Year 1 Block C - Handling data and measures Unit 3
Objectives
End-of-year expectations (key objectives) are highlighted
Children's learning outcomes in italic

Answer a question by selecting and using suitable
equipment, and sorting information, shapes or objects; display
results using tables and pictures
Assessment for learning
Why did you organise the information in that way? How does it
help you to show that the bottle holds less than the jug?
I can make choices about how to organise what I find out to
help me to explain my answer

Describe ways of solving puzzles and problems,
explaining choices and decisions orally or using pictures
How does your picture/diagram show what you did and what you
found out?
I can draw a picture/diagram to show how I solved the problem

Answer a question by recording information in lists
and tables; present outcomes using practical resources,
pictures, block graphs or pictograms
What does your block graph show about how heavy the objects
are?
How did you line up the blocks to make it easy to compare the
weights?
I can show what I found out by using a block graph

Use diagrams to sort objects into groups according to
a given criterion; suggest a different criterion for grouping the
same objects
You found that the ribbon was the longest object in the set. What
else did you find out about the ribbon when you sorted your
objects in a different way?
I can sort objects in different ways
I can use what I know from comparing their lengths or
balancing them

Estimate, measure, weigh and compare objects,
choosing and using suitable uniform non-standard or standard
units and measuring instruments (e.g. a lever balance, metre
stick or measuring jug)
Did you think the jug or the mug would hold more? How much
more?
What did you do to measure as carefully as you could?
How do you know that the measurement is correct?
I can estimate by looking and feeling
I know how to measure objects giving the measurements
correctly

Explain their views to others in a small group, and
decide how to report the group's views to the class
I can explain what I have found out to my group
I can work with the others in my group to agree what we will tell
the rest of the class
In your group discuss what you have found.
How will you get ready to tell the rest of the class?
Year 2 Block C - Handling data and measures Unit 3
Objectives
End-of-year expectations (key objectives) are highlighted
Children's learning outcomes in italic

Follow a line of enquiry; answer questions by choosing
and using suitable equipment and selecting, organising and
presenting information in lists, tables and simple diagrams
I can test out an idea by collecting and organising information

Answer a question by collecting and recording data in
lists and tables; represent the data as block graphs or
pictograms to show results; use ICT to organise and present
data
Assessment for learning
Someone said that children in our class are in bed by half past 7.
How could we find out if that is true?
What do you think we will find? Why?
What information do we need?
How are we going to collect it?
What information did you need to type in?
Is this different from our block graph? How?
I can use ICT to show results

Use lists, tables and diagrams to sort objects; explain
choices using appropriate language, including 'not'
I can sort objects in different ways and explain how I sorted
them

Estimate, compare and measure lengths, weights and
capacities, choosing and using standard units (m, cm, kg, litre)
and suitable measuring instruments
Why doesn't Tali's name go here?
What kinds of numbers belong in this space? Could we put 11 in
this space? How did you decide?
What if Josh had brown hair but eyes that were not brown - where
would his name go then?
Tell me why the number 6 cannot go in this space.
Should we measure the... in centimetres or metres? Why? Would
it be better to measure with a tape measure or a ruler?
Do you think the bucket holds 5 litres of water? How can we find
out?
I can measure length, using a metre tape or a ruler
I can measure in centimetres/metres
I can use a measuring jug to measure a litre of water and to
find out how much water other containers hold
I can measure weight in kilograms and half-kilograms

Read the numbered divisions on a scale, and interpret
the divisions between them (e.g. on a scale from 0 to 25 with
intervals of 1 shown but only the divisions 0, 5, 10, 15 and 20
numbered); use a ruler to draw and measure lines to the
nearest centimetre
I can read scales marked in 5s and 10s
I can measure and draw lines to the nearest centimetre

Explain their views to others in a small group; decide
how to report the group's views to the class
I can explain a diagram that shows our results and I can use
different parts of the diagram to help me
This metre stick has a number label every 5 cm. Where is the
mark for 17 cm?
Tell me some important tips to help someone to measure a length
using a tape or ruler accurately.
What would happen if you didn't start measuring from zero on the
ruler?
How should the balance look before you put the kilogram in one
bucket and your object in the other? Why?
Why do you think that fewer children walk to school than come by
bus?
How are you going to report your work to the class?
Explain how you made your graph and what it shows.
Year 3 Block C - Handling data and measures Unit 3
Objectives
End-of-year expectations (key objectives) are highlighted
Children's learning outcomes in italic

