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Links to the Primary Framework for Mathematics

A maths visit to a sports venue Below is a list of suggested links between where the maths visit activities, and Learning Intentions for each year group may fit into the blocks and units of learning within the Primary Framework for Mathematics. For EYFS, we have linked the activities to the Overview of Learning section of the framework. NB: The visits can take place during any time in the learning sequence, though it would possibly be best placed either at the start of a unit of learning as a stimulus, or at the end as a consolidation experience.

Year groups Area of Mathematical learning:

Foundation Stage

Year 1 Year 2 Year 3&4 Year 5&6

Number and the number system

Overview of Learning 6 Overview of Learning 7

Block A Units 1-3 Block B Unit 1

Block A Unit 1 Block B Unit 1

Y3&4 Block A Units 3 Y3&4 Block B Units 1-3 Y3 Block B Units 2&3 Y3 Block E Units 1-3

Y5&6 Block A Units 1-3 Y5&6 Block B Units 1&3

Shape, Space and Measure


Block D Units 1-3 Block E Units 1-3

Block C Units 1-3 Block D Units 1&2

Y3 Block D Unit 2 Y4 Block D Units 2&3

Y5&6 Block C Units 1-3 Y6 Block D Units 1&3

Handling Data


Block C Units 1-3 Block E Units 1-3

Block C Unit 1-3 Block E Units 1-3

Y3&4 Block C Units 1-3 Y3&4 Block E Units 1&3

Y5&6 Block C Units 1-3

A maths visit to a sports venue

(Foundation Stage)

Rationale: The purpose for this visit is to present the learners with opportunities to transfer their classroom-based learning to ‘real-life’ experiences within the context of a sports venue through:

• Developing number recognition and ordering with numbers up to 10. • Discussing the properties of rectangles. • Practising data handling (pictograms) skills.

Pre-visit discussion (What do the learners want to find out in addition to teacher’s Probing Questions): • Teachers may want to discuss what happens at sports grounds, come up with a list of possible games that would be played there.

Context for learning: • To work in three groups and move around the three different activities – number, shape space and measures and data handling.

Number: Learning Intention:

• To be able to recognise and write numbers to 10.

Learning Outcomes:

• I can recognise and write numbers to 10. • I can recognise and write numbers to 10 with

help. • I can recognise numbers to 5 and attempt to

write them. Probing Questions:

• What number have you found? • What would come next? • What would come after…..?

ICT opportunities:

• Children to take digital photographs of all the different places the children found numbers - display when back in school.

Shape, Space and Measure: Learning Intention:

• To be able to spot a rectangle and clearly discuss its properties.

Learning Outcomes:

• I can name a rectangle shape and confidently describe their properties.

• I can name a rectangle shape and with help am beginning to describe their properties.

• I can find a rectangle shapes. Probing Questions:

• What other shapes can you see? • What does the shape look like? • Can you describe the shape? • How do you know it is a rectangle?

ICT opportunities:

• The use of the digital camera to take photos and print them off when they return to school.

Data Handling: Learning Intention:

• To be able to collect data to make a pictogram and be able to answer simple questions about this graph.

Learning Outcomes:

• I can I can make a pictogram and answer simple questions about it.

• I can make a pictogram. • I can make a pictogram with help.

Probing Questions:

• How many…… are there? Which has the most? Which has the least? How do we know?

ICT opportunities:

• Using 2go graph package to create graphs when they get back to school.

Follow-up learning/something to bring back:

• Children to print off photographs when they return to school, they can then be displayed. • Using 2go graph package to create graphs when they get back to school.

Suggested Shape, Space and Measure & AT1 Activities:

• Identify shapes, seen in and around the sports venue. • How many rectangles can you find on the pitch? How do you know they are rectangles? • Measure the weight of balls/sports equipment. Order them heaviest to lightest. • Measure the width of the pitch in foot paces. • Make and continue patterns using sports equipment.

Suggested Number & AT1 Activities: • Go on a number hunt around the sports ground.

What numbers do you recognise? Where did you find them?

• Draw the place they find numbers e.g. chair and record the numbers they saw.

• Count how many seats/shirts/balls etc you can see. • Solve basic problems around the sports ground

relating to addition and subtraction.

Links to other buildings/visits:

• School field • Sports centre • Sports shop.

Points to consider:

• Risk assessment. • Permission to get into

the grounds. • Which days the games

are played. • When players may be

there.

