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# National Curriculum: Statistics - Year 3 - Exemplification

Created on 25 October 2013 by ncetm_administrator
Updated on 10 March 2014 by ncetm_administrator

# Exemplification

## Examples of what children should be able to do, in relation to each (boxed) Programme of Study statement

interpret and present data using bar charts, pictograms and tables
• Process, present and interpret data to pose and answer questions. They use all representations such as Venn and Carroll diagrams, bar charts, pictograms. They collect data quickly onto a class tally chart. Children recognise that a tally involves grouping in fives and that this helps them to count the frequencies quickly and accurately. They produce a simple pictogram and/or bar chart, where a symbol represents 2 units.
• Children sort and classify objects, numbers or shapes according to two criteria, and display this work on Venn and Carroll diagrams.
solve one-step and two-step questions such as ‘How many more?’ and ‘How many fewer?’ using information presented in scaled bar charts and pictograms and tables
• Collect, represent and interpret data in order to answer a question that is relevant to them, for example:
• What new addition to the school play equipment would you like?
• Which class race shall we choose for sports day?
• They decide on the information they need to collect and collect it efficiently. They collate the information on a tally chart or frequency table, then use this to make simple frequency diagrams such as bar charts, using ICT where appropriate. They discuss the outcomes, responding to questions such as:
