Links to the Primary Framework for Mathematics

A maths visit to a shop 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 Unit s 2&3 Block B Unit 1-3 Block E Unit 1-3

Block A Unit 1&3 Y3 Block A Unit 3 Y4 Block A Unit 2&3 Y3 Block B Unit 2&3 Y4 Block B Unit 1&3

Y3&4 Block E Units 1-3

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

Shape, Space and Measure

Overview of Learning 11 Overview of Learning 12 Overview of Learning 13

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

Block A Unit 1-3 Block D Unit 3

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

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

Y5&6 Block B Units 1-3

Handling Data

Overview of Learning 5 Overview of Learning 6

Block C Unit 1&3 Block C Unit 1 Block B Unit 3

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

Y5&6 Block C Units 1-3

A maths visit to a Shop. (Foundation Stage)

Rationale: The purpose for this visit is to present the learners with opportunities to

• Develop their number recognition and basic money recognition. • Develop language required for direction. • Practise making pictograms.

Pre-visit discussion (What do the learners want to find out in addition to teacher’s Probing Questions): • Teachers may want to discuss some basic shop rules – not opening/picking things up, not walking out of the shop with things etc.

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 numbers to 10 and use coins.

Learning Outcomes:

• I can recognise numbers to 10 and use coins • I can recognise numbers to 10 and use coins

with some help. • I can recognise numbers to 5 find the 1 and 2p

coin. Probing Questions:

• How much is that sweet? • How do you know? • Which coin do you need? Why?

ICT opportunities:

• Children to take digital photographs of items and price tags to use back at school

Shape, Space and Measure: Learning Intention:

• To be able to follow and give directional clues. Learning Outcomes:

• I can follow and give directional clues. • I can follow and with a little help give

directional clues. • I can follow directional clues with help.

Probing Questions:

• Which way do they need to go next? • How can we get …….. to the apple? • Is there a different way we could go?

ICT opportunities: • Use the 2Go programme to continue with the

directional clues when back in the classroom.

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 use the photographs of items and price tags to practise more money/shop handling skills. • Using the 2Go programme to continue with the directional clues. • Using 2Go graph package to create graphs.

Suggested Shape, Space and Measure & AT1 Activities:

• Finding particular items in the shop from directional clues from the adults or other children. • Shape hunt for 3D shapes, which of these shapes can you find? How do you know this is a….? Discuss names

and properties for shapes. • Ordering items by height, weight and length.

Suggested Number & AT1 Activities: • Can you draw (specific number) of

fruit/vegetables/cakes/sweets. Etc. • Use practical items to solve number problems. • Go on a number hunt – where can you spot numbers? • Share objects into equal amounts – there are 10 of

us we all need to have the same amount of sweets. • More or less questions relating to food. • Paying for penny sweets with 1p 2p 5p 10p giving the

correct coins.

Links to other buildings/visits:

• Post office • Supermarket • Bakery • Newsagents

Points to consider:

• Risk assessment. • Adult supervision. • Members of public being

around. • Explaining about shop

rules. • Permission from the

shop.

Suggested Data Handling & AT1 Activities:

• All children in the group to choose their favourite food from a selection by the teacher. Children to record in a pictogram. Which is most/least popular?

• Children to record in a tally chart how many apple, oranges and bananas there are.

Success Criteria linked to: A maths visit to a shop.

(YR) 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 numbers to 10 and

use coins.

Steps to success: 1) To be able to recognise numbers to 10. 2) To be able to play ‘shops’ in the role play area and

know there is a shop keeper, a customer and that you have to pay for items.

3) To know what money is used for and that items in the shop have a price.

4) To recognise the coins – 1p 2p 5p 10p. 5) To link the price on the object to the coin they need

to hand over.

Shape, Space and Measure Learning Intentions: Shape, Space and Measure Success Criteria: • To be able to follow and give directional

clues.

Steps to success: 1) To understand and be able to move forwards and

backwards when directed. 2) To understand and be able to move

forwards/backwards/up/down when directed. 3) To be able to move in any of the above directions a

specific number of steps when directed. 4) To be able to give directions to someone else to move

forwards and backwards. 5) To be able to give directions to someone else to move

forwards/backwards/up/down. 6) To be able to give directions to someone else to move

forwards/backwards/up/down with a specific number of steps.

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 Supermarket

(Y1)

Rationale: The purpose for this visit is to present the learners with opportunities to experience maths challenges in real life situations while enjoying the stimulus of an everyday, real life environment. 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 which may include: What is this place? How can this place help us with our maths? What might we find here? Which food items / food group shall we find? How shall we pay for the food? Which coins shall we use? How will we collect this information? Context for learning:

• Opportunities to apply mathematical skills and knowledge to answer questions and solve problems in a supermarket environment. Number: Learning Intention:

• Use mental recall of addition and subtraction facts to 10p.

• Pay for an item, up to 10p, using the least amount of coins.

• Give change from 10p. Success Criteria:

• I know how to add / count on and subtract / count back.

• I can identify all coins … 1p - £2.00 • I can select the relevant 1p coins to pay for an

item 10p or less. • I can exchange some 1p coins for others to

use the least amount of coins. Probing Question/Extension Activity:

• Which coins would you need to pay for a …… costing ……p using the most / least amount of coins?

• How much change would you have from 10p if you bought a …… costing ……p?

• Can you write that in a money number sentence?

ICT opportunities: • Abacus – money ITP

Shape, Space and Measures: Learning Intention:

• To find and measure items more than, less than or equal to 1kg.

• To read scales labelled in ones or tens to the nearest division.

Success Criteria:

• I know how heavy 1kg feels to compare items. • I can identify 1kg on weighing scales. • I can find items that weigh more than, less

than or equal to 1kg. • I can understand that 1kg items come in

different shapes and sizes.

Probing Questions:

• How many grams are in 1kg? • If an item weighs more or less than 1kg, can

you work out how much it weighs? ICT opportunities:

• Digiblu or camera to record activities.

Data Handling: Learning Intention:

• To describe the properties of 3D shapes in a supermarket.

• To sort food items / packaging in to 3D shape groups.

Success Criteria:

• I can remember, recognise and name what 3D shapes are.

• I can retrieve specific 3D shape food items. • I can sort all food items into correct 3D

shapes. • I can use 3D shape vocabulary to describe the

properties of shape. Probing Questions:

• If you opened out this 3D packet what type of shape would you discover?

ICT opportunities:

• To record 3D shape food items on to a block graph back at school.

Follow-up learning/something to bring back: • To sort empty food packages in to 3D shape groups on a block graph at school. • Supermarket home-corner in class.

Suggested Number & AT1 Activities:

• Role play in a supermarket home corner. • Use money spider webs to create different money sentences with coins

totalling 10p. • Pay for an item, up to 10p, using the most/least amount of coins. • Give change from 10p.

Points to consider:

• Adult : pupil ratio • Hygiene and food handling.

Suggested Shape, Space and Measure & AT1 Activities:

• To find and measure items more than, less than or equal to 1kg.

• To read scales labelled in ones or tens to the nearest division.

Links to other buildings/visits: • Corner shop, post office,

bank, baker’s or toy shop etc.

Suggested Data Handling & AT1 Activities:

• To describe the properties of 3D shapes in a supermarket.

• To sort food items / packaging in to 3D shape groups.

Success Criteria linked to: A maths visit to a Supermarket

(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:

• Use mental recall of addition and subtraction facts to 10p.

• Pay for an item, up to 10p, using the least amount of coins.

• Give change from 10p.

1. I know how to add / count on and subtract / count back.

2. I can identify all coins … 1p - £2.00 3. I can select the relevant 1p coins to pay for an item

10p or less. 4. I can exchange some 1p coins for others to use the

least amount of coins.

Shape, Space and Measure Learning Intentions: Shape, Space and Measure Success Criteria: • To find and measure items more than, less

than or equal to 1kg. • To read scales labelled in ones or tens to

the nearest division.

1. I know how heavy 1kg feels to compare items. 2. I can identify 1kg on weighing scales. 3. I can find items that weigh more than, less than or

equal to 1kg. 4. I can understand that 1kg items come in different

shapes and sizes.

Data Handling Learning Intentions: Data Handling Success Criteria: • To describe the properties of 3D shapes in a

supermarket. • To sort food items / packaging in to 3D

shape groups.

1. I can remember, recognise and name what 3D shapes are.

2. I can retrieve specific 3D shape food items. 3. I can sort all food items into correct 3D shapes. 4. I can use 3D shape vocabulary to describe the

properties of shape.

