans

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Shoe fastenings and shoe images for 100 square data handling

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100 square data handling sheet – shoes – slip ons

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100 square data handling sheet – shoes - laces

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100 square data handling sheet – shoes – velcro

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100 square data handling sheet – shoes - buckles

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Black line masters Faces and eyes

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100 square data handling sheet – eyes

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100 square black line master - faces

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Black line masters Travelling to school

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100 square black line master - bikes

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100 square black line master - buses

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100 square black line master - cars

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100 square black line master - children

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Black line masters Favourite Fruit

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100 square black line master – apples

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100 square black line master - bananas

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100 square black line master sheet - grapes

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100 square black line master - oranges

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100 square black line master - strawberries

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Black line masters Favourite pet

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100 square black line master - fish

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100 square black line master - cats

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100 square black line master - rabbit

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100 square black line master - hamster

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100 square black line master - dog

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Pictogram cards Black line shapes (whole, half, three quarters and quarter)

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100 square data handling sheet

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100 square data handling sheet

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100 square data handling sheet – boats

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Blank grid

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Black line tally pictures

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Black line tally pictures How to use the pictures The black line images may be enlarged to A3 size so that it can be used in a mental and oral starter to demonstrate how to tally a set of images or objects. They may also be used as A4 or A3 pictures for groups or pairs of children who are developing their skills in tallying sets of objects correctly. House black line master Tally the number of ? ? windows ? ? doors ? ? chimneys or Tally the number of ? ? windows with one pane of glass ? ? windows with two panes of glass ? ? windows with four panes of glass ? ? windows with six panes of glass ? ? doors ? ? chimneys Snowmen black line master Tally the number of ? ? pieces of coal ? ? carrots for noses ? ? brooms ? ? hats ? ? scarves ? ? snowballs ? ? snowflakes Christmas tree black line master Tally the number of ? ? stars ? ? pairs of bells ? ? round baubles ? ? tear drop shaped baubles

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Scale cards for the 100 square

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100 square data handling sheet – Scale 1

2 3 5 6 7 8

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100 square data handling sheet – Scale 2

2 6 8 10 12 1 16 18 20 22

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100 square data handling sheet – Scale 3

5 20 35 50

10 25 40 55

15 30 45 60

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100 square data handling sheet – Scale 4

10 20 30 40 50 60 70 80 90 100 110 120

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Examples of Venn and Carroll diagram labels

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Sorting rings, Venn and Carroll diagrams The following pages contain Venn and Carroll Diagrams labels. The labels can be photocopied and enlarged to A3 size for group work or whole class work. Here is a simple example of sorting number cards. Not odd numbers

Odd numbers

1 6 3

2 9

4

5

8 11 7

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The next step

Not odd numbers

Odd numbers

Numbers greater than 20

Numbers not greater than 20

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9 15

27

48

12 18

32

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An example of a Carroll diagram

The following pages contain a few examples of labels.

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Venn and Carroll diagram – examples of labels

Odd number

Not an odd number

Even number

Not an even number

A multiple of 2

Not a multiple of 2

A multiple of 5

Not a multiple of 5

A multiple of 10

Not a multiple of 10

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A number more than 10

A number not more than 10

A number more than 20

A number not more than 20

A number more than 50

A number not more than 50

A number less than 10

A number not less than 10

A number less than 20

A number not less than 10

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A number less than 50

A number not less than 50

A number greater than 10

A number not greater than 10

A number greater than 20

A number not greater than 10

A number over 20

A number not over 20

A number bigger than 10

A number not bigger than 10

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A number bigger than 20

A number not bigger than 20

A number smaller than 10

A number not smaller than 10

A number smaller than 20

A number not smaller than 20

A number between 0 and 10

A number not between 0 and 10

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A number between 0 and 20

A number not between 0 and 20

A number between 0 and 50

A number not between 0 and 50

Numbers that have 2 tens

Numbers that do not have 2 tens

Numbers that have 3 tens

Numbers that do not have 3 tens

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Numbers that have 5 tens

Numbers that do not have 5 tens

Square numbers

Not square numbers

Prime numbers

Not prime numbers

Triangular numbers

Not triangular numbers

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Triangles Not triangles Squares Not squares

