This list consists of activities, games and videos designed to support the new curriculum programme of study in Years 3 and 4. Containing tips on using the resources and suggestions for further use, it covers:
Year 3: Interpret and present data using bar charts, pictograms and tables, solve one-step and two-step questions (for example, ‘How many more?’ and ‘How many fewer?’) using information presented in scaled bar charts and pictograms and tables.
Year 4: Interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs, solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs.
Visit the primary mathematics webpage to access all lists.
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This video shows three ideas for use in class when teaching data handling. Creating a human bar graph is a great way of helping children learn about the scales on a bar graph and what they represent.
Collecting data for a purpose helps show children one way in which maths is used in the real world. Have fun measuring and recording results from the long jump, high jump and target practice, then represent and analyse the data using Venn diagrams and graphs.
Another idea asks children to use a ‘Tardis’ in their classroom to estimate when 30 seconds have elapsed. After collecting the data, they produce a graph on the interactive whiteboard.
A collection of 40 activity sheets which could be used in class to process, represent and interpret data using block graphs, pictograms and frequency tables. Aimed at Curriculum levels 1-3, there are opportunities for using them with the whole class or to support children with work in data handling.
Children often struggle with the scale on the axes of graphs, so it is worth spending some time looking at different scales and asking children what they represent. The activity in topic 20 goes through this process step by step. Children often think that the numbers on a scale go between the two lines rather than on the line. An interactive scale shown on the whiteboard is one way of showing that all scales are different and that the numbers are written next to the lines.
Use the Data Handling ITP to to develop children’s interpretation of data presented on vertical and horizontal barcharts and pie charts. Use the 'data' icon to show sample data, such as favourite pets or number of gold medals won. It could also be used to add data collected as a class and produce an instant bar chart or pie chart.
Interactive Teaching Programme 2 contains a line graph programme which demonstrates representations of changes over time. For example, temperature change over time.
Two packs of games, investigations, worksheets and practical activities. The first pack asks children to interpret and answer questions on rainfall over a year. There is also a sheet which asks children to measure and collect data on hand span within a class. This idea could be adapted to measure and record forearm length within a class/across the school when learning about growth of humans in science.
Look at the practical application of data handling and analysis in this activity which explores measurement data for a range of species found in the African savannah. Children use data to fill in a table, and then construct and interpret bar charts for a range of different measurements (height, length, weight).
This is a great opportunity to link science and mathematics.
Designed for teachers to develop professionally and gain confidence in the teaching of mathematics, new teachers and those looking for a refresher will benefit greatly from Part A. Page 16 starts looking at pictograms and bar charts as a way of representing discrete data, Page 29 looks at line graphs as a way of representing trends over time such as temperature change and rainfall.
The difference between the terms discrete and continuous data is often misunderstood by children with some trying to show a change over time using a bar chart. The worked examples in this booklet help to clarify the different charts used to represent data. Page 34 looks at histograms and how they are used to represent continuous data.
The booklet highlights some common misconceptions children may have and how to overcome these as well as examples for teachers to work through to gain confidence in this area of mathematics.
A collection of activities which allow children to investiagte problems centred around data handling.
I have developed my own style of differentiated maths worksheets for lessons which are inspired by the PRET Homework’s. These maths worksheets on algebra are split into several sections. Sometimes it will be relevant for these maths resources to be used over multiple lessons.
Memory – The memory boxes are there to provide students with memory aids or examples. The memory box does not mean necessarily this is the way to start teaching a topic. The maths memory tools support the great teaching within a lesson. Feel free to ignore this box also.
Literacy – Each maths worksheet includes a literacy section. Here students will be asked to recognise key maths words and define them. Alternatively students may be asked to describe a mathematical process. There has been a lot of research carried out which suggests those students who are able to talk about and explain the maths processes often understand and remember larger proportions of the work.
ROK – This stands for Retention of Knowledge. This is a chance for a student to recall their prior maths learning. The maths skills questioned in the retention section give students a chance to practise maths skills they will need to access the lesson. This helps build in a little bit of spaced learning.
Skills – The maths skill sections of the worksheet focus in on the developing new concepts taught on a maths topic. The maths questions often increase in difficulty throughout a skill section. These focus on the maths GCSE exam AO1 calculation skills.
Stretch – These are maths questions designed to stretch and challenge a student. These challenging maths questions interleave topics from other mathematical topics. Stretch questions focus on a student’s ability to mathematically reason (AO2) and problem solve (AO3). These allow students to explore the breadth and depth of a maths topic.