A Numeracy Visit to a Supermarket (Y2)

Rationale: The purpose for this visit is to present the learners with opportunities to experience maths challenges in real life situations while enjoying the stimulus of an everyday, real life environment. 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 which may include: What kind of place is this? How can this place help us with our maths? What might we find here? What information do we want to collect? How shall we collect this information? Context for learning:

• Mathematical opportunities within a local supermarket/shop • Problem solving activities based on a real life experience.

Number: Learning Intention:

• To be able to write numbers in order and use the greater than and less than symbols to show that one number is larger or smaller than another.

Success Criteria:

• I can find 2 different types of apple • I can find the price of each type of apple • I can compare each price and say which is

more/less. • I can show this using › ‹ symbols

Probing Question/Extension Activity:

• Order these prices to show which is nearest to £1.00

• Give me an example of a price that is an even number

ICT opportunities:

• Teaching Money: Shopping Spree activity

Shape, Space and Measure: Learning Intention:

• To know how many millilitres equal one litre • To be able to add 3 equal amounts • To be able to compare numbers • To explain to others how I solved a problem

Success Criteria: • I can find a 1litre carton and 3 small cartons

of the same juice • I can read the quantity that each carton holds

on the packaging • I can find total volume by using repeated

addition or multiplication • I can compare 2 amounts and explain to others

how I know Probing Questions:

• Show me that a litre is the same as two 500ml.

• Which is better value – the 1litre carton or the pack of 3 smaller cartons? How do you know?

ICT opportunities: • ITP: Capacity

Data Handling: Learning Intention:

• To recognise and write amounts using decimal £. P. notation

• To recognise whether 2 and 3 digit amounts are multiples of 2, 5 or 10

• To decide what information to collect and how to record it

Success Criteria: • I can write down the price of each item in

pounds and pence • I can say whether each price is a multiple of

2, 5 or 10 • I can make a chart showing what I have found

out Probing Questions:

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

• Always/sometimes/never true? – Information from a tally chart can be put into a bar chart?

ICT opportunities: • 2Create: Graph

Follow-up learning/something to bring back: Role play activities in class shop using some items and till receipt bought in shop

Suggested Number & AT1 Activities: • To compare the prices of different food items and begin to understand about value for money • To order from least to most expensive. • To find items to buy that total £1.00 • To find items whose prices are a multiple of 2, 5 or 10

Points to consider: • Gain permission from

store in advance • Undertake Risk

assessment, including pupil : adult ratio

• Adequate supervision for

journey

Suggested Shape, Space and Measure & AT1 Activities:

• To compare volume of different drink cartons • To identify units of measure on packaging • To begin to understand the relationship

between quantity and price

Links to other venues: • Local corner shop • Post Office • Market stall

Suggested Data Handling & AT1 Activities:

• To know how to collect information to help solve a problem

• To use lists and tables to show whether the price of an item is a multiple of 2, 5 or 10

• To be able to answer questions about the information gathered

Success Criteria linked to: A maths visit to a place of Supermarket

(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 write numbers in order and use the greater than and less than symbols to show that one number is larger or smaller than another.

1. I know that 100p = £1 2. I can write amounts using £.p. notation 3. I know how many pence equal a 3-digit amount (e,g,

£1.26 – 126p) 4. I understand place value and can order 3-digit

numbers 5. I can use ›‹ symbols to show greater then/less than

Shape, Space and Measure Learning Intentions: Shape, Space and Measure Success Criteria: • To compare capacity when shown in

millilitres and litre

1. I know that capacity or liquid is measured in litres and millilitres

2. I can read amounts written in litres and millilitres 3. I can add 2-digit numbers 4. I can say whether a 3-digit number is more or less

than1000.

Data Handling Learning Intentions: Data Handling Success Criteria: • To present results in a block graph

1. I know that a block graph has two axes. 2. I can say what is represented on each axes. 3. I know that numbers on one axis are spaced out

evenly. 4. I can read a scale when it is marked in steps of 1, 2, 5

or 10. 5. I can say how many objects are represented by the

blocks on a block graph.

A maths visit to a shop

(Y3/4)

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 shop visit through:

• 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 on our shop visit ?

Context for learning: • Children will visit a shop to search for the mathematics that can be found.