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Quadrilaterals Not Quadrilaterals

Hexagons Not hexagons

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87

88

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Colour images Eye colour

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100 square data handling sheet – hazel eye

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100 square data handling sheet – grey/blue eye

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100 square data handling sheet – brown eye

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100 square data handling sheet – blue eye

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Colour images Favourite pet

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100 square data handling sheet – gold fish

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100 square data handling sheet – cats

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100 square data handling sheet – rabbit

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100 square data handling sheet – hamster

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100 square data handling sheet – dog

100

Colour images Travelling to school

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100 square data handling sheet – Car

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100 square data handling sheet – Bicycle

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100 square data handling sheet – Bus

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Colour images Favourite fruit

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100 square data handling sheet – apple

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100 square data handling sheet – banana

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100 square data handling sheet – grapes

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100 square data handling sheet – orange

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100 square data handling sheet – strawberry

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Colour images Coloured shoes

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100 square data handling sheet – grey shoes

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100 square data handling sheet – black shoes

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100 square data handling sheet – brown shoes

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100 square data handling sheet – dark blue shoes

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Faces with different coloured backgrounds for use with the 100 square

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100 square data handling sheet – Faces

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100 square data handling sheet – Faces

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100 square data handling sheet – Faces

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100 square data handling sheet – Faces

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100 square data handling sheet – Faces

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Pictogram cards Coloured shapes (whole, half, three quarters and quarter)

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100 square data handling sheet

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100 square data handling sheet

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100 square data handling sheet – boats

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Coloured images Colours for charts and graphs

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100 square data handling sheet – Pattern Blocks

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100 square data handling sheet – colour cards

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Other resources for handling data in Years 1,2, 3 and 4

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Other resources Cards for the 100 square Cards for the 100 square can be kept bound together by rubber bands in a simple plastic box or laminated and by using re-usable tack they can be placed onto a * laminated photocopy of the blank grid, (the sides trimmed and placed in a punch pocket). The punch pockets can be then stored in 4 ring, ring binders (4 ring binders are more suited as the * laminated sheets are quite heavy and will place a strain on conventional folders resulting in the rings becoming detached from the folder). *Use high gloss laminating pouches as re-usable tack does not stick to matt pouches. Vocabulary The vocabulary flash cards can be stored in similar way. Copy the vocabulary sheets twice, once in white and the second time in a coloured paper. * Laminate both sheets. Trim the excess * laminate pouch from the sides of the white sheet (the clear parts). Cut out the individual flash cards on a trimmer or by hand,

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using re-usable tack attach the coloured words to the white sheet. Store in a 4 ring ring binder. Coloured fans Photocopy the black line masters for the fans. On the reverse of 0, 0, 1, 1, 2, 3, 4, 5 stick coloured circles of sugar paper (red, pink, orange, green, blue, brown, yellow and purple). For young children you may wish to limit the choice of colours to four or five. * Laminate and trim, then fix together with a brass paper fastener. The coloured photograph on the previous page shows both sides of the fan. If you already have number fans in school, attach the coloured circles to your existing fans with sticky back plastic. Scale fans and scale strips Children have difficulty in deciding on which scale to use when producing their own charts and graphs. Before deciding on a scale, the child takes the cards and places them one by one against the right hand side of the vertical axis. Each division on the scale card is equal to two centimetre squares in children’s workbooks. The child then looks at the highest number on their table of data and selects the correct scale for their chart. Still holding the card in place the child can then write the numbers on the left of the vertical axis using the card as a guide. KS 1 children will find the fan approach difficult, therefore colour coded individual cards can be used. For older children a selection of scales can be placed together in a fan.

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Key Stage 1 and 2 Numeracy vocabulary bookmarks

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Key Stage 1 – Year 1 bookmarks These bookmarks are designed for teachers. Teaching assistants and additional adults in the Year 1 classroom. They are easy to paper clip onto plans and/or carry around during the daily mathematics lesson. There are two bookmarks in this document.

