make them both 50/50 – the chance of rain depends J5. Creating circle graph approximations from fractions on the season) J8. Two way tables Chance is expressed as fractions between 0 and 1 J9. Select a suitable display Data can be collected or found for the purpose of answering questions 2 weeks – Central tendency and data interpretation Data needs to be classified or organised in a way J10. Estimating an average that best fits the question to be answered. J11. Calculating the mean Data can be organised in different ways for different J12. Making inferences from the mean purposes J13. Describing what is average in two different ways Data displays help us to see the patterns in large J14. Interpreting data: tables amounts of information J15. Interpreting data: graphs J16. Interpreting circle graphs Week 10: Position and Direction Investigation ideas: Create a map of the school or part of the school (such as the playground). Use a grid and grid references. Use accurate measurements. Put on a north point or orient the map towards north. Give directions to different locations as a “treasure hunt”. Focus: Resources: Regular Tasks or Indirect Teaching Homework Suggestions Position and Direction Grade 6 Investigation: “Where do we Create and interpret grid maps with live?” using the school location as point conventions and using coordinates from 0,0 on a Cartesian grid. (online) a Cartesian plane (note, this will be built more heavily in term 4) JP 35: Create a map (based on Read and interpret compass directions investigation above) and degrees of turn M2. Read and interpret street map, globe, photo, atlas, and M3. Make sure that kids understand: Interpret plans Directions are described using M1. Latitude and Longitude position (forwards, backwards, left, right) and distance (how many steps, describing an object in the distance) We give directions and distance in standard ways so that other people know automatically what we are talking about (N, S, E, W and distance in standard units of length)
make them both 50/50 – the chance of rain depends on the season) Chance is expressed as fractions between 0 and 1 Data can be collected or found for the purpose of answering questions Data needs to be classified or organised in a way that best fits the question to be answered. Data can be organised in different ways for different purposes Data displays help us to see the patterns in large amounts of information J5. Creating circle graph approximations from fractions J8. Two way tables J9. Select a suitable display 2 weeks – Central tendency and data interpretation J10. Estimating an average J11. Calculating the mean J12. Making inferences from the mean J13. Describing what is average in two different ways J14. Interpreting data: tables J15. Interpreting data: graphs J16. Interpreting circle graphs Week 10: Position and Direction Investigation ideas: Create a map of the school or part of the school (such as the playground). Use a grid and grid references. Use accurate measurements. Put on a north point or orient the map towards north. Give directions to different locations as a “treasure hunt”. Focus: Position and Direction Create and interpret grid maps with conventions and using coordinates from a Cartesian plane (note, this will be built more heavily in term 4) Read and interpret compass directions and degrees of turn Make sure that kids understand: Directions are described using position (forwards, backwards, left, right) and distance (how many steps, describing an object in the distance) We give directions and distance in standard ways so that other people know automatically what we are talking about (N, S, E, W and distance in standard units of length) Resources: Grade 6 Investigation: “Where do we live?” using the school location as point 0,0 on a Cartesian grid. (online) JP 35: Create a map (based on investigation above) M2. Read and interpret street map, globe, photo, atlas, and M3. Interpret plans M1. Latitude and Longitude Regular Tasks or Indirect Teaching Homework Suggestions