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MzB

Year 6 Data Handling Ideas

Data handling is something my class need more work on.  This is mainly down to the fact that I always rush this topic as assume its fairly easy to get a good grasp and also that I link a lot in science.  The chn don't get these links though!!

Anyway, looking closely at the APP grids, I cover a lot of interpreting data but don't very often actually collect raw data.  We do bits and pieces but I want to have one lesson where we produce questionnaires so that data can hen be collected.  This can be within class, or across the school if others are up for it.

Already going to devise something for the parents with the chn about views on our school road being turned into residential parking.

Need a few ideas for what data they can actually collect, or shall I just let them go for it themselves??  Perhaps some questions may be an idea and then they have to go through what data to collect:

e.g. Do people with big feet jump further?

Would be good to link with measures I guess as they not too hot at this too.

Goooooooood.  I am having such a crap day.  Been working since 8 and seem to have got nowhere.
Tracking, APP, total overhaul of planning (new grids etc), marking, focus groups, targets and god knows what else.

Like Tog a while back, I have now had it up to here with this job!

Grrrrrrrrrrrrrrrrr.
babyboomer

http://www.censusatschool.ntu.ac....2C+11&search=&submit=View

Some good stuff on here.   :0)
MzB

Constantly linking in science and going to be doing links with geog with traffic surveys.  Need some discrete maths stuff!!!  Think the fact that I constantly link they forget that it is actually maths and go to pieces when asked in maths!  Graphs produce in science excellent, graphs produced in Maths crap!  Very odd.
Thanks for the census, always forget about that one!
sal 26

Definitely would link to science investigations & other topic hings you're doing MzB.  Here are some we've done in class before:



Click to download file


Click to download file


Click to download file
sal 26

Ooops!  Just read your last post MzB - so above files probably aren't useful.

What about having a Maths topic day - have done this for toy making companies linked with DT, chocolate making companies - linked to nothing other than it was fun and a problem solving Maths trail round school & grounds.  Lots of skills covered including data handling.
MzB

Could only open first one but will defo link more with science in general and not just the topic we will be doing.  About to do forces so I know there is lots of stuff I can do here.

Just going to give them questions and then they can collect data and choose how to present it wheter its right or wrong.  Think my problem is that sometimes I try to direct too much and should just let them go with it!

What were the 2nd and 3rd files??

Love the idea of a data handling day and defo something to consider after SATS.  What did u do on a trail around school??

Thanks for ideas so far!!
trinity0097

Do most teachers drive red cars?

Note the use of the word teachers as it adds in good evaluations about how collecting the data in the car park at school isn't reliable as there may be cars from LSAs, office staff, visitors etc...
sal 26

MzB wrote:
Could only open first one but will defo link more with science in general and not just the topic we will be doing.  About to do forces so I know there is lots of stuff I can do here.

Just going to give them questions and then they can collect data and choose how to present it wheter its right or wrong.  Think my problem is that sometimes I try to direct too much and should just let them go with it!

What were the 2nd and 3rd files??

Love the idea of a data handling day and defo something to consider after SATS.  What did u do on a trail around school??

Thanks for ideas so far!!


One was a comparison between pulse rates of children and how long it took for these to return to rest after exercise.  Another compared the ease of water flow through different soil types at various intervals.  This one was useful because the axes showed two variables ie. time and ml.  The other one was a scattergram looking at the relationship between length of jumps and leg bone lengths.

From what I can recall, the trail round the school was a puzzle solving activity with each area containing a series of differentiated challenges for teams of children in Y5 & 6.  Each area had a different focus - eg. shape, data handling, measures etc.  Once an area was completed, children got a bit more of the puzzle and the winning team used all the clues to solve the whole thing.  Took countless hours to set up & the whole day to run.  Children loved it!
sal 26

I try to introduce children to the various ways open to them to present data and then, especially for more open ended or self-posed investigations, children choose which method they could use to most usefully present/help them interpret their results.  At first all I got were simple results tables but am seeing a better variety now with more informed choices.  Some still feel safer with their tables though!
Sploof

My maths set had no experience of pie charts so I showed them some pie charts of Reception's favourite muffin flavours and Y3's favourite muffin flavours (60 and 40 children respectively).  I then explained we were going to make muffins for Y5 and 6 and then children had to find out how many they needed to make and what flavours.  They had to work out how much ingredients they would need and then cook - good for measures too.  Lots of talk about maths and they could see a purpose.  They also had to sell them to cover their costs and send some money to our local hospice.
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