Key Stage 1 Year 1 Vocabulary bookmark

Key Stage 1 Year 1 Vocabulary bookmark

Organising and using data

Organising and using data

count sort vote group set list table label

count sort vote group set list table label

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Key Stage 1 – Year 2 bookmarks These bookmarks are designed for teachers. Teaching assistants and additional adults in the Year 2 classroom. They are easy to paper clip onto plans and/or carry around during the daily mathematics lesson. There are two bookmarks in this document. Key Stage 1 Year 2 Vocabulary bookmark

Key Stage 1 Year 2 Vocabulary bookmark

Organising and using data

Organising and using data

count tally sort vote graph block graph pictogram represent group set list table label title most popular most common least popular least common

count tally sort vote graph block graph pictogram represent group set list table label title most popular most common least popular least common

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Key Stage 2 – Year 3 bookmarks These bookmarks are designed for teachers. Teaching assistants and additional adults in the Year 3 classroom. They are easy to paper clip onto plans and/or carry around during the daily mathematics lesson. There are two bookmarks in this document.

Key Stage 2 Year 3 Vocabulary bookmark

Key Stage 2 Year 3 Vocabulary bookmark

Organising and using data

Organising and using data

count, tally sort, vote graph block graph pictogram represent group, set list chart bar chart table frequency table Carroll diagram Venn diagram label title axis axes diagram most popular most common least popular least common

count, tally sort, vote graph block graph pictogram represent group, set list chart bar chart table frequency table Carroll diagram Venn diagram label title axis axes diagram most popular most common least popular least common

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Key Stage 2 – Year 4 bookmarks These bookmarks are designed for teachers. Teaching assistants and additional adults in the Year 4 classroom. They are easy to paper clip onto plans and/or carry around during the daily mathematics lesson. There are two bookmarks in this document.

Key Stage 2 Year 4 Vocabulary bookmark

Key Stage 2 Year 4 Vocabulary bookmark

Organising and using data

Organising and using data

count, tally sort, vote survey questionnaire data graph block graph pictogram represent group, set list chart bar chart table frequency table Carroll diagram Venn diagram label title axis, axes diagram most popular most common least popular least common

count, tally sort, vote survey questionnaire data graph block graph pictogram represent group, set list chart bar chart table frequency table Carroll diagram Venn diagram label title axis, axes diagram most popular most common least popular least common

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National Numeracy Stragey vocabulary flash cards Key Stage 1 (Year 2) and Key Stage 2 (Year 4)

137

count tally set sort vote

138

graph block graph pictogram group represent

139

list table label title most popular

140

most common least popular least common

141

count tally sort vote survey

142

questionnaire data graph block graph pictogram

143

represent group list chart bar chart

144

tally chart table frequency table Carroll diagram Venn diagram

145

label title axis axes diagram

146

most common least popular least common

147

100 square data handling sheet – cards

Shoes with velcro

Shoes with buckles

Shoes with laces

Slip on shoes

I walk to school

I travel to school by bus

I travel to I ride my bike to school school by car

cat

dog

hamster

fish

148

100 square data handling sheet – cards 1

rabbit

blue eyes

hazel eyes

blue/grey eyes

brown eyes

blue rhombus

square

hexagon

square

triangle

tan rhombus

149

Scale fans for KS 2 and scale cards for KS 1

150

Handling Data – scale fan strips 1 (print, laminate and trim)

0 1 Scale A

2

3

4

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9

0 2 Scale B

4

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0 5 Scale C

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0 10 Scale D

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0 100 Scale E

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0 25 Scale F

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0 50 Scale G

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0 1000 Scale H

2000

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Handling Data – scale fan strips 2 (print, laminate and trim)

