Amanda13b

Date

Objectives

Assessmentfor learning

ICTLinks

Follow aline of enquiry by deciding what information is important; make anduse lists, tables and graphs to organise and interpret theinformation

I can decide what information to collect to answer aquestion

Whatquestion are you trying to answer? What information will youcollect? Who will you ask? How will you find it?
What lists can you see in the classroom? Why are theythere?

Know therelationships between kilometres and metres, metres andcentimetres, kilograms and grams, litres and millilitres; chooseand use appropriate units to estimate, measure and recordmeasurements

I can suggest sensible units to measurelengths

A metrestick is how many cm long?
Which is the most sensible estimate for the length of your handspan?
A 80 cm
B 16 m
C 14 cm
D 12 km
Suggest something you would measure in kg, in ml, in km.

Read, tothe nearest division and half-division, scales that are numbered orpartially numbered; use the information to measure and draw to asuitable degree of accuracy
I canuse a ruler or a tape measure to measure a length to the nearestcm

Show mewhere 24 cm would go on this tape measure/ruler.

What length is shown below?

Answer aquestion by collecting, organising and interpreting data; use tallycharts, frequency tables, pictograms and bar charts to representresults and illustrate observations; use ICT to create a simple barchart

I can explain what a frequency chart tellsme

You haveto find out what sport your class prefers. Explain what you woulddo. How would you record the information?

Say three things that you can tell from this frequency table.

Why might so few children have chosen to have school dinner onThursday?

UseVenn diagrams or Carroll diagrams to sort data and objects usingmore than one criterion

I can place objects on a Venn diagram

Wherewould you place these numbers on the diagram?
13, 20, 10, 7



One of these shapes is in the wrong place on the diagram. Whichone?

Usetalk to organise roles and actions

I can discuss how to work together to solve aproblem

You haveto work as a group to measure each person's height, foot length andhand span. Start by deciding what each person will do.

Date

Objectives

Assessmentfor learning

ICTLinks

Follow aline of enquiry by deciding what information is important; make anduse lists, tables and graphs to organise and interpret theinformation

I can decide what information to collect to answer aquestion

What areyou trying to find out? What information will you collect? How?
How did you record your results? Why did you choose this sort oftable/graph? What did it show?

                        Know therelationships between kilometres and metres, metres andcentimetres, kilograms and grams, litres and millilitres; chooseand use appropriate units to estimate, measure and recordmeasurements

I know thattemperature can be measured in degreesCelsius

Whatmeasuring instruments would you choose to measure:
the distance around your head?
the temperature in the classroom?
the weight of an orange?
how much water a cup will hold?
Holly estimates that the temperature outside today is 1C. Do you think that this is a good estimate?
A bottle holds 2 litres of juice. How many millilitres isthis?

                        Read, tothe nearest division and half-division, scales that are numbered orpartially numbered; use the information to measure and draw to asuitable degree of accuracy

I can read thetemperature on a thermometer to the nearestdegree

Whattemperature does this thermometer show?

Choose a set of scales to weigh how heavy your shoe is to thenearest 100 g.

                        Read thetime on a 12-hour digital clock and to the nearest 5 minutes on ananalogue clock; calculate time intervals and find start or endtimes for a given time interval

I can find how long ajourney took if I know the start and endtimes

Howwould this time appear on a 12-hour digital clock?

Kevin leaves home at quarter past 8 and arrives in school at 20 to9. How long is his journey? How did you work this out?

                        Answer aquestion by collecting, organising and interpreting data; use tallycharts, frequency tables, pictograms and bar charts to representresults and illustrate observations; use ICT to create a simple barchart

I can showinformation in a pictogram where each picture represents 2people

You haveto test the suggestion: We think most children in our classwalk to school . What information will you collect?How?

This pictogram shows how the children in a class came to schoolthis morning.
How many children came to school by car? On foot? By bike? Bybus?
Explain how to work out how many children there are in theclass.
Did most of the class walk? How can you tell?

                        Use Venndiagrams or Carroll diagrams to sort data and objects using morethan one criterion

I can place objectson a Carroll diagram

Writeeach multiple of 5 up to 50 in the correct place on the diagram.What sorts of numbers are in the 'even' column?

Is a cylinder a prism? Does it have any vertices? Where should itbe placed on this Carroll diagram?

                        Identifythe presentational features used to communicate the main points

I can say what partsof a presentation helped me tounderstand

You haveto tell the rest of your group which month contains most birthdaysin the class and how you found out. Think of some important thingsyou will say.
What did Henry say or do that helped you to understand?

Date

Objectives

Assessmentfor learning

ICTLinks

                        Follow aline of enquiry by deciding what information is important; make anduse lists, tables and graphs to organise and interpret theinformation

I can decide whatinformation to collect to answer a question
I can choose how toshow others what I have found out

What areyou trying to find out? What information will you collect? How?
How did you record your results? Why did you choose this sort oftable/graph? What did it show?
Did anything you found out surprise you?

                        Describeand explain methods, choices and solutions to puzzles and problems,orally and in writing, using pictures and diagrams

I can explain how theclass used information to solve aproblem

You aregoing to make a poster to show another class how we decided whichclass race we chose for sports day. What will you write down? Whatdiagrams or drawings will you use?

                        Know therelationships between kilometres and metres, metres andcentimetres, kilograms and grams, litres and millilitres; chooseand use appropriate units to estimate, measure and recordmeasurements

I can choose suitableunits to estimate and measure length

Completethis table.



How many 10 cm strips could you cut from 1 metre of tape? How doyou 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, tothe nearest division and half-division, scales that are numbered orpartially numbered; use the information to measure and draw to asuitable degree of accuracy

I can read a scale tothe nearest division or half-division

Draw aline that is 2 cm longer than this one [a line 5 cm long].
What measurement is shown on the scale?

                        Answer aquestion by collecting, organising and interpreting data; use tallycharts, frequency tables, pictograms and bar charts to representresults and illustrate observations; use ICT to create a simple barchart

I can showinformation in a tally chart or barchart

Completethis tally 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 luncheson different days?

                        Explaina process or present information, ensuring items are clearlysequenced, relevant details are included and accounts endedeffectively

I can explain how wefound the information needed to solve a problem. I can explain eachstep in order

You havefound out how the heights of everyone in the class changed betweenautumn and summer. Imagine you are explaining what you did to avisitor. What steps would you explain? Make sure they are in order.What would you end by saying?