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# Amanda13b

Name Handling data and measures amanda13b 3 C3 753_year3_mtp_blockC.doc

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Year 3 Block C - Handling data and measures

..Primary School Medium Term Plans

Year 3Block C - Handling data and measures Unit1

 Date Objectives Assessmentfor learning ICTLinks Follow aline of enquiry by deciding what information is important; make anduse lists, tables and graphs to organise and interpret theinformation I can decide what information to collect to answer aquestion Whatquestion are you trying to answer? What information will youcollect? Who will you ask? How will you find it?What lists can you see in the classroom? Why are theythere? Know therelationships between kilometres and metres, metres andcentimetres, kilograms and grams, litres and millilitres; chooseand use appropriate units to estimate, measure and recordmeasurements I can suggest sensible units to measurelengths A metrestick is how many cm long?Which is the most sensible estimate for the length of your handspan?A 80 cmB 16 mC 14 cmD 12 kmSuggest something you would measure in kg, in ml, in km. Read, tothe nearest division and half-division, scales that are numbered orpartially numbered; use the information to measure and draw to asuitable degree of accuracy I canuse a ruler or a tape measure to measure a length to the nearestcm Show mewhere 24 cm would go on this tape measure/ruler.What length is shown below? Answer aquestion by collecting, organising and interpreting data; use tallycharts, frequency tables, pictograms and bar charts to representresults and illustrate observations; use ICT to create a simple barchart I can explain what a frequency chart tellsme You haveto find out what sport your class prefers. Explain what you woulddo. How would you record the information?Say three things that you can tell from this frequency table.Why might so few children have chosen to have school dinner onThursday? UseVenn diagrams or Carroll diagrams to sort data and objects usingmore than one criterion I can place objects on a Venn diagram Wherewould you place these numbers on the diagram?13, 20, 10, 7One of these shapes is in the wrong place on the diagram. Whichone? Usetalk to organise roles and actions I can discuss how to work together to solve aproblem You haveto work as a group to measure each person's height, foot length andhand span. Start by deciding what each person will do.

.Primary School Medium Term Plans

Year 3Block C - Handling data and measures Unit 2

.Primary School Medium Term Plans

Year 3Block C - Handling data and measures Unit 3

 Date Objectives Assessmentfor learning ICTLinks Follow aline of enquiry by deciding what information is important; make anduse lists, tables and graphs to organise and interpret theinformationI can decide whatinformation to collect to answer a questionI can choose how toshow others what I have found out What areyou trying to find out? What information will you collect? How?How did you record your results? Why did you choose this sort oftable/graph? What did it show?Did anything you found out surprise you? Describeand explain methods, choices and solutions to puzzles and problems,orally and in writing, using pictures and diagramsI can explain how theclass used information to solve aproblem You aregoing to make a poster to show another class how we decided whichclass race we chose for sports day. What will you write down? Whatdiagrams or drawings will you use? Know therelationships between kilometres and metres, metres andcentimetres, kilograms and grams, litres and millilitres; chooseand use appropriate units to estimate, measure and recordmeasurementsI can choose suitableunits to estimate and measure length Completethis table.How many 10 cm strips could you cut from 1 metre of tape? How doyou know?Would you expect:a door to be 1, 2 or 5 metres tall?a hand span to be 5, 15 or 50 cm wide?a teapot to hold 1 litre, 10 litres or 100 litres? Read, tothe nearest division and half-division, scales that are numbered orpartially numbered; use the information to measure and draw to asuitable degree of accuracy I can read a scale tothe nearest division or half-division Draw aline that is 2 cm longer than this one [a line 5 cm long].What measurement is shown on the scale? Answer aquestion by collecting, organising and interpreting data; use tallycharts, frequency tables, pictograms and bar charts to representresults and illustrate observations; use ICT to create a simple barchartI can showinformation in a tally chart or barchart Completethis tally chart.Look at this bar chart.On which day were most packed lunches brought?How many packed lunches were there in the whole week?Why do you think that there are different numbers of packed luncheson different days? Explaina process or present information, ensuring items are clearlysequenced, relevant details are included and accounts endedeffectivelyI can explain how wefound the information needed to solve a problem. I can explain eachstep in order You havefound out how the heights of everyone in the class changed betweenautumn and summer. Imagine you are explaining what you did to avisitor. What steps would you explain? Make sure they are in order.What would you end by saying?