Suggested Data Handling & AT1 Activities:

• Record how many goals you can score with 5 balls. Record as a tally chart and make a pictogram.

• Record how many balls/shirts/seats etc you can see.

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Success Criteria linked to: A maths visit to a Sports Venue

Foundation Stage Below is a list of suggested Success Criteria (Steps to Success) for key Learning Intentions outlines for this visit. Please adapt them based on the knowledge of your class and your school context. Number Learning Intentions: Number Success Criteria: • To be able to recognise and write numbers to 10.

Steps to Success: 1) To be able to recognise numbers 1 – 10 2) To be able to recognise the numbers one to ten on

and individual basis or in a random order. 3) To be able to form some of the numbers from 1 – 10 4) To be able to forma all of the numbers from 1 – 10 5) To be able to link the number they have seen to the

number they write on the page.

Shape, Space and Measure Learning Intentions: Shape, Space and Measure Success Criteria: • To be able to spot a rectangle and clearly

discuss its properties.

Steps to success: 1) To be able to spot a rectangle. 2) To be able to count how many rectangles they have

spotted, 3) To be able to say how they know it is a rectangle. 4) To be able to discuss some of the properties of a

rectangle 5) To be able to discuss all of the properties of a

rectangle.

Data Handling Learning Intentions: Data Handling Success Criteria: • To be able to make a pictogram.

Steps to Success: 1) To be able to count items correctly using one to one

correspondence. 2) To be able to place the right results in the right

column. 3) To be able to enter the right number of drawings

onto the pictogram to represent how many f each object.

4) To be able to answer simple questions on the pictogram they have made.

A Maths visit to a Sports Ground (Y1)

Rationale: The purpose for this visit is to present the learners with opportunities to recognise and use Maths in ‘real life’ experiences. Pre-visit discussion (What do the learners want to find out in addition to teacher’s Probing Questions): What is this place like? What is it used for? How many uses does this place have? Context for learning:

• After class based learning, children are taken into ‘real’ situations to use and apply their Maths skills, knowledge and understanding. (character driven?)


• Estimate a number of objects that can be checked by counting. ( Count reliably at least 20 objects, recognising that when rearranged the number of objects stays the same)

Learning Outcomes:

• I can use a ‘sensible guess’ to estimate. • I can count reliably. • I can group objects into 2, 5 or 10.

Probing Questions:

• How many people can you see? Convince me. • What type of number pattern can you see?

ICT opportunities:

• Primary Games / Maths Invaders number bond games.


• Estimate, measure, and compare objects, choosing and using suitable uniform non-standard or standard units and measuring instruments

Learning Outcomes:

• I can guess how many pencils will measure the length of the ….

• I can use a metre stick to measure how far it is across the ….

Probing Questions:

• How / Where do you start to measure the length of the ….?

• Show me which unit of measure would be the best measure to use & why?

ICT opportunities: • To add measurements found to class data

base.


• To be able to use a block graph to find the answer to how many more / less than…

Learning Outcomes:

• I can collect information for a block graph. • I can use a block graph to record information. • I can retrieve information from a block graph.

Probing Questions:

• What information does the block graph tell us?

• How can we display this information back at school?

ICT opportunities: • To transfer block graph information onto

software back at school.

Follow-up learning/something to bring back: • Block graph information to transfer back at school. • How many more / less than questions.

Suggested Number & AT1 Activities:

• Play ‘grouping the crowd’ watching a match. • Estimate how many people are wearing scarves, hats, long sleeved t-shirts etc. • Estimate how many players are wearing team colours, stripes etc.


• Which unit of measure would be the best measure

to use to measure the length of…. • Use pencils, handspans, steps, metre sticks etc to

compare. • Which measure is the best? Why?

Points to consider:

• e.g: adult / child supervision ratio


• e.g: Local football / rugby grounds, playing fields.

• Sports stadiums.


• Build a human block graph (using painted lines for axis).

• Represent how many people are wearing scarves, hats, long sleeved t-shirts etc.

• Consolidate & use how many more / less than vocabulary.

Success Criteria linked to: A maths visit to a sports venue

(Y1 ) Below is a list of suggested Success Criteria (Steps to Success) for key Learning Intentions outlines for this visit. Please adapt them based on the knowledge of your class and your school context. Number Learning Intentions: Number Success Criteria:

• To be able to estimate a number of

objects that can be checked by reliable counting.