0 0.1 Scale I

0. 2

0.3

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0 0.2 Scale J

0.4

0.6

0.8

1.0

1.2

1.4

1.6

1.8

0 0.5 Scale K

1.0

1.5

2.0

2.5

3.0

3.5

4.0

4.5

0 0.25 Scale L

0.5

0.75

1

1.25

0

2000

3000

0 20 Scale N

40

60

80

100

120

140

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180

0 30 Scale O

60

90

120

150

180

210

240

270

0 40 Scale P

80

120

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1000

4000

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1.5

6000

1.75

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2

2.25

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9000

Scale M

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Handling Data – scale fan strips Light blue scale (print, laminate and trim)

0 1 2 Light blue scale

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153

Handling Data – scale fan strips purple scale (print, laminate and trim)

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6

8

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12

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0 2 Purple scale

4

6

8

10

12

14

16

18

0 2 Purple scale

4

6

8

10

12

14

16

18

0 2 Purple scale

4

6

8

10

12

14

16

18

154

Handling Data – scale fan strips Yellow scale (print, laminate and trim)

0 5 Yellow scale

10

15

20

25

30

35

40

45

0 5 Yellow scale

10

15

20

25

30

35

40

45

0 5 Yellow scale

10

15

20

25

30

35

40

45

0 5 Yellow scale

10

15

20

25

30

35

40

45

0 5 Yellow scale

10

15

20

25

30

35

40

45

0 5 Yellow scale

10

15

20

25

30

35

40

45

0 5 Yellow scale

10

15

20

25

30

35

40

45

0 5 Yellow scale

10

15

20

25

30

35

40

45

155

Handling Data – scale fan strips Green scale (print, laminate and trim)

0 10 Green scale

20

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0 10 Green scale

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0 10 Green scale

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0 10 Green scale

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0 10 Green scale

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0 10 Green scale

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0 10 Green scale

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0 10 Green scale

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156

Appendix

157

Highlighted Medium Term Plans Highlighting MTP's is a useful assessment tool. As the teacher progresses through the MTP he/she assesses whether the "class" has, partially or not achieved the learning objectives planned for the unit of work. By using a simple highlighting pen or the highlighting tool on the computer the teacher can translate this information quickly by using a maximum of three colours. These plans should be kept and updated throughout the year. At the end of the year the highlighted plans can be passed on to the next teacher. This ensures that the new class teacher has an overview of the classes achievements and difficulties from the previous year and is able to plan accordingly.

Using traffic light colours Green - the children have achieved the learning intentions Amber - some/not all children have achieved the learning intentions Red - the children have not understood the learning intentions. By highlighting problem areas in red, at a glance the teacher can see which areas of mathematics are weak and begin to consider why this might be and how to address the situation. Some points to consider ? ? Differentiation ? ? Learning intentions/objectives ? ? Position of the unit of work in the term - does it clash with other classes or year groups? In the case of some areas of mathematics is there is a shortage of specialist resources? (e.g. shape, measures, money etc.) The highlighting of medium term plans needs to take place on a regular basis, e.g. at the end of every unit of work in order for the general class assessments to influence the future short term plans for the class.

158

EVERY DAY: Practise and develop oral and mental skills (e.g. counting, mental strategies, rapid recall of +, -, x and ÷ facts) Derive doubles of whole numbers to 15, corresponding halves. Read and write whole numbers up to 1000. Know multiplication facts in x5 table and derive division facts. Add/subtract 1, 10, 100 to any whole number. Recall multiplication facts up to 5 x 5. Count on/back in 10s, 100s from any two and three-digit Recall multiplication facts in x10 table and derive division facts. number. Recall multiplication facts in x2 table and derive division facts. Recall addition, subtraction facts for each number up to at least 10. Recall pairs that make 20. Unit 1

Days 3

Pages 8–19

Topic Place value, ordering, estimating, rounding

2–3

10

76–77 24–29

Reading numbers from scales Understanding + and -

32–41

Mental calculation strategies (+ and )

66–69 Money and ‘real life’problems 58–61 Making decisions, checking results 4–6

7

13

70–77

Measures, including problems

80–89

Shape and space

62–65

Reasoning about shapes Assess and review

2

Read and write whole numbers up to 1000. Say the number that is 10, 100 more/less than any two- or three-digit number. Count on/back in 10s, 100s from any two-/three-digit number. State subtraction fact corresponding to addition fact and vice versa. Recall addition and subtraction facts for each number up to 20. 8

5

2–7

Counting, properties of numbers

9–10

10

62–65 46–51

Reasoning about numbers Understanding x and ?

