Wirral KS2/KS3 Transition Unit – Handling Data
Lesson 1
Resources:
Teachers Digits 1 - 20
Resource Sheet 1
Tray of 20 varied objects
Oral & Mental Starter
Using digits 1 – 20 place digits
on Venn diagram according to
hidden criteria, children are to
guess what the criteria is
e.g. Square numbers /
multiples of 2,
Odd numbers / multiples of 3,
Numbers above 15 / odd.
Even numbers
1
5
2
8 16
4 20
10
14
multiples of 3
7
13
33
17
6
18
8
12
19
3
9
15
11
Main Teaching
 Discuss ‘what is a graph’.
 What would you expect to
see if you were looking at a
graph e.g. labelled, axes,
scale, title.
 Ask for examples of
different graphs. Give out
resource sheet 8.1and
discuss.
 Ask what would be an
appropriate question for
each graph.
 Discuss what a hypothesis
is. (an idea which can be
true or false and can be
investigated).
 Present the hypothesis
“Girls memories are better
than boys memories”. Do
the children agree? What
could we do to test the
hypothesis?
 Ask children to discuss this
in pairs, then report to
another pair
Notes
Plenary
Each group of four to report back to rest
of class.
Use 20 objects on a tray (use a wide
range of objects). Children should
memorise the objects for 30 seconds.
The teacher then covers the tray.
Children record the items remembered
using any method they wish
(write/draw/say) – limit this time to 2
mins.
Wirral KS2/KS3 Transition Unit – Handling Data
Lesson 2
Resources:
Hall or outside use.
Digital camera.
Resource sheet 1 examples data collection charts.
Large no’s 1 – 20.
Oral & Mental Starter
Use SATs question example
for missing numbers on Pie
Chart. (Resource Sheet 2)
Main Teaching
 Ask/remind children of how
they are going to collect
and record the data. Show
4 examples. Which of data
collection charts would be
most appropriate?
(Resource Sheet 3)
 Run experiment.
 Record results.
Skipping ropes.
Resource sheet 2 SAT question - Pie Chart
Resource sheet 3.
Notes
Plenary
(Allow 15 - 20 mins)
Go to hall or playground.
Children form human graphs. Note: group
children for small classes in a range of answers
e.g.
1-3, 4-6….Teacher to record using camera from
above!
 Place numbers 1-20 on playground floor in
line.
 Children stand behind their score. Could use
different colour hats / bands to identify boys
and girls. Take a photograph or record.
 Photo can be displayed and axes added to
display, then labelled.
Then
 Children form a circle keeping same ‘scores’
together. Use skipping ropes to centre to
form pie chart to partition each group. Take
photograph.
Wirral KS2/KS3 Transition Unit – Handling Data
Lesson 3
Resources:
Numbers 100 or 3D shapes
Bag
Unifix cubes
Oral & Mental Starter
Choose a range of 3D shapes
(or numbers to 100 etc.) Show
children. Place shapes or
numbers in a bag. Remove
one secretively. Children to
use ‘yes/no’ questions to find
missing item repeat.
Main Teaching
Notes
Examine data collection sheet.
Discuss the range.
In pairs, children to choose
how best to represent the data
they have collected. Report
back to class Teacher to list
suggestions (including different
bar charts possibly identifying
which are boys and which are
girls. The children should
come up with these ideas.
Could also show horizontal
and vertical bar chart))
Children draw graphs or use
unifix cubes to create 3D
representation. Ask how
children are going to show the
difference between boys and
girls scores on their graphs.
Plenary
Discuss graphs produced. Do the
graphs provide us with an answer to the
hypothesis?

Why wouldn’t you use a line
graph?

Which graph is the most useful in
answering the hypothesis?
Wirral KS2/KS3 Transition Unit – Handling Data
Lesson 4
Resources:
Calculators
OHT of one graph produced yesterday
Resource sheet 4
Oral & Mental Starter
Produce a tally chart based on
children’s favourite …. Use
results to find Mean, Median
and Mode
Main Teaching
Discuss and examine graphs
(and data collection charts).
Ask children in pairs to find the
mode scores for boys and girls
and median scores for boys
and girls.
Does this give us an answer to
the hypothesis? Use resource
sheet 2 to focus.
If no, ask children how we can
be more exact (use of
average/mean scores).
Provide calculators for pairs of
children.
Children refer to their graphs
and produce questions to ask
other children.
Wirral KS2/KS3 Transition Unit – Handling Data
Notes
Plenary
Use OHT of a graph.
Children ask their questions.
Teacher could ask
 What is the most common score?
 What do we call this?
 How many more children scored 10
than 7. How many children scored
more than 10 etc.
Lesson 5
Resources:
Use of computer room with access to Interactive Teaching Programmes
Resource Sheet 5
Resource Sheet 6
Oral & Mental Starter
Use resource sheet 5
Main Teaching
Notes
Teacher shows children ITPs
Data Handling and Line Graph.
Children investigate how they
can record their data in pairs at
computers using ITPs.
Plenary
As a class go over questions on
Resource Sheet 6 on OHT