Handling Data

Day 1

L.O. 1

To be able to use the relationship between multiplication and division.

• L.O.2

• To be able to solve a problem by using data in tables, graphs and charts.

• Test this statement:– A quarter of children in Year 5 read 4 or more

books last year.

Answering these questions may help…..

• Q. How many children are there in total in Year 5?• Q. What is the largest number of books anyone read in

the week?• Q. How many children read 4 or more books?• Q. What was the most common number of books read?

• Test the statement shown below:

With your partner consider……

1. Do you have enough information to

answer the question?

2. How you could organise the information

better?

3. How you could make the data easier to

understand? Would a bar chart help?

Now find out if the statement is correct.

• What scale did you use on the frequency axis?

• Could you answer all your questions from your chart?

• By the end of the lesson the children should be able to:

Discuss a bar chart showing the frequency of an event and check a prediction.

Handling Data

Day 2

L.O. 1

To be able to order a set of fractions such as 2, 2 ¾ ,1 ¾ , 2 ½ and position them

on a number line.

0 5

Draw a line in your book like this one.

Put these fractions on it: 2 ½ 2 ¾ 2 ¼ ¼ 4 ½

0 5

Draw a line in your book like this one.

Put these fractions on it: 25/100

50/100

5/2

2 5/10

With your partner discuss what fractions could be written in the blank spaces?

1 minute!

• L.O. To understand the term

Probability

One day I will play for

Manchester United.

Q. Which words do we use when we talk about probability?

• Which words could we draw at either end of this line?• Do any of the words have the same meaning?

Where could we put the following statements?

1. I will watch T.V. tonight.

2. I will grow taller than my mother.

3. It will snow at Christmas.

• Think of statements which could go at either end of the line.

• Prisms….5 statements

• Spheres….3 statements

• Tetrahedra…2 statements

Write one statement that could go anywhere on the line.

Where would a 50 – 50 statement go?

How else might we say this?

Children should be able to:

Discuss events which have a good chance of happening and those

which have a poor chance.

Place statements on a simple probability scale.

Handling Data

Day 3

L.O. 1

To use decimal notation for tenths and hundredths.

Q. How do we say that number?

What if it were: money

metres & centimetres

Kilograms & grams

litres & millilitres

L.O. 2

• To be able to solve a problem by representing and interpreting data in bar line graphs.

Q. Who has a lucky number?

What is it?

Why is it lucky?

Can you prove it?

1 2 3 4 5 6

Here is a tally chart :

It “proves” that __ is the lucky number!

Work with a partner but record separately…

In your book draw a tally chart for die throws.

Do 15 throws.

Draw a bar line chart of your tally chart – one square=1 throw.

• From the information you have on your table can you predict the frequency of each number thrown after :

• Prisms 500 throws

• Spheres 200 throws

• Tetrahedra 100 throws

• Class bar line graph.

Frequency

Score

• Q is the class chart more reliable than the one in your book?

• Q. When a die is thrown lots of times does each number have the same chance of coming up?

• Q. If one number did come up much more than the others when the die was thrown 1000 times what would that tell you?

By the end of the lesson children should be able to:

Test a hypothesis about the frequency of an everyday event by collecting data quickly, draw and discuss a bar chart or bar line chart and check the prediction.