1. I can make a sensible estimate of the answer. 2. I can count reliably to check the answer. 3. I can count reliably, and more efficiently, in groups

of 2, 5 or 10. 4. I can check my answer against my estimate.

Shape, Space and Measure Learning Intentions: Shape, Space and Measure Success Criteria:

• Estimate, measure and compare objects, choosing suitable non-stardard or standard units and measuring instruments.

1. I know where to place a non-standard measure to begin measuring.

2. I know how to mark and move a non-standard measure along a distance.

3. I know how to complete a non-standard measure by totalling the number of moves.

Data Handling Learning Intentions: Data Handling Success Criteria:

• To be able to use a block graph to find the answer to how many more or less than.

1. I can read (or have somebody read to me) the key queston.

2. I can follow the x axis and understand what it represents.

3. 3. I can follow the y axis and understand what it represents.

4. I can track along the x and y axis to pinpoint an answer.

5. I can compare two or more blocks of information to answer how many more or less than.

A maths visit to a sports venue (Y2)


• Developing problem solving skills in the context of number. • Developing skills of estimating and measuring. • Following a line of enquiry from data gathering to data interpretation.

Pre-visit discussion (What do the learners want to find out in addition to teacher’s Probing Questions): Children and teacher to discuss own ideas. Context for learning:

• Mathematical opportunities within a local sports ground or school playing field. • Problem solving activities based on a real life experience.


• To be able to present solutions to a problem in an organised way.

Learning Outcomes:

• I can remember how to work out a sharing problem.

• I can use my number bonds to 10 to help solve a problem.

• I can work systematically and present my results in an organised way.

Probing Question/Extension Activity:

• Show how many ways you could share 15 players between the 4 quarters of a rugby pitch. One player must stay in the goal each time.

ICT opportunities:

• NRICH: ‘Flip-Flop Matching cards’ game.


• To be able to estimate and measure lengths, choosing and using standard units and suitable measuring instruments.

Learning Outcomes:

• I can measure length using a metre stick. • I can look at pictures of 2-D shapes and name

them. • I can explain to others how I solved a problem

and say why I did it that way. Probing Questions:

• Show me something you could use to measure the width of the goal/playing field.

True/Never/Sometimes: • A shape with four straight sides is a

square. ICT opportunities:

• NRICH : ‘Is a square a rectangle?’ activity.


• To be able to answer a question by collecting and recording data.

Learning Outcomes:

• I can estimate how long an activity might take and then check using a stop watch.

• I know how to collect information and record it on a list or table.

• I can explain a diagram that shows our results. Probing Questions:

• What information do we need and how are we going to collect it?

• What do you think we will find? Why? ICT opportunities:

• Present results in a block graph using ICT. Follow-up learning/something to bring back:

• Draw a small football/rugby pitch on paper – children use counters to represent player combinations.

Suggested Number & AT1 Activities:

• To place 11 players in different ways across 2 halves of football pitch. • To present solutions to problems in an organised way. • To solve problems involving addition and division.

Points to consider:

• Undertake Risk assessment. • Adequate supervision for

journey. • Prior permission from

ground’s authority before visit.


• Convince me that the base shape of a football goal is a rectangle.

• To recognise 2-D shapes and identify some of their properties.

• To select appropriate equipment for measuring.

• To work in a group.

Links to other venues:

• Sports’ stadium • Running track • School playing field • Local football/rugby ground


• To investigate who can run length of pitch in the fastest time.

• To estimate how long an activity might take and then check using a stop watch.

• To collect and record data on a list or table. • To explain a diagram of graph that shows

results.


(Y2 ) Below is a list of suggested Success Criteria (Steps to Success) for key Learning Intentions outlines for this visit. Please adapt them based on the knowledge of your class and your school context. Number Learning Intentions: Number Success Criteria: • To be able to present solutions to a problem in

an organised way.

(Suggested ‘Steps to Success’ for solving any word problem) 1. Read the problem carefully together. 2. Read it again and underline any important words and

numbers. 3. Draw a simple picture of the problem and/or make

some jottings. 4. Decide what calculations are needed. 5. Estimate what the answer could be. 6. Do the calculations and check that the answer is

reasonable.

Shape, Space and Measure Learning Intentions: Shape, Space and Measure Success Criteria: • To be able to estimate and measure lengths,

using standard units and suitable measuring instruments.

