1. Handling Data
Day 1

2. L.O. 1
To be able to use the relationship
between multiplication and division.

4. • L.O.2
• To be able to solve a problem by using
data in tables, graphs and charts.

6. • Test this statement:
– A quarter of children in Year 5 read 4 or more
books 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 in
the week?
• Q. How many children read 4 or more books?
• Q. What was the most common number of books read?

7. • Test the statement shown below:

8. With your partner consider……
1. Do you have enough information to
answer the question?
2. How you could organise the information
better?
3. How you could make the data easier to
understand? Would a bar chart help?
Now find out if the statement is correct.

9. • What scale did you use on the frequency
axis?
• Could you answer all your questions from
your chart?

10. • By the end of the lesson the children
should be able to:
Discuss a bar chart showing the
frequency of an event and check a
prediction.

11. Handling Data
Day 2

12. L.O. 1
To be able to order a set of fractions such
as 2, 2 ¾ ,1 ¾ , 2 ½ and position them
on a number line.

13. 0 5
Draw a line in your book like this one.
Put these fractions on it: 2 ½ 2 ¾ 2 ¼ ¼ 4
½

14. 0 5
Draw a line in your book like this one.
Put these fractions on it: 25/100
50/100
5/2
2 5/10

15. With your partner discuss what fractions
could be written in the blank spaces?
1 minute!

16. • L.O. To understand the term
Probability

17. One day I will play for
Manchester United.

18. Q. Which words do we use when we talk
about probability?

19. • Which words could we draw at either end of this line?
• Do any of the words have the same meaning?

20. Where could we put the following
statements?
1. I will watch T.V. tonight.
2. I will grow taller than my mother.
3. It will snow at Christmas.

21. • Think of statements which could go at
either end of the line.
• Prisms….5 statements
• Spheres….3 statements
• Tetrahedra…2 statements

23. Write one statement that could
go anywhere on the line.

24. Where would a 50 – 50 statement go?
How else might we say this?

25. Children should be able to:
Discuss events which have a good
chance of happening and those
which have a poor chance.
Place statements on a simple
probability scale.

26. Handling Data
Day 3

27. L.O. 1
To use decimal notation for tenths and
hundredths.

29. Q. How do we say that number?
What if it were:
money
metres & centimetres
Kilograms & grams
litres & millilitres

30. L.O. 2
• To be able to solve a problem by
representing and interpreting data in bar
line graphs.

31. Q. Who has a lucky number?
What is it?
Why is it lucky?
Can you prove it?

32. 1 2 3 4 5 6
Here is a tally chart :
It “proves” that __ is the lucky number!

33. Work with a partner but record separately…
In your book draw a tally chart for die
throws.
Do 15 throws.
Draw a bar line chart of your tally chart –
one square=1 throw.

34. • From the information you have on your
table can you predict the frequency of
each number thrown after :
• Prisms 500 throws
• Spheres 200 throws
• Tetrahedra 100 throws

35. • Class bar line graph.
F
r
e
q
u
e
n
c
y
Score

36. • Q is the class chart more reliable than the
one in your book?
• Q. When a die is thrown lots of times does
each number have the same chance of
coming up?
• Q. If one number did come up much more
than the others when the die was thrown
1000 times what would that tell you?

37. By the end of the lesson children should
be able to:
Test a hypothesis about the
frequency of an everyday event by
collecting data quickly, draw and
discuss a bar chart or bar line chart
and check the prediction.