Tally Charts, Pictograms and block diagrams. Children love to make these, but have more problems interpreting the data. This is going to be a fun week with lots of diagrams and graphs drawn. A good time to practise using a ruler - something which always causes problems.
Last weeks review.
Division and Multiplication
This was a good problem and it really made him think.
Ask questions like 'How many petals altogether?'
'If there were 30 petals, how many flowers would there be?
We did get there in the end. And once we did he really enjoyed the question.
We made up some more questions on the same theme.
Sharing is Caring
Now is the time to introduce the division symbol.
I write up pages of work in his exercise book at the start of each week. That makes it easier for me on a day to day basis. If he is finding the work on one page to difficult, then we will try to find another way to solve the problem - or we will skip that page and come back to it later.
These are some of the things he has in his book for this week to do.
Can You share 12 cubes into 3 groups?
How many do you have in each group?
Draw what you have just done.
He loved doing these problems. All very practical stuff.
He was able to use a bar model again to help work these problems out?
Janet has 15 sweets and shares them between 3 friends. How many sweets do the each get?
(demonstrate how to write it out as a division sentence)
Mark has 20 toy cars and shares them between 10 friends. How many cars do they get each?
We changed to Numicon to divide 40 by 2 and divide 60 by 3.
It was easier to use the Numicon because of the blocks of ten.
I use lot's of images in his book and encourage him to draw images of his own.
This went very well and using counters we were able to work both problems out and draw the images.
The number line was a little more difficult and its something that needs to be worked on at a later time.
Reasoning and Problem Solving
(I have written these problems into his exercise book)
1, Is this true of false? - Every number in the 5 times table is odd.
2, Tubes of bubbles come in packs of 2 and 5. You have 22 tubes of bubbles.
How many of each pack could you have?
3.Every number in the 2 times table is even. Is this true or false?
4. The ride on the Ghost Train cost 90p.
Derek finds a 20p coin.
He puts this coin with his three other 20p coins.
Does he have enough to ride on the Ghost Train?
All of these went well when we worked on them together. He would not have been able to answer them independently. He's not ready yet for this kind of independent work.
Finally back to sharing and grouping.
I have written these problems in his book for us to work through together.
1. Share 15 counters into 3 piles. (now I will ask him if he knows how to write that down as a maths sentence. i.e. 15 / 3 = ( I have used the regular division sign in his book, not the computer division sign)
2. Can you use a bar model to divide 20 between 4?
What other number sentences can you make using this bar model?
(20 / 4 = 5 20 / 5 = 4 5 X 4 = 20 4 X 5 = 20)
3. Can you use a bar model to work this out?
Janet had 15 sweets and shares them between 3 friends. 15 / 3 =
4. Mark has 20 sweets and shares them between 10 friends. Show this on a bar model.
20 / 10 =
5. Use Numicon to work out the answer to this problem.
40 / 2 =
Explain what you did.
6. Can you work out this problem in the same way?
60 / 3 =
7. Jelly beans come in packs of 20.
We need to put 5 jelly beans into each party bag.
How many party bags will we need?
(20 / 5 = )
All of these went well and he's confidence grew and grew this week.
And now the this week and Statistics
Tiny is confident now in counting in 5's and I know he loves tally charts, but we are going to do a quick review to make sure his understanding is sound. There is a worksheet file on the website under resources page. Pictograms
The worksheets to complete a tally chart is on page (1)
Next is using the tally charts to produce pictograms is on page (2).
It is important at this stage to talk about checking data.
Now I will ask him questions which he will answer by interpreting the data presented.
Talk about 'How do you know where to find the data?'
'What strategy did you use to check?'
'Can you think of some questions to ask me?'
Page 3 has filled in pictograms.
I am going to cut these out and stick them in Tiny's book and ask him some questions. I will write the question in his book and I will want him to write the answer. For example for the first pictogram I might ask
'What was the most popular colour hat?
How many red hats are there in total?
What was the least popular hat?
How many hats were sold in total?
For the second pictogram I am going to write up the questions as stem sentences for Tiny to complete: then I will ask him to write some of his own.
Now we can move onto larger amounts. We will talk about how silly it would be to draw 25 cows in a pictogram if I wanted to show bigger numbers. We would talk about how we could make a pictogram to show this amount of animals
35 spiders etc.
We will then cut out the animal pictures (on resource sheet), and try to work out how we could do it with the amount of pictures we have.
We help we will come round to the fact that each animal symbol could represent 2, 5 or even 10.
Careful consideration needs to be given to the number chosen depending of the data amount.
for example choosing 2 - so that each picture symbol was now worth 2. How would you show 3?
choosing 10. How would you show 25?
I am going to talk about this with Tiny and we will make a few pictograms to try out different representations of numbers.
Now for Year 3 work:
Were going to be talking about a new word now for his tally chart.
I am going to ask him to draw this tally chart in his book. This will give a good chance of practising his ruler skills.
Then I am going to read out a list of the animals quite rapidly i.e.
cat, cat, dog, mouse, fish, mouse, dog, ...... while Tiny makes his tally marks.
When he has some data on his chart I will then ask him to write down the frequency - reminding him what frequency means.
We will look at some different images of bar charts/bar graphs and talk about how they are similar to pictograms.
Then we will change one of our tally charts from before into a bar chart.
We will go over what horizontal axis and vertical axis mean and how we will set them out.
We will also talk about making sure that all the bars will fit onto our graph.
To do this we might have to change the scale on an axis ( The scale doesn't always have to go up in ones ).
Sometimes the scale might go up in twos, fives, tens or even hundreds.
The main learning of this week should be that you can compare data using bar charts or pictograms.
Remember keep asking questions as you work