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Maths autumn unit 6a handling data combined

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Maths autumn unit 6a handling data combined

2. 2. L.O. 1To be able to use the relationshipbetween multiplication and division.
3. 3. • L.O.2• To be able to solve a problem by usingdata in tables, graphs and charts.
4. 4. • Test this statement:– A quarter of children in Year 5 read 4 or morebooks 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 inthe week?• Q. How many children read 4 or more books?• Q. What was the most common number of books read?
5. 5. • Test the statement shown below:
6. 6. With your partner consider……1. Do you have enough information toanswer the question?2. How you could organise the informationbetter?3. How you could make the data easier tounderstand? Would a bar chart help?Now find out if the statement is correct.
7. 7. • What scale did you use on the frequencyaxis?• Could you answer all your questions fromyour chart?
8. 8. • By the end of the lesson the childrenshould be able to:Discuss a bar chart showing thefrequency of an event and check aprediction.
10. 10. L.O. 1To be able to order a set of fractions suchas 2, 2 ¾ ,1 ¾ , 2 ½ and position themon a number line.
11. 11. 0 5Draw a line in your book like this one.Put these fractions on it: 2 ½ 2 ¾ 2 ¼ ¼ 4½
12. 12. 0 5Draw a line in your book like this one.Put these fractions on it: 25/10050/1005/22 5/10
13. 13. With your partner discuss what fractionscould be written in the blank spaces?1 minute!
14. 14. • L.O. To understand the termProbability
15. 15. One day I will play forManchester United.
16. 16. Q. Which words do we use when we talkabout probability?
17. 17. • Which words could we draw at either end of this line?• Do any of the words have the same meaning?
18. 18. Where could we put the followingstatements?1. I will watch T.V. tonight.2. I will grow taller than my mother.3. It will snow at Christmas.
19. 19. • Think of statements which could go ateither end of the line.• Prisms….5 statements• Spheres….3 statements• Tetrahedra…2 statements
20. 20. Write one statement that couldgo anywhere on the line.
21. 21. Where would a 50 – 50 statement go?How else might we say this?
22. 22. Children should be able to:Discuss events which have a goodchance of happening and thosewhich have a poor chance.Place statements on a simpleprobability scale.
24. 24. L.O. 1To use decimal notation for tenths andhundredths.
25. 25. Q. How do we say that number?What if it were:moneymetres & centimetresKilograms & gramslitres & millilitres
26. 26. L.O. 2• To be able to solve a problem byrepresenting and interpreting data in barline graphs.
27. 27. Q. Who has a lucky number?What is it?Why is it lucky?Can you prove it?
28. 28. 1 2 3 4 5 6Here is a tally chart :It “proves” that __ is the lucky number!
29. 29. Work with a partner but record separately…In your book draw a tally chart for diethrows.Do 15 throws.Draw a bar line chart of your tally chart –one square=1 throw.
30. 30. • From the information you have on yourtable can you predict the frequency ofeach number thrown after :• Prisms 500 throws• Spheres 200 throws• Tetrahedra 100 throws
31. 31. • Class bar line graph.FrequencyScore
32. 32. • Q is the class chart more reliable than theone in your book?• Q. When a die is thrown lots of times doeseach number have the same chance ofcoming up?• Q. If one number did come up much morethan the others when the die was thrown1000 times what would that tell you?
33. 33. By the end of the lesson children shouldbe able to:Test a hypothesis about thefrequency of an everyday event bycollecting data quickly, draw anddiscuss a bar chart or bar line chartand check the prediction.