Number: Learning Intention:

• To be able to derive and recall multiplication facts up to 10 10,

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

• To be able to round two-digit or three-digit numbers to the nearest 10 or 100 and give estimates for their sums and differences.

Learning Outcomes:

• I can record how I work out a calculation showing each step. • I can recall my multiplication facts. • I can solve simple ratio and proportion problems. • I can round up and down to the nearest 10, 100.

Probing Questions:

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

• How will I use knowledge of rounding to solve problems? ICT opportunities:

• Use calculators for calculations of large numbers (totalling amounts in the shop).

Shape, Space and Measure: Learning Intention:

• To be able to visualise 3-D objects from 2-D drawings; make nets of common solids.

• To be able to measure and calculate perimeters and areas. • To be able to identify line symmetry of shapes.

Learning Outcomes:

• I can describe the properties of 3D shapes and identify then from a range of 3D shapes.

• I can find the area and perimeter using appropriate equipment and methods.

• I can identify line symmetry on objects. Probing Questions:

• How do I find the perimeter or area? • How do we measure angles? • How do I find out if a shape has line symmetry?

ICT opportunities:

• Use digital cameras to photograph an area in the shop that could be used in the classroom for area.

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.

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. Probing Questions:

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

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

• Gather data on number of branded names found in the shop. • Create a presentation of the mathematical findings linked

to the visit using a spreadsheet program or graph making program.

Follow-up learning/something to bring back: Each child should aim to bring back the following: • Photo of an aspect of the shop that captures the children engaged in the practical learning of the visit. • The answer to their own question created during the pre-visit discussion - Questions and answers could form a learning log/learning wall display. • Examples of packaging that relate to the 3D-shapes being discovered at the shop. • 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: • Compare costs of different brands of food, find the difference in prices. Round prices up and down to nearest

10. • Create a shopping list in the classroom for making a sandwich/cake, and find the cheapest ingredient, and the

most expensive. Find the differences per ingredient. • Find how many items come in multipacks, and link this to multiplication tables, e.g. 1x tin of beans, 2x toilet rolls,

3x packs of drink cartons, 4x packs of cola. Children to create own problems from this e.g. what is the sum of 3x packs of drink cartons plus 2x packs of cola.

• How much cheaper is it, to buy items in multipacks rather than singularly? • Children have £10, and see what 2, 3, 4, 5, 10 items they can purchase as near to £10 as possible.

Points to consider:

• Don’t handle food, particularly fruit or fresh bread, in the supermarket unless you are going to buy it.

Suggested Shape, Space and Measure & AT1 Activities:

• Find and record a variety of food packaging relating to 3D shapes

• Record which 1,2,3,4 or 5 items of food total 1kg or more.

• How many lines of symmetry do different food packages have?

• WITH PERMISSION find the perimeter of the shop.

Links to other buildings/visits:

• Post office • Supermarket • Bakery • Newsagents

Suggested Data Handling & AT1 Activities: • Pose the question; ‘ There are more ‘own’ brands

than ‘big’ brands along one aisle of the supermarket’. Children decide how they will discover if this is true or false by designing a method to record data – tally – and present their findings using appropriate tables or graphs.

Success Criteria linked to: A maths visit to a shop.

(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 solve one-step and two-step

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

(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 identify line symmetry of shapes.

1. Place the mirror down the centre of the object. 2. Look at the reflection of the object in the mirror, and

decide if it is the same as the actual half of the shape. 3. Rotate the mirror around the object to decide how many

lines of symmetry the object may have.

Data Handling Learning Intentions: Data Handling Success Criteria:

• To be able to present data by accurately constructing appropriate graphs.

1. Draw axes accurately and label them. 2. Use intervals greater than one. 3. Draw bars to the correct intervals/ plot points & join

them accurately/place pictorial symbols to correct interval

4. Label graph. 5. Extract information from the graph. 6. Interpret the information presented.

A maths visit to a supermarket (Y5/6)

Rationale: The purpose for this visit is to use the supermarket environment to facilitate the learning of mathematics Pre-visit discussion (The children are aware that mathematics is all around them if they look closely enough). Context for learning:

• To use the environment of the supermarket as an inspiration for mathematical thinking and application Number: Learning Intention:

• Solve problems with or without a calculator

• Use a calculator where appropriate to calculate fractions/percentages of quantities/measurements

• Solve simple problems involving ratio and direct proportion

Success Criteria: • I can find the best value for money on a

range of items • I can solve problems involving ratio and

proportion • I can work out prices after a percentage

increase or decrease Probing Questions:

• Are the value range products as good quality as the named equivalents?

