Southwold Primary School
Class: Year 3/4
Blocks: Block C (Two Weeks)
Teacher: James, Tim & Simone
Unit: Unit 2 Handling Data & Measures
Cross Curricular links (speaking & listening, science, geography, history, etc)
Unit fits in nicely with this terms ‘Food’ theme. Suggestions: (i) Use food items when sorting
(ii) Link to Science and work done on different food groups (iii) Link to PSHE: Consider food
miles when doing work on converting between m and km. (iv) Scales: weighing food – look at
recipes and ingredients.
Key aspects of learning
Enquiry
Problem Solving
Reasoning
Information Processing
Social Skills
Communication
Building on previous learning.
Check that children can already
 collect and record the data needed to answer questions
 begin to organise results and solutions, and present data as block graphs and pictograms
 sort objects using lists, tables and diagrams
 explain decisions, methods and results in words, pictures or written form
 choose and use standard units (m, cm, kg, litre) to estimate and measure
 choose and use suitable instruments and equipment to measure and collect data
 recognise multiples of 10 and derive and recall the 10 times-table
 read scales with numbered divisions and interpret the divisions shown
 identify and use units of time and work out time intervals
 begin to use ICT to organise and present data
Resources needed:
Other considerations:
 Scales
Think about how Science can be taught away from
 Different food items
the discreet Numeracy Hour. Thinking specifically
 Clocks
about Numeracy in PSHE (Food Miles), Numeracy
 Metre stick and rulers
in Science (Balanced Diets – sorting etc) and DT
 Hoops/ropes
(Bread Making – scales, recipes etc).
 Jugs

Whiteboards
Instructional writing in Literacy should focus on
recipes – units of measurement must be included.
Date: w/c 19 January 2009
What do I want the majority of my class to achieve by the end of the unit?
What do I want them to learn?
Use Venn diagrams or Carroll diagrams to sort data and objects using more
than one criterion
Answer a question by collecting, organising and interpreting data; use tally
charts, frequency tables, pictograms and bar charts to represent results and
illustrate observations; use ICT to create a simple bar chart
Read the time on a 12-hour digital clock and to the nearest 5 minutes on an
analogue clock; calculate time intervals and find start or end times for a given
time interval
Read, to the nearest division and half-division, scales that are numbered or
partially numbered; use the information to measure and draw to a suitable
degree of accuracy
Know the relationships between kilometres and metres, metres and centimetres,
kilograms and grams, litres and millilitres; choose and use appropriate units to
estimate, measure and record measurements
Follow a line of enquiry by deciding what information is important; make and use
lists, tables and graphs to organise and interpret the information
Key Vocabulary:
problem, enquiry, solution, calculate, calculation, method, explain, reasoning,
reason, predict, pattern, relationship, collect, organise, compare, sort, classify,
represent, interpret, effect, information, data, survey, questionnaire, table,
frequency table, block graph, bar chart, Carroll diagram, Venn diagram,
axis/axes, horizontal axis, vertical axis, label, title, scale, interval, division
frequency, how often?, how frequently?, more/less, most/least, most/least
popular, most/least frequent, greatest/least value, approximately, close, about
the same as, ten times, hundred times, metric unit, standard unit, millimetre
(mm), centimetre (cm), metre (m), kilogram (kg), gram (g), litre (l), millilitre (ml),
degree Celsius , ruler, tape measure, balance, scales, thermometer, capacity,
weight, length, width, height, depth, temperature, time, timer, clock, second,
minute, hour, day, week, month, year
Assess-Plan-Teach-Practise-Apply-Review
WHOLE CLASS TEACHING
Mental Oral
starter
Rehearse-RefreshRefine-ReadReason-Recall
Day 1
Interpreting Bar
Charts
Display a bar chart
showing the sales
in a bakers shop.
Interrogate the
data with the
children asking
questions like:
how many
white/brown
loaves were sold?
What did he sell
the most of? How
many loaves were
sold altogether?
How many more
pies than cakes
were sold?
Then show
another bar chart
showing at what
time in the day
sales were made.
Ask similar
questions such as:
what was the
busiest time of the
day? When was
the bakery
quietest? How
many more items
were sold between
1pm and 2pm than
2pm and 3pm? etc
Main Teaching Input
Introduction, key vocabulary, modelled
examples
Use Venn diagrams or Carroll
diagrams to sort data and objects
using more than one criterion
Children sitting in a circle. Put a pile of
coloured 2d shapes in the middle of the
circle. Ask a child to sort these shapes in
different categories (give no support).
Ask another child to identify how they
have been sorted. Put the shapes back
into a pile and ask another child to sort
them according to their own criteria.
Independent Group work
Groupings, differentiation, resources, role of supporting
adults.
Most Able [Working with James]
Children to draw two carroll diagrams in their
books.


