Year 1 Block C - Handling data and measures

Year 1 Block C - Handling data and measures

Unit 1

Objectives Assessment for learning

End-of-year expectations (key objectives) are
highlighted
Children's learning outcomes in italic
Answer a question by selecting and How could you find out which objects are heavier
using suitable equipment, and sorting than the bag of sand? What did you use to find
information, shapes or objects; display results out?
using tables and pictures Where do the objects that are heavier than the
bag of sand belong on the diagram? Why is the
I can answer a question using the equipment my box of paper clips here on the diagram?
teacher uses
Describe ways of solving puzzles and How did you find out which of these would hold
problems, explaining choices and decisions the most water? How did you begin? How did you
orally or using pictures decide what you needed to do?
How could you show someone else that this one
I can talk about how I solved a problem holds most?

Answer a question by recording How could we show the number of children who
information in lists and tables; present voted for each of these?
outcomes using practical resources, pictures, If you add your brick to that tower, what does
block graphs or pictograms that mean? Without counting, which of the
flavours had most votes? How do you know?
I can help to answer a question and to show
what we found out
Use diagrams to sort objects into How have you sorted the objects?
groups according to a given criterion; suggest a Which of the objects on the diagram is wider
different criterion for grouping the same than your hand-span?
objects
I can sort objects by placing them onto a big
diagram
Estimate, measure, weigh and compare Which of these three objects do you think will be
objects, choosing and using suitable uniform the lightest? Which do you think will be the
non-standard or standard units and measuring heaviest? Which will you compare first?
instruments (e.g. a lever balance, metre stick What else will you have to do to check if you have
or measuring jug) put them in order from lightest to heaviest?
I can compare the lengths/weights/capacities
of more than two objects and put them in
order
Tell stories and describe incidents Tell the others how you solved the problem. How
from their own experience in an audible voice did you begin?

I can tell another person what I have done

Learning overview

Children pose a question, gather information, order and interpret the information in group or
whole-class enquiries. They solve problems such as:

Which of these things is heavier than the bag of sand?

Find four things in the classroom that are wider than your hand-span and four that are not.
Put the pencils into order from shortest to longest.
Which of the three bears would want which container? Put the containers into order, starting with the
one that holds most.

Children measure by making direct comparisons. To compare the weight of one object with the weight
of the bag of sand, for example, children hold one of the items in each hand and feel the difference,
and they use a balance. They compare heights by placing objects together and the capacity of
containers by pouring rice, sand or water from one container to the other. By comparing pairs of
objects they build up the information they need to order more than two objects.

Children place the objects on large diagrams prepared for the task to show what they have found out.

Children collect numerical information and record it in tables and block graphs. For example, to find
out how many cubes different children in the group can pick up with one hand they might draw a table
to show their names and record the number of cubes. Alternatively, each child might fix the cubes into
a column and display the labelled columns as a block graph.

Children use the table or block graph to answer questions such as:

Who picked up the largest number of cubes?

How many cubes did Mark pick up?
Who do you think has the smallest hand? Why?
Who picked up one more cube than Lisa?

Children solve other problems. They collect

information about likes and dislikes by placing a
brick or cube on the tower of their choice. They
use the completed towers and labels to find, for
example, their favourite ice-cream flavour.

Year 1 Block C - Handling data and measures

Unit 2

Objectives Assessment for learning

End-of-year expectations (key objectives) are
highlighted in blue
Children's learning outcomes in italic

Answer a question by selecting and What information did you need? What equipment
did you use?
using suitable equipment, and sorting
How does your table show the things that you
information, shapes or objects; display results found out?
using tables and pictures

I can show what I found out so that other

people will understand

Describe ways of solving puzzles and Why did you decide to ...?

problems, explaining choices and decisions

orally or using pictures
I can talk about why I chose to solve the
problem in the way that I did
 Answer a question by recording What does one cup on your pictogram stand for?
How could you use your pictogram to find out
information in lists and tables; present
which container held two cups of water?
outcomes using practical resources, pictures,
block graphs or pictograms
I can draw pictures/diagrams to show what I
have found out

Use diagrams to sort objects into How did your diagram help you to sort the
objects?
groups according to a given criterion; suggest a
When you measured the book and it was more
different criterion for grouping the same than one straw wide, how did you know where the
objects book belonged on your diagram?