Follow a line of enquiry by deciding what information is
important; make and use lists, tables and graphs to organise
and interpret the information
I can decide what information to collect to answer a question
I can choose how to show others what I have found out

Describe and explain methods, choices and solutions
to puzzles and problems, orally and in writing, using pictures
and diagrams
Assessment for learning
What are you trying to find out? What information will you collect?
How?
How did you record your results? Why did you choose this sort of
table/graph? What did it show?
Did anything you found out surprise you?
You are going to make a poster to show another class how we
decided which class race we chose for sports day. What will you
write down? What diagrams or drawings will you use?
I can explain how the class used information to solve a problem


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
Complete this table.
I can choose suitable units to estimate and measure length
How many 10 cm strips could you cut from 1 metre of tape? How
do you 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, 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
Draw a line that is 2 cm longer than this one [a line 5 cm long].
What measurement is shown on the scale?
I can read a scale to the nearest division or half-division

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
Complete this tally chart.
I can show information in a tally chart or bar 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
lunches on different days?

Explain a process or present information, ensuring
items are clearly sequenced, relevant details are included and
accounts ended effectively
I can explain how we found the information needed to solve a
problem. I can explain each step in order
You have found out how the heights of everyone in the class
changed between autumn and summer. Imagine you are
explaining what you did to a visitor. What steps would you
explain? Make sure they are in order. What would you end by
saying?
Year 4 Block C - Handling data and measures Unit 3
Objectives. End-of-year expectations (key objectives) are
highlighted Children's learning outcomes in italic
Assessment for learning

Suggest a line of enquiry and the strategy needed to
follow it; collect, organise and interpret selected information to
find answers
I can think about an investigation, predict what might happen
and decide how I could go about finding information, perhaps
by doing a survey or taking measurements
What are you trying to find out? What information are you aiming
to collect? How? Why have you chosen to collect that information?
What will it tell you?
Imagine that the class is going to organise a tea party for parents.
What information would you need to find out? What are the
simplest ways that you can find the information?

Answer a question by identifying what data to collect;
organise, present, analyse and interpret the data in tables,
diagrams, tally charts, pictograms and bar charts, using ICT
where appropriate
What information will you need to collect to answer your question?
How will you collect it?
Why do you think it is a good idea to tally in fives?
How will you display your data?
What does this graph tell you? Why did you choose this type of
graph? What makes the information easy or difficult to interpret?
Make up two questions that can be answered using the
information in your graph or table or chart.
What were the advantages of using a computer?
I can collect data in different ways and decide whether to put it
in a table, diagram, tally chart, pictogram or bar chart so that it
is easy to understand

Report solutions to puzzles and problems, giving
explanations and reasoning orally and in writing, using
diagrams and symbols
I can tell people what I have found out and show some graphs
to back up my conclusions

Choose and use standard metric units and their
abbreviations when estimating, measuring and recording
length, weight and capacity; know the meaning of 'kilo', 'centi'
and 'milli' and, where appropriate, use decimal notation to
record measurements (e.g. 1.3 m or 0.6 kg)
I can estimate the length of a line in centimetres and millimetres
and then measure the line to see how close my estimate was

Interpret intervals and divisions on partially numbered
scales and record readings accurately, where appropriate to
the nearest tenth of a unit
What have you found out?
What graphs, charts or tables will you use to show your results?
Are your results what you expected or were there any surprises?
What evidence do you have to support your conclusions?
What other questions could you ask now that you have finished
your enquiry? Would you use a computer to help you? Why or why
not?
What would you do differently if you carried out the enquiry again?
Estimate the capacity of this washing-up bowl. And of this bottle.
Choose the correct answer. A drinking glass holds about...
0.2 litres 2 litres 20 litres 200 litres
What unit would you use to measure the capacity of a watering
can? Of an oil tank? Of a coffee cup?
Can you tell me another way to say or write 6 litres? What about
750 millilitres?
Look at these cards. They have weights in grams or kilograms.
5 kg, 500 g, kg, 1.5 kg, 750 g
Put the cards in order from the lightest to the heaviest. How did
you order the cards? Why did you put this measurement here?
Here are some children's long jump results. Sue jumped 212 cm.
Draw Sue's long jump result on the graph.
I can use different kinds of rulers and measuring tapes to
measure lengths accurately
Use the graph to estimate how much further Sam jumped than
Jan.
Harry, Eve and Khalid measured the same objects. Here are
Harry's measurements.
pencil length
16 cm
computer screen width
33 cm
door width
77 cm
cube length
1.9 cm
ruler width
3.8 cm
room length
830 cm
Eve wrote her measurements in millimetres. What did she write?
Khalid wrote his measurements in metres. What did he write?
What would you use? Would you use different units for different
measurements? Why or why not?

Compare the impact of representations where scales
have intervals of differing step size
I can compare graphs with different scales and decide which is
the most useful
How did you decide on the scale for this axis?
Which scale helps you to interpret and draw conclusions most
easily? Why?

Use time, resources and group members efficiently by
distributing tasks, checking progress, and making back-up
plans I can contribute to a task in my group so that we are all
being helpful as we collect data. I can help the group to decide
what we have found out
What conclusions have you drawn?
What evidence have you got to back up your conclusions?
Are your conclusions what you expected?
Year 5 Block C - Handling data and measures Unit 3
Objectives
End-of-year expectations (key objectives) are highlighted
Children's learning outcomes in italic
Assessment for learning

Plan and pursue an enquiry; present evidence by
collecting, organising and interpreting information; suggest
extensions to the enquiry
I can collect and organise data to find out about a subject or to
answer a question
What are you trying to find out? What information are you aiming
to collect? How?
What other questions could you ask now that you have finished
your enquiry? What would you do differently if you carried out the
enquiry again?

Explain reasoning using diagrams, graphs and text;
refine ways of recording using images and symbols
What does the data tell you about your original question?
Why did you choose this type of table, graph or chart?
What did you find out? What evidence do you have to support your
conclusions? Are your results what you expected or were there
any surprises?
I can use graphs to show findings about a subject or to help
explain my answer to a question

Answer a set of related questions by collecting,
selecting and organising relevant data; draw conclusions, using
ICT to present features, and identify further questions to ask
I can decide what information needs to be collected to answer a
question and how best to collect it
I can explain what a table, graph or chart tells us and consider
questions that it raises

Construct frequency tables, pictograms and bar and
line graphs to represent the frequencies of events and changes
over time
I can explain why I chose to represent the data using a
particular table, graph or chart

Find and interpret the mode of a set of data
I know that the 'mode' is the most common piece of information
I can find the mode of a set of data that I have collected
What information will you need to collect to answer these
questions? How will you collect it?
What does this graph tell you? What makes the information easy
or difficult to interpret? Does anything surprise you?
Look at this graph, table or chart. Make up three questions that
can be answered using the data that is represented.
What were the advantages of using a computer? What further
information could you collect to answer the question more fully?
What is this type of graph called?
What is missing from it? (a title and
labels on the axes)
Suppose the horizontal axis shows
the days of the week. What could
the vertical axis show? [Label the
horizontal axis 'Days of week' and
the individual bars 'Sun', 'Mon', 'Tue', 'Wed', 'Thu', 'Fri', 'Sat'.]
The bar chart shows the number of people treated for minor
injuries at a hospital on each day of the week. What title should
the chart have?
The greatest number of people treated in a day was just over 70.
What numbers should we put on the vertical scale?
[Label the vertical scale by marking the gridlines in steps of 10.]
Estimate the number of people treated on each day of the week.
A dice is rolled 10 times. The mode of the scores is 3. What does
this mean?
Look at these graphs from newspapers [show frequency tables,
bar charts and pie charts]. What is the mode of the data shown in
this graph/chart? What does it tell you?

Describe the occurrence of familiar events using the
language of chance or likelihood
I can describe how likely an event is to happen and justify my
statement
Suggest an event which is likely for your friend but unlikely for you.
Tell me an event that is certain.
Suggest a way to label a blank dice so that rolling an odd number
is very unlikely.

Read, choose, use and record standard metric units to
estimate and measure length, weight and capacity to a suitable
degree of accuracy (e.g. the nearest centimetre); convert larger
to smaller units using decimals to one place (e.g. change 2.6kg
to 2600g)
What would you measure using a ruler? a tape measure? a
surveyor's tape? kitchen scales? bathroom scales? a measuring
cylinder?
Estimate the height of this room, the capacity of this bucket, the
length of this pen, the width of the window, the mass of your chair,
... What units did you choose? How accurate do your estimates
need to be?
Suggest a sensible estimate for how far you could kick a football.
How did you decide on this estimate?
Which of these measurements is equivalent to 2.07 metres:
270cm, 2007cm, 207cm or 270cm? How did you know?
I can estimate and measure length in kilometres, metres,
centimetres and millimetres using appropriate measuring
instruments. I can use decimals to record measurements