numbers with 3 tens and numbers that don’t
have 3 tens; odd numbers and even numbers.
create their own carroll diagram
Middle Ability
Explain that we can sort things in many
ways. How many different ways could we
sort the shapes? (colour, sides, right
angles etc). Then explain that whilst we
can sort things according to our own
criteria, there are also mathematical ways
of sorting and one of these is a carroll
diagram.
Display an empty carroll diagram with the
criteria: 4 sided, not 4 sided, yellow and
not yellow. Explain how the carroll
diagram works by sticking two shapes in
the correct part of the diagram. Ask the
children to then place the rest of the
shapes in the correct part of the carroll
diagram.
What other criteria could the children use
in their carroll diagram? Set up another
carroll diagram with their criteria and ask
children to place shapes in correct part.
Children to sort data for two carroll diagrams:

numbers with 3 tens and numbers that don’t
have 3 tens; odd numbers and even numbers.

Multiples of 3 and numbers that aren’t
multiples of 3; odd numbers and even
numbers
Least Able [Working with Emilia]
Give children a print out of a carroll diagram with
the criteria ‘cold drinks, hot drinks, brown and not
brown’. Children to then be given a sheet with
pictures of different drinks. Children to cut out and
stick in the correct part of the diagram.
Plenary
Links, extensions,
review, clarification,
links to problems,
homework
Show the
children a carroll
diagram
containing
different data
about food but
without the labels
on it. Children to
identify what the
criteria might be.
Could there be
more than one
answer?
Can you think of
any other criteria
for sorting
different types of
food? (Refer to
science learning
to assist if
necessary).
Assessment for learning
Key questions & success criteria
I can place objects on a carroll
diagram.
I can create my own sorting
criteria.
Is a cylinder a prism? Does it
have any vertices? Where should
it be placed on this Carroll
diagram?
Day 2
Recalling
Number Facts
Teacher with
number cards from
0-9. Pick two
children and give
them a card each
and ask them to
stand holding the
card in front of the
class.
Can you make the
biggest number?
Smallest number?
A number in a
given times table?
Then ask rest of
children on the
carpet questions
about the number:
odd/even, factors,
multiples, adding
rounding, dividing,
multiplying,
subtracting etc.
Then extend by
moving onto a
three digit
numbers.
Can any children
think of a question
about the number?
Use Venn diagrams or Carroll
diagrams to sort data and objects
using more than one criterion
Most Able
Begin by briefly revisiting yesterday’s
session on carroll diagrams. What are
they? What is the purpose of them?
Display a carroll diagram on the IWB
which sorts children in the class by
gender and age. Pick some children to
come and drag their names into the
correct part of the diagram.

Multiples of 5 and even numbers

Multiples of 3 and multiples of 4

Children to create their own venn diagram
using an aspect of number.
Explain that there are methods of sorting
data and that today we are going to sort
using a venn diagram. On the IWB,
display a labelled venn diagram with the
same criteria as before (children’s
names) and discuss the layout. (One
circle is boys, one is age 8 and the
interlocking one is boys and aged 8).
Where do you think girls might go or
those who are not 8 years old? Pick a
selection of children to come and drag
their names into the correct part of the
venn diagram.
Children sitting in a circle. Put two hoops
or ropes together to form the venn
diagram and show the children a tray of
food items. Briefly discuss with the
children where they might go in our food
pyramid. Explain that we are going to use
our venn diagram to sort these items into
categories. (Categories: foods that are
red or green; and then foods that we
refrigerate/don’t refrigerate). Pick
individual children to place the food items
in the appropriate section on the venn
diagrams. Are there any foods that we
aren’t sure about? Explain that with the
refrigeration, it is slightly subjective
depending on your own personal choice.
Children to draw and label three venn diagrams.
Middle Ability [Working with Emilia]
Give children a sheet with two venn diagrams on it
and data. Children to carry out two sorting
activities:

Multiples of 5 and even numbers

Numbers with 5 tens and odd numbers
Extension: Children to generate their own venn
diagram and sort data.
Least Able [Working with James]
On a big piece of sugar paper, draw a venn
diagram. Each child has a piece of paper with
their name on it. Label the venn diagram, with
brothers and sisters. Children to put their name in
the correct part of the venn diagram. Repeat with
different criteria such as dogs and cats, preferred
holiday etc
Finish by giving the children some shapes and
ask them to generate their own criteria for sorting
using a venn diagram.
Create and
Interrogate
Class Venn
Diagram
On the IWB
display an empty
venn diagram
and some
pictures of
animals around it.
Talk briefly about
each animal:
what its called,
whether you
might keep it as a
pet, different
characteristics.
Ask the children
to suggest how
we could sort the
animals in a venn
diagram. Take
suggestions and
agree on one
with the children.
[If children
struggle, sort the
animals into
domestic pets
and wild
animals]. Ask
children to then
sort accordingly.
Think of a
question to ask
about the data.
Which animals
are kept both
domestically and
live in the wild?
Are there animals
which are neither
domestic nor
wild? If not, why
not?
I can place objects on a venn
diagram.
I can create my own sorting
criteria.
Which food items are red?
Green? Red and Green?
Which items do you have to
refrigerate? Which don’t you have
to refrigerate? Are there any
items where you can do either?
Day 3
Interactive
Number Facts
Give each child a
number from 1-30.
Differentiate so
that the less able
children have the
lowest numbers.
Ask the class
questions where
the answer is
always a number
between 1 and 30.
The child with the
correct answer
stands up and
gives the answer.
Vary questions
across all aspects
of Numeracy but
focus mainly on
number
(subtraction,
addition problems,
multiples, factors
etc). Also focus on
recent work in
areas like fraction
(what is ¼ of 20
etc.) as well as
areas like shape
(A square has how
many sides etc.)
Try and ensure
that all children
have a question
where their
answer comes up.
Answer a question by collecting,
organising and interpreting data; use
tally charts, frequency tables,
pictograms and bar charts etc
Explain that having sorted data using
carroll and venn diagrams, we are now
going to focus on how we collect and
present data. There are lots of ways to
collect and record data. Today, we are
going to look at collecting using a tally
chart and then present it in a bar chart.
On the IWB, display the question ‘What is
your favourite activity?’ and list the
options: swimming, football, cricket,
cycling and dancing’. Go round the class
asking the children for their favourite and
record on the tally chart. Discuss the
layout of the chart and how you record.
Analyse the data by asking questions
like: Which is the most popular activity?
Which is the least popular? Compare
different activities (how many more
children like x than y). How many children
answered? How many children didn’t like
any of the options etc
Show the children a partially labelled bar
chart and discuss the features – labelled
axes etc and then model how you plot the
scale on the bar chart (writing the
numbers on the lines and ensuring that
they are a consistent distance apart etc).
Add the data from the tally chart and
create the bar chart.
Explain to the children that we are now
going to generate some more data before
the children create their own bar charts.
Ask the children what their favourite fruit
is (choice: apple, orange, pear, banana,
satsuma). Ask a child to be scribe and
record the data in a tally chart.
Most Able [Working with Emilia]
Give children a piece of squared paper and ask
them to create a bar chart using the data. Focus
on ensuring that bar charts have a consistent
scale and that the columns are the same width.
Extension: Children to generate five questions
using the data.
Middle Ability [Working with James]
Children to also create a bar chart using the data.
Give children a completed axis so they can simply
carry on the scale.
Ext: Give children another tally chart so they can
then create another bar chart. They can use their
existing bar chart to ensure that the new bar chart
is clearly laid out.
Least Able
Using tally chart data, children to make their own
bar chart by cutting out card and sticking onto premade axis. Children to add labels.
Using
Pictograms
I can use a tally chart to collect
data.
Explain that we
are going to test
the suggestion
that ‘We think
most children in a
class walk to
school ‘.
I can present data using a bar
chart using appropriate and
consistent scales.
The pictogram on
the right shows
how the children
in a class came
to school this
morning. Discuss
the scale and
how it is put
together.
How many
children came to
school by car?
On foot? By
bike? By bus?
Explain how to
work out how
many children
there are in the
class. Did most of
the class walk?
How can you tell?
Day 4
Analysing Bar
Charts
Show the children
the ‘Car Sales’ bar
chart and explain
that it shows us
how cars were
sold by a garage.
Ask the children if
you can tell how
many hatchbacks
were sold? You
can’t because
there is no scale.
Add a scale of 1
box = 2 cars and
then ask questions
interrogating the
data. How many
estates were sold?
How many more
saloons were sold
than estates?
What is the least
popular car? How
many cars were
sold in total?
Change the scale
to 1 box = 5 cars
and repeat the
questions.
Answer a question by collecting,
organising and interpreting data; use
tally charts, frequency tables,
pictograms and bar charts etc
Explain that yesterday, we looked at how
you can gather information using a tally
chart and then present it in a bar chart.
Today, we are going to look at another
method of gathering/presenting data and
that is a pictogram.
Most Able
Pie Charts
Children to create their own pictogram.
To complete the
sessions on
gathering and
presenting data,
show children the
same data on
both a pie chart
and a bar chart.
Explain that a pie
chart, like a bar
chart, is a way of
presenting data.




