Data is a collection of facts, such as numbers, words, measurements, observations or even just descriptions of things.

When we interpret anything, including data, we explain its meaning.

Solve problems involving length

Maths

Estimate in metres and describe a metre in different ways

Measure length and height from zero using whole m or cm

Converting between metres and centimetres

Millimetres as a unit of measure and the relationship between them and cm

Measuring length and height using cm and mm

Converting between centimetres and millimetres

Estimate and measure lengths and heights and record in a table

Using graphs to represent lengths and heights

Solve problems involving length and height

In this unit pupils will continue to measure using appropriate tools and units progressing to using a wider range of measures including comparing and using mixed units In the future unit pupil will learn perimeter as the distance around the edge of a 2D shape They will learn perimeter is measured in units of length found by counting units and by calculating by adding the side lengths of a 2D shape

In the prior unit pupils chose, used and compared appropriate standard units to estimate and measure length/height, mass, temperature, capacity to the nearest appropriate unit. In this unit pupils will continue to measure using appropriate tools and units progressing to using a wider range of measures, including comparing and using mixed units.

In this unit pupils will continue to measure using appropriate tools and units progressing to using a wider range of measures, including comparing and using mixed units.

Measuring length and recording in tables

Explaining the meaning of something, such as data is known as {{ }}.

Research into the heights of towers, given in metres.

Draw a bar graph to compare their heights.

Do all the towers have bars that are taller than 100 m?

Laura is wondering if the famous towers that she knows are all taller than 100 m. Match the part of the data handling cycle to what Laura will need to do.

Look at the graph comparing the heights of the famous towers. Are all towers taller than 100 m?

Estimate the length the ball will be kicked.

Measure the distance that each child kicks the ball.

Show the results in a bar graph comparing the lengths.

Answer his statement using the bar graph.

Andeep wants to know if all children in his Year 3 class can kick a ball further than 30 m. Starting with the first step, order these statements to help Andeep decide what he needs to do.

Jacob kicked the ball the shortest distance.

Andeep kicked the ball the longest distance.

Andeep kicked the ball 30 m further than Izzy.

Looking at the graph that Andeep drew, what can you interpret? Tick each option that is a correct interpretation.

Looking at the graph that Andeep drew, did all children kick the ball further than 30 m?

Which measuring unit would you use to measure the height of a kitten?

Look at this table. Starting with the child who threw the shortest distance, order the children by how far they threw the tennis ball.

Look at the bar graph comparing the height of some famous towers.  Match the tower to its height.

Look at the bar graph comparing the height of some famous towers.  Which tower is the tallest?

Look at the bar graph comparing the height of some famous towers.  How much taller is the Eiffel Tower than the Leaning Tower of Pisa (which is 60 m tall)?

Solve problems involving length

Lesson outcome