1. I know when to choose a ruler, metre stick or tape measure for measuring lengths.

2. I know that I must place the zero on the ruler or metre stick at one end of the object I am measuring.

3. I can mark the length I want to measure to the nearest centimetre.

4. I know that I write down measurements in metres and centimetres e.g 1m 65cms.

Data Handling Learning Intentions: Data Handling Success Criteria: • To be able to answer a question by collecting and

recording data.

1. I can decide what information I need to collect. 2. I can decide on the most efficient way of collecting

data. 3. I can record my data on a chart using tallying. 4. I can explain what I have found out from my chart

and the information I have collected.

A maths visit to a sports venue

(Y3/4)


• Solving problems relating to number, shape, space and measure, • Following a line of enquiry from data gathering to data interpretation.

Pre-visit discussion (What do the learners want to find out in addition to teacher’s Probing Questions): • What type of mathematics could we find inside and outside the sports venue?

Context for learning: • Children will visit a sports venue to search for the mathematics that has been used in its construction and use.


• To be able to estimate and find unit fractions of numbers and quantities.

• To be able to solve one-step and two-step problems involving numbers, money or measures, including time; choose and carry out appropriate calculations, using calculator methods where appropriate.

• To be able to refine and use efficient written methods to add and subtract two-digit and three-digit whole numbers and .p.

• To be able to use the vocabulary of ratio and proportion to describe the relationship between two quantities.

Learning Outcomes:

• I can record how I work out a calculation showing each step. • I can find a fraction of a shape drawn on squared paper. • I can solve simple ratio and proportion problems. • I can use a timetable.

Probing Questions:

• What skills do I need to solve 1,2 or 3 step word problems relating to the sports venue?

• How will I use knowledge of money to solve problems? • How could I use a timetable for my visit to the sports

venue? ICT opportunities:

• Use calculators for calculations of large numbers (finding the averages for swimmers times).


• To be able to draw and complete shapes with reflective symmetry; draw the reflection of a shape in a mirror line along one side.

• To be able to relate 2-D shapes and 3-D solids to drawings of them; describe, visualise, classify, draw and make the shapes.

• To be able to calculate time intervals and find start or end times for a given time interval, clocks and timetables.

• To be able to know that angles are measured in degrees and that one whole turn is 360 ; compare and order angles less than 180 .

• To be able to draw rectangles and measure and calculate their perimeters; find the area of rectilinear shapes drawn on a square grid by counting squares.

Learning Outcomes:

• I can pick out irregular polygons that have at least one right angle.

• I can make a net for an open cube and fold it to check that it is correct.

• I can recognise symmetrical polygons, including those with more than one line of symmetry.

• I can find the area of shapes by counting squares. Probing Questions:

• What examples of shape can be seen in the sports venue? • How have angles and knowledge of shape helped architects

and builders to erect this sports venue? ICT opportunities:

• Use Roamer to navigate a section of the sports venue.

Data Handling and U&A: Learning Intention:

• To be able to Follow a line of enquiry by deciding what information is important; make and use lists, tables and graphs to organise and interpret the information.

• To be able to answer a question by collecting, organising and interpreting data; use tally charts, frequency tables, pictograms and bar charts to represent results and illustrate observations; use ICT to create a simple bar chart.

• To be able to use Venn diagrams or Carroll diagrams to sort data and objects using more than one criterion.

Learning Outcomes:

• I can decide what information to collect to answer a question.

• I can collect data and put it in a table to help me explore an idea and find out more about it.

• I can explain what a frequency chart tells me. • I can place objects on a Venn diagram.

Probing Questions:

• What mathematical question could we investigate through gathering data during our visit to the sports venue?

• How could I record my data effectively and efficiently? ICT opportunities:

• Gather data on number of people in an area of the venue. • Create a presentation of the mathematical findings linked

to the visit.

Follow-up learning/something to bring back: Each child should aim to bring back the following: • Photo of an aspect of the sports venue to overlay on grid paper and use to work out area and perimeter. • The answer to their own question created during the pre-visit discussion - Questions and answers could form a learning log/learning wall display. • A piece of information that the child finds fascinating - Link this to aspects of SMSC that develops the spiritual capacity of the learning.

Suggested Number & AT1 Activities: • Estimate the seating capacity of the building and record the procedure used. • Sample the seating of an area and use it to work out the whole seating capacity. • Children could create questions for their peers to answer using calculations. • Calculate averages for a group of swimmers swimming a specific distance in the pool. • Calculate cost of the visit to the venue for a group of 5, 10, 20, whole-class. • Using the time-table to plan a day’s activities over a 6 hour period, and find the total cost. • With supervision, observe an area of the sports venue, and estimate the fraction of visitors that are

male/female/young/old/boys/girls (Y4 could use ratio to show these fractions).