Decide on the data they are going to use.
Go round the class and ask the other children
the appropriate question.
Decide the scale/key they are going to use.
Create pictogram
Favourite Subject
Numeracy
Literacy
PE
Middle Ability [Working with Emilia]
Art
Science
= 2 children
Show the children the pictogram about
children’s favourite subject at school and
discuss the features and in particular
(i) The key which shows how many
children a pencil represents and (ii) what
half a pencil represents. Then interrogate
the data: how many children like
Numeracy? What is the most popular
subject? How many children are in the
class? How many children like Science?
In pairs, children to ask each other
questions about the data,
Create another pictogram with the
children. What data would they like to
gather about the class? Favourite tv
programme? Favourite snack? etc. Then
draw up the pictogram focusing on the
key and what image you are going to use
to represent the data.
Give children a box of 2d shapes. Children to
create a pictogram listing the different 2d shapes.
Teaching Assistant to focus on ensuring that the
children use a key and that it is suitable.
Least Able [Working with James]
Similar to middle ability group but children to cut
out and stick images onto their pictogram.
[Depending on progress/ability, prepare the
pictogram for the children.]
Compare the two
methods of
presenting data.
Which one do
you think is more
effective? Why?
Can you think of
any problems
with pie charts?
What happens if
one of the
variables is 0?
How can you
illustrate this on a
pie chart?
I can generate my own pictogram
using a suitable key.
I can show information in a
pictogram where each picture
represents 2 people.
Day 5
Rounding
measures
Display a set of
scales on the
interactive
whiteboard.
Explain that I am
going to put
different amounts
– measured in
grams – on the
scales.
Children to read
the scale and then
round to the
nearest 10 and
100 grams.
Differentiate
questioning
accordingly and
repeat rules for
rounding:
 When rounding
to nearest 10,
focus on the
units (1-4 round
down, 5-9
round up)
 When rounding
to the nearest
100, focus on
the tens (1-4
round down, 59 round up)
Read the time on a 12-hour digital
clock and to the nearest 5 minutes on
an analogue clock; calculate time
intervals and find start or end times
for a given time interval
Show the children quarter past 12 on the
clock. What are the two ways that we can
say this time? Repeat for other quarters
and half past times. Point to the minute
marks on the clock and ask what these
represent.
Starting at the noon position, move the
minute hand in intervals of five to the half
hour. With the children, say the time: 5
minutes past 12, 10 minutes past 12 …
25 minutes past 12. Then set the clock to
6 o’clock and repeat the exercise but this
time turning the minute hand
anticlockwise. Ask the children to say the
time: 5 minutes to 6, 10 minutes to
6 … 25 minutes to 6.
Hand out the card clocks – one between
two. Children in pairs. One child to set
the time at five minute intervals. The
other child to read the time. Then reverse
the roles with the other child setting the
time.
Then move onto setting the time at
quarter past, half past and quarter to the
hour with one child setting the time and
the other saying. Ensure that the child
telling the time uses both terms (ie
quarter past five and five fifteen).
Remind children that the hour hand
moves slowly round as the minute hands
go further round (this was a
misconception in Marron class last term).
Most Able [Working with Emilia]
Time Problems
Begin by asking children to write down the time on
a clock and then reverse by asking them to draw
the hands on a clock. Extend by giving the
children time problems to solve using 5 and 15
minute intervals.
Display some
problems that
involve the 5 and
15 minute
intervals covered
in the main
activity.
Example
problem:
Children to be given a sheet of clock faces with
different times on them. Children to write on the
correct time. Then reverse by giving the children
the time, children to then draw on the correct
hands.
‘Kevin leaves
home at quarter
past 8 and
arrives in school
at 20 to 9. How
long is his
journey? How did
you work this
out?’
Least Able
Most Able
children to run
through the
strategies they
used to solve the
problems. Use
clocks or IWB
clock to help
solve the problem
Middle Ability [Working with James]
Give children a sheet of clock faces with different
times on them. Children to write on the correct
time.
I can read five and fifteen minute
intervals on a clock.
I can solve real life problems
involving time.