54–57 66–69

Mental calculation strategies (x and ? ) Money and ‘real life’problems

58–61 11

5

20–23

Making decisions, checking results Fractions

Objectives; children will be taught to: Read and write whole numbers to 1000 in figures and words. Know what each digit represents and partition three-digit numbers into a multiple of 100, a multiple of 10, and ones. Read and begin to write the vocabulary of estimation. Estimate up to 100 objects. Read scales to the nearest division. Extend understanding of the operations of addition and subtraction. Read and begin to write related vocabulary. Use +, – and = signs. Recognise that addition can be done in any order. Put larger number first in order to count on. Identify near doubles. Bridge through a multiple of 10 and adjust. Recognise all coins and notes. Understand £p. notation (e.g. £3.06). Find totals, give change and work out how to pay. Choose appropriate number operations and calculation methods to solve word problems. Explain and record methods informally. Check sums by adding in different order. Read time to 5 minutes. Use ruler to draw and measure lines to nearest half cm. Read and begin to write the vocabulary related to length. Choose an appropriate number operation and calculation method to solve word problems. Explain and record method informally. Measure and compare using m, cm. Know relationship m, cm; km, m. Use decimal notation for m and cm. Suggest suitable units and equipment to estimate or measure lengths, including km. Read scales. Record to nearest whole / half unit, or as mixed units (e.g. 3 m 20 cm). Classify and describe 3-D and 2-D shapes, referring to reflective symmetry, faces, sides/edges, vertices, angles. Read and begin to write the vocabulary of position. Use spaces on square grids. Identify right angles in 2-D shapes and in the environment. Investigate general statements about shapes.

Derive doubles of whole numbers to 20, corresponding halves. Derive near doubles. Recall pairs of multiples of 100 that make 1000. Recognise odd/even numbers to 100. Recall multiplication facts in x2, x5 and x10 tables and derive division facts. Recall multiplication facts up to 5 x 5.

Count larger collections by grouping them in tens, then other numbers. Count on/back in 10s/100s, starting from any two-/three-digit number. Count on or back in twos, starting from any two-digit number and recognise odd and even numbers to at least 100. Solve number puzzles. Explain methods and reasoning orally and in writing. Understand multiplication as repeated addition and as an array. Read and begin to write related vocabulary. Recognise that multiplication can be done in any order. To multiply by 10/100, shift the digits one / two places to the left. Choose an appropriate number operation and calculation method to solve word problems involving money and ‘real life’. Explain and record method informally. Check multiplication in a different order. 1 1 1 1 1 Recognise unit fractions /2, /3, /4, /5, /10, and use them to find fractions of shapes and numbers. 2 3 3 Begin to recognise fractions that are several parts of a whole /3, /4, /10.

159

References

160

References National Numeracy Strategy The framework for teaching Mathematics from Reception to Year 6 ISBN 0 85522 922 5 DfEE Publications PO Box 5050 Sudbury Suffolk CO10 6ZQ Tel: 0845 60 222 60 Fax: 0845 60 333 60 National Numeracy Strategy Mathematical Vocabulary DfES Publications Tel: 0845 60 222 60 Fax: 0845 60 333 60 Reference no. DfES 0313/2000 Standards in mathematics Exemplifications of key learning objectives from reception to year 6 QCA 29 Bolton Street London W1Y 7PD Tel 0171 509 5626 Price and order ref £3 QCA/99/364 KS 1 SAT paper 2001 QCA KS 1 SAT paper 2002 QCA

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Web sites www.standards.dfes.gov.uk/numeracy/publications www.dfes.gov.uk www.slamnet.org.uk www.ex.ac.uk/cimt