Points to consider:

• Supervision of children in and around water. (swimming pools)

• Supervision of children around large groups of the public.

Suggested Shape, Space and Measure & AT1 Activities: • Calculate the perimeter and find the area of parts of the

sports venue. • Find examples of 3D shapes in the sports venue. • Construct nets of 3D shapes in order to reconstruct parts of

the sports venue. E.g. badminton courts, swimming pool, squash courts.

• Use time to record the distance swum in a swimming pool. • Find examples of reflective symmetry around the sports

venue, and record this. • Y4 to find examples of different angles in the sports venue.


• Local football club. • Local recreation ground. • Local gym.


• With supervision, create tally charts of the number of people entering an area of the sports venue, then use this data to create graphs and questions based on it.

• Sort and classify 3D and 2D shapes found in and around the sports venue.

• Construct graphs using scales of differing sizes using data collected. Discuss the implications of this.


(Y3/4) Below is a list of suggested Success Criteria (Steps to Success) for key Learning Intentions outlines for this visit. Please adapt them based on the knowledge of your class and your school context.

Number Learning Intentions: Number Success Criteria: • To be able to estimate and find unit fractions

of numbers and quantities. • To be able to solve one-step and two-step

problems involving numbers, money or measures, including time; choose and carry out appropriate calculations, using calculator methods where appropriate.

1. Make a sensible estimate of the answer. 2. I know which number is the denominator. 3. Divide the number by the denominator. 4. Multiply the quotient by the numerator to find the

answer. 5. Check my answer against my estimate. (Suggested ‘Steps to Success’ for solving any word problem) 1. Read the problem carefully or have somebody read it

to me. 2. Circle or underline the key numbers and words. 3. Sort out the operation. 4. Write the number statement. 5. Work out and check the calculation. 6. Read the word problem through again. 7. Answer the word problem.

Shape, Space and Measure Learning Intentions:

Shape, Space and Measure Success Criteria:

• To be able to draw and complete shapes with reflective symmetry; draw the reflection of a shape in a mirror line along one side.

• To be able to draw rectangles and measure

and calculate their perimeters.

1. Know where to place the mirror line on the shape. 2. Mark the reflected shape on the opposite side of the

mirror line, equidistant from the mirror line to the outside edge.

3. Place a mirror on the mirror line to check the drawn shape.

1. Know the properties of a rectangle. 2. Accurately measure 90 degree angles. 3. Use a ruler accurately to draw parallel lines of

required length. 4. Add together the length of all 4 sides of the

rectangle.

Data Handling Learning Intentions: Data Handling Success Criteria: • To be able to use Venn diagrams or Carroll

diagrams to sort data and objects using more than one criterion.

(Suggested ‘Steps to Success’ for Venn diagram) 1. Overlap two circles. 2. Decide on the categories needed for each circle, e.g.

x3 table and x5 table. 3. Sort your data according to their characteristics. E.g.

the numbers 3,6,9,12 would go in one circle, and 10, 20, 25 would go in the other circle.

4. Numbers that appear in both x3 and x5 tables would go in the section where the two circles overlap. E.g 15, 30.

5. Any number in the set of data not appearing in any of the sections would be placed outside the sections of the circles. E.g. 2, 4, 7, 8.

A maths visit to a sporting arena

(Year 5 and 6 )

Rationale: The purpose for this visit is to present the learners with opportunities to explore a sporting venue for mathematical opportunities Pre-visit discussion (What do the learners want to find out in addition to teacher’s Probing Questions): What measuring equipment and metric units would be the most appropriate to measure a football pitch? How expensive is a replica shirt? What is the average gate attendance? Context for learning:

• To use a sporting arena to create mathematical puzzles and problems and use the data and structure within a sporting venue to link matches and events.


• Recognise and use number patterns and relationships.

• Understand and use an appropriate non-calculator method for solving problems.

Learning Outcomes: • I can round numbers to the nearest

10,100 and 1000. • I can understand place value in numbers

to 1000. • I can give estimates to mathematical

problems. Probing Questions:

• Can you estimate how many people watched the Manchester United football match last week?

• Can you create a time line of key events at your sporting club?