• Can I compare prices of something that is of different weight to something else?

ICT opportunities: • Go online and investigate shopping on the

internet.

Shape, Space and Measure: Learning Intention:

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

• Use the properties of 2-D and 3-D shapes Success Criteria:

• I can identify 2-D and 3-D shapes in a range of packaging

• I can convert imperial measures to metric measures and vice versa

• I can estimate how heavy something is Probing Questions:

• What is the most unusually boxed product?

• Are any imperial measures still in use today in a supermarket?

ICT opportunities: • Investigate online the cost of products

10,20 and 50 years ago

Data Handling: Learning Intention:

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

• Understand and use the mean and compare two simple distributions, using the range, mode, median or mean.

Success Criteria: • I can create my own survey to conduct in

a supermarket • I can find the average weight of a group

of items in a supermarket • I can find the difference in price

between the most expensive and the cheapest

Probing Questions: • How similar to the mean is the median or

the mode? • Can the children think of questions whilst

on the visit that could be added to the original worksheet?

ICT opportunities: • Create their own ‘supermarket survey’

which can be accessed online. Follow-up learning/something to bring back: An item that has unusual packaging but is a named shape.

Suggested Number & AT1 Activities: • Compare costs of different food items • Find the best value for money can or pot of Heinz Baked Beans • Find the cost of each individual biscuit in a packet • Do different fruit juices have different prices? • How do the pre-packed items compare with the freshly sliced items? • Is it always cheaper to buy the largest pot, bottle, jar or tin of something? • If you are buying 200g of cooked ham, can you work out the price when the price is marked in kilograms?

Points to consider:

• Don’t handle food, particularly fruit or fresh bread, in the supermarket unless you are going to buy it.

Suggested Shape, Space and Measure & AT1 Activities:

• Identify different solid shapes within the supermarket in the packaging

• Identify what particular items are measured in • Are any imperial measures still in use? • Can they estimate the weight of a product by

picking it up before they look on the packaging?

Links to other buildings/visits:

• Post office • Supermarket • Bakery • Newsagents

Suggested Data Handling & AT1 Activities: • Can they work out the average price of a bar of

chocolate? • Can they record all the different prices and

types of Sarson’s Vinegar and plot them on a line graph?

• Can they write down 2 questions whilst visiting the supermarket which can be added to the original questionnaire?

Success Criteria linked to:

A maths visit to a supermarket (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:

• Sole simple problems involving ratio and proportion

On completion of this block of work the children should be aware that two amounts that stay in the same ratio to each other are said to be in proportion. If a recipe needs 3 apples to every orange the, ratio of apples: oranges = 3: 1. The number of apples to oranges, are proportional to each other. If you multiply or divide one of the proportional quantities by a number, you must do the same to the other. If 10 packets of biscuits cost £7.20. Twenty packets of biscuits will cost double. = £14.40. Therefore 5 packets of biscuits will cost half the amount which will equal £3.60.

Shape, Space and Measure Learning Intentions: Shape, Space and Measure Success Criteria: • Solve simple problems involving the

conversion of units and make sensible estimates of a range of measures in relation to everyday situations

On completion of this block of work the children should be aware that today nearly all things are measured in metric units. They should understand that length is measured in millimetres, centimetres, metres and kilometres. They should understand that weight is measured in grams and kilograms. They should understand that capacity is measured in litres and millilitres. They also need to be aware there are 1000g in a kilogram and 1000 millilitres in a litre. In the past imperial measures were used. 16 ounces = 1 pound. 2.2 pounds = 1 kg 1 litre = 1.75 pints 125ml = 4 fluid ounces

Data Handling Learning Intentions: Data Handling Success Criteria: • Understand use the mean and compare

two simple distributions, using the range, mode, median and mean

By the end of this block of work the children should understand that to find the mean average of a list of prices you add together all the prices and divide by the number there are. To find the mode you find the most common price or number. To find the median you list all the items in order and the one that is in the middle is the median. It doesn’t matter whether you do the largest to the smallest or the smallest to the largest. To find the range you subtract the smallest from the largest.