I can sort objects using my own diagram to

help me

Estimate, measure, weigh and compare Which of the containers do you think will hold
most? How many cups of water do you think it will
objects, choosing and using suitable uniform
take to fill the biggest jug?
non-standard or standard units and measuring How do you know how much the biggest jug holds?
instruments (e.g. a lever balance, metre stick Where do you start to measure the width of the
hall? How many metres wide do you think the hall
or measuring jug)
is? Write your guess on a piece of paper. Measure
to halfway. Do you want to guess again?
I can use equipment to measure objects How many cubes balanced the tennis ball? How
did you know when you had found the correct
weight?
Remind each other how you will place the metre sticks
Listen to and follow instructions accurately,
to measure the width of the hall. What are the
asking for help and clarification if necessary important things to remember?

I can do the things that I am told to do to help me

to measure objects
I can ask questions if I don't understand

Learning overview

Children take greater responsibility for posing and answering questions. They begin to explore their
own ways of solving problems and organising the information that they gather. They build on their
experience of measuring by direct comparison. They use uniform non-standard units such as wooden
bricks to balance an object, egg cups to fill a container and straws to fit along a line or their own steps
to measure a longer distance. They solve problems such as:

Which is wider: the table or the doorway? How much wider is it?
How heavy is each of these objects?
How many cups does it take to fill this jug? Check your estimate.
Children begin to use standard units to measure and sort objects. For example they sort objects
according to whether they are taller than 1 metre or not. They make a collection of items that
together weigh just over 1 kilogram.

Children show the information using lists, pictures, tables, block graphs and pictograms. They
represent the same information in different ways.

Children use a context, such as the story of building a bed for the queen, to explore how using non-
standard units can lead to different results:

The queen's bed must be 2 metres long and 1 metre wide.

How big would the bed be if you used your feet to measure the wood to build the bed?
How big would it be if you used your teacher's foot to measure?
How big would the bed be if you used the biggest foot in the school?

Year 1 Block C - Handling data and measures

Unit 3

Objectives Assessment for learning

End-of-year expectations (key objectives) are
highlighted
Children's learning outcomes in italic

Answer a question by selecting and Why did you organise the information in that
way? How does it help you to show that the bottle
using suitable equipment, and sorting
holds less than the jug?
information, shapes or objects; display results
using tables and pictures
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 How does your picture/diagram show what you did
and what you found out?
problems, explaining choices and decisions
orally or using pictures

I can draw a picture/diagram to show how I

solved the problem

Answer a question by recording What does your block graph show about how
heavy the objects are?
information in lists and tables; present
How did you line up the blocks to make it easy to
outcomes using practical resources, pictures, compare the weights?
block graphs or pictograms

I can show what I found out by using a block

graph

Use diagrams to sort objects into You found that the ribbon was the longest object
in the set. What else did you find out about the
groups according to a given criterion; suggest a
ribbon when you sorted your objects in a
different criterion for grouping the same different way?
objects
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 Did you think the jug or the mug would hold more?
How much more?
objects, choosing and using suitable uniform
What did you do to measure as carefully as you
non-standard or standard units and measuring could?
instruments (e.g. a lever balance, metre stick How do you know that the measurement is
correct?
or measuring jug)

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 In your group discuss what you have found.
How will you get ready to tell the rest of the
group, and decide how to report the group's
class?
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

Learning overview

Children extend the process of posing and answering questions. They choose how to solve problems
and organise the information that they gather. They are increasingly aware of how to communicate
their findings to a wider audience.

They use their experience of standard units to make realistic estimates, answering questions such as:

Is the table taller or shorter than a metre?

Is this doll taller or shorter than one of the class rulers?
Does this bottle hold more or less than the litre jug?
Which of these things do you think will weigh less than a kilogram?

They use standard units to measure and compare objects. For example, they place metre sticks end-
to-end to find out how much wider the hall is than the classroom. They use a litre jug to measure how
much more the washing-up bowl holds than the cola bottle.

They build on their experience of uniform non-standard and standard units for measurement and are
increasingly accurate in their measurements. They suggest suitable standard or uniform non-standard
units to estimate and measure. They answer questions such as:

How far up the wall can you reach without lifting your feet from the floor?
How far can you jump from this line?
Does the tall thin mug hold more or less than the short fat one?
How much heavier is the red parcel than the blue parcel?

They choose how to communicate their findings using tables, pictograms or block graphs. They
interpret the information to answer or raise further questions.

They sort objects using one criterion, then suggest and use a different criterion for sorting the same
objects. For example, they sort a set of objects to show those that are heavier than 20 cubes or not.
They sort the same objects using a different criterion such as float/do not float. They use both sets
of results to answer further questions, such as:

Do all of the heavier containers sink?

Are all shorter things lighter than 20 cubes?
The red parcel is the longest. Does it weigh the most?
Does the tallest mug hold the most?
Is the hand that picked up the most cubes the widest hand?