ICT opportunities: • Use the internet to find out key dates

about your club


• Read and interpret scales on a range of measuring instruments.

• Solve problems involving the conversion of units and make sensible estimates of a range of measures in everyday situations.

Learning Outcomes: • I can describe position and movement. • I can calculate problems involving money. • I can use measuring equipment accurately.

Probing Questions:

• Why do prices of things often end in 99p • Can you think of appropriate vocabulary

associated with shape, space and measures?

ICT opportunities: • Construct a plan of your football or rugby

ground using ICT


• Ask questions, plan how to answer them and collect the data required.

Learning Outcomes:

• I can construct a branching diagram and choose appropriate questions to create options.

• I can extract and interpret information from Venn and Carroll diagrams, bar and pie charts and frequency tables.

Probing Questions: • Can you make a league table for your

sporting team • What does goal difference mean?

ICT opportunities:

• Could you create a fantasy football league on the computer?

Follow-up learning/something to bring back: If they have a supporters shop bring back a price list. Are there any AGM meetings at the club or magazines to get information from?

Suggested Number & AT1 Activities: • Look at attendances at the club and use this for rounding and ordering numbers. • Look at prices for matches, refreshments or souvenirs and use these to create mathematical problems. • Look at the seating in a ground and identify ways in which a set number of spectators could sit. 24 people

could sit in 4 rows of 6 or 2 rows of 12 or 3 rows of 8? • Look at key events that have happened at the club and work out the difference in time between them. • Look at costs of advertising at the club. • Look at what fraction of the team are defenders, attackers etc.

Points to consider: • Undertake Risk assessment • Adequate supervision for

journey • Prior permission from

ground’s authority fro visit


• Create a plan of the ground and all the amenities and use compass directions to guide someone to a specific place within the ground.

• Measure key parts of the ground, using appropriate equipment and units of measurement.

• Make a calendar of all key matches and work out key dates and times.

Links to other buildings/visits: • Sports’ stadium • Running track • School playing field • Local football/rugby ground

Suggested Data Handling & AT1 Activities: • Use a premier league football table and study what

each column represents. Use a league table with facts missing and get the children to work out what is missing and why.

• Plot the end of season finishing positions on a line graph. (Use last 10 seasons)

• Use information in the club magazine and represent it in a variety of ways.


(Y5&6) Below is a list of suggested Success Criteria (Steps to Success) for key Learning Intentions outlines for this visit. Please adapt them based on the knowledge of your class and your school context. Number Learning Intentions: Number Success Criteria: • To be able to round numbers to the nearest

10,100 and 1000.

By the end of this block of work a child should be able to round a number to the nearest 10 by deciding whether the number is nearer the ten below or the ten above. As a rule, if the unit digit is less than 5, it is replaced by a zero and the tens digit remains the same. If the unit digit is 5 or larger, it is replaced by a zero and 1 is added to the tens digit. To round a number to the nearest 100 we look at the tens digit and if it is less than 5 we change it to a zero along with the unit digit and leave the hundred digit the same. If it is 5 or greater the unit and tens digits are replaced by zeroes and 1 is added to the 100 digit. The same is done when rounding to the nearest 1000, except the units, tens and hundreds digits are all replaced by zeroes and the thousand digit remains the same or 1 is added to it.

Shape, Space and Measure Learning Intentions: Shape, Space and Measure Success Criteria: • To be able to read and interpret scales on a

range of measuring instruments.

On completion of this block of work a child should be familiar with a variety of measuring instruments. They should recognise where zero is on the instrument and that if they were weighing something, the empty pan should be at zero before an object is placed on it. Before using any measuring instrument they should check and see what the interval is between each mark on the gauge. Does the measuring instrument go up in single units, in twos, fours, tens etc ? They should also check what the units are that they are measuring in. Before measuring an article, shape or line they should have a rough idea of what result they are expecting. When they have measured it they can ask themselves whether they think their result is reasonable.

Data Handling Learning Intentions: Data Handling Success Criteria: • To be able to construct a branching diagram

and choose appropriate questions to create options.

By the end of this block of work a child should be familiar with what a branching diagram looks like. They should be able to think of appropriate questions which will separate out different objects on the branching diagram. This may range from colour, size, shape, smell, weight, material etc. They must then be able to follow a trail remembering that the answer is yes or no. The final branching diagram should have separated out all the different choices and it should show the different characteristics of each object within it. They should also realise that a branching diagram is just one way of representing and sorting data.

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