Interpret a reading that lies between two unnumbered
divisions on a scale
I can find the value of each interval on a scale and use this to
give approximate values of readings between divisions

Understand different ways to take the lead and
support others in a group
I can lead a group and make sure that tasks are shared fairly I
can support others in a group by helping them with their tasks
when I have finished mine
What is the value of each interval on this scale? What information
did you read on the scale to help you? What calculations did you
do?
Suggest a measurement that would fall in the middle of two of the
unnumbered divisions on this scale.
I want you to find out whether practice improves performance in
PE. You will have one week to plan and carry out your survey and
draw conclusions. Start by deciding on your roles in the group and
what tasks you need to carry out.
Year 6 Block C - Handling data and measures Unit 3 (page 1 of 2)
Objectives
Assessment for learning
End-of-year expectations (key objectives) are highlighted
Children's learning outcomes in italic

Solve problems by collecting, selecting, processing,
presenting and interpreting data, using ICT where appropriate;
draw conclusions and identify further questions to ask
I can collect and present data in a variety of ways and use my
results to solve problems
Give children some statements to consider:
It is hotter now than it was 30 years ago.
The local high street should be made pedestrian only.
The tombola makes the most money at the summer fete.
Turn these statements into questions that you could investigate.
Suggest a plan for finding out whether the statements are true or
false.
This graph shows the favourite sport of 30 Year 6 girls. Suggest
three questions you could ask about the data in the graph.
Suggest two further enquiries you could make linked to the data in
this graph.

Describe and predict outcomes from data using the
language of chance or likelihood
Here is a spinner which is a regular octagon. Write 1, 2 or 3 in
each section of the spinner so that 1 and 2 are equally likely to
come up and 3 is the least likely to come up.
I can use the language of chance to solve problems

Construct and interpret frequency tables, bar charts
with grouped discrete data, and line graphs; interpret pie charts
I can represent data in a variety of ways and answer questions
about the data, including interpreting pie charts
[Show graphs with the title, labels on the axes and intervals
hidden.] What could this graph represent? If so, what would these
labels be? How would this scale be numbered?
State three conclusions you can draw from the information in this
graph.
Give me one fact and one opinion based on this graph. Does the
fact change if we use a different scale? Does the opinion?
When would you use a pie chart?

Year 6 Block C - Handling data and measures Unit 3 (page 2 of 2)
Here is a bar chart showing rainfall. Kim says: 'The dotted line on
Describe and interpret results and solutions to
the chart shows the mean rainfall for the four months.' Use the
problems using the mode, range, median and mean
chart to explain why Kim cannot be correct.
I can use the different averages to solve problems
What is the mean rainfall for the four months?
Write a different number in each of these boxes so that the mean
of the three numbers is 9.
Write a number in each of these boxes so that the mode of the five
numbers is 11.


I can convert measures between units including decimals
Solve this problem:
A bottle holds 1 litre of lemonade.
Rachel fills 5 glasses with lemonade.
She puts 150 millilitres in each glass.
How much lemonade is left in the bottle?
Now write a question of your own that would involve converting
units.
This graph converts miles to kilometres. Use it to estimate a
distance of 95 miles in kilometres.
Read and interpret scales on a range of measuring
instruments, recognising that the measurement made is
approximate and recording results to a required degree of
accuracy; compare readings on different scales, for example
when using different instruments
Give me an example of when:
you would need an accurate measure of length;
you would be able to use a less-accurate recording.
What is the most accurate measure of length you can make with
the equipment in our classroom? Explain why.
On this scale, the arrow shows the weight of a pineapple.
Select and use standard metric units of measure and
convert between units using decimals to two places (e.g.
change 2.75 litres to 2750 ml, or vice versa)
I can read and answer questions about scales and write down
my answer as accurately as the question requires
I can compare readings from different scales
Here is a different scale. Mark with an arrow the weight of the
same pineapple.

Use a calculator to solve problems involving multi-step
calculations
Use the information in the graph below and a calculator to work
out how many pounds ( ) you would get for 24.80 euros.
I can solve problems involving more than one step

Participate in whole-class debate using the
conventions and language of debate, including Standard
English
I can take part in a debate, listening to and building upon the
ideas of others
What evidence have you drawn on to illustrate your points? How
strong is your evidence? Explain your answer.
How confident are you that your results are correct? Give your
reasons.
Could your evidence be unreliable or biased in any way? Explain
why.