Year 6 Block C Unit 1 ICT notes
The ICT resources referred to in this document can be accessed via the Unit ICT
Resources page and in the ICT section of the mathematics library. There are
also guidance sheets for many of the spreadsheet resources. The notes below
provide suggested learning objectives, starting ideas for activities and key
questions. Children should have opportunities to use ICT themselves as well as
through whole-class or guided work.
End-of-year expectations are highlighted in bold.
Converting measures spreadsheet
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)
Whole-class rehearsal:
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use the spreadsheet as a flexible number stick for converting between g and
kg, or ml and l
-
set the start number and interval size
-
count up in kg and down in g, and vice versa.
Q. How many grams are equivalent to 0.6 kg?
Q. Point at a specific label – what is this amount in grams? …in kilograms?
Change the start number and interval size and repeat the exercise. During a lesson
on capacity, use the ml/l conversion stick during the starter to rehearse conversion
skills.
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Measuring cylinder ITP
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
Set the cylinder to show up to 500 units, with the intervals labelled as multiples of
50. Pour in liquid, asking a volunteer to stop when they think the liquid reaches
(for example) 336 units.
Q. How much do you think the cylinder is holding? Why do you think that? How
could we use the scale to help us?
Refine the scale, for example to multiples of 25 units.
Q. Do you have to change your estimate? Why have you changed your mind?
Continue refining the scale and then confirm the actual amount represented.
Repeat for different maximum amounts represented by the software and different
divisions.
Data handling ITP
Construct and interpret frequency tables, bar charts with grouped discrete data,
and line graphs; interpret pie charts
Use one of the sets of data to represent data graphically, hiding some of the
original information to pose questions about the graph. Ensure the bar chart
shown is sometimes horizontal as well as vertical.
Q. Which age range must be represented by blue (ask this with the colours in the
key hidden)?
Q. How many people fall into each age range (ask this with the totals for each age
range hidden)?
Use the ‘enter your own data’ setting as a quick way of representing information
such as grouped discrete data and for posing/answering questions.
If using an interactive whiteboard, you could create two different charts, e.g. of the
rainfall each month in two different cities. Screen-capture the two graphs and use
the transparency tool to compare the two charts, drawing out similarities and
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differences over the course of a year.
Line graph ITP
Construct and interpret frequency tables, bar charts with grouped discrete data,
and line graphs; interpret pie charts
Gather a set of data, for example temperature in the room over time using regular
measurements or a data logger.
Record this data in the chart on the right-hand side of the screen, entering one
piece of information. Watch carefully what happens to the vertical axis as you
enter the data.
Q. What is happening to the labels on the axis? (The software constantly adjusts
to make the axis appropriate for the data the graph is going to display.)
Q. What do you think will be the maximum point shown on the y-axis? What
divisions would you use if you were drawing this graph yourself?
Once the data are represented on the line graph, ask the following questions.
Q. Do you think I can work out the temperature between two of the measurements
using this graph? Would the temperature really rise and fall in straight lines? What
assumption has the software made?
Q. Can you explain what happened at this point (e.g. the highest temperature on
the graph)? Why might the temperature have started to fall?
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Pie chart spreadsheet
Construct and interpret frequency tables, bar charts with grouped discrete data,
and line graphs; interpret pie charts
Display a pie chart.
Q. What could this chart represent?
Take suggestions.
Q. What fraction of the children is represented by red? What percentage? If there
are 64 children altogether, how many are represented by red?
Q. If the red section represents 10 children, how many are there altogether? How
many children are represented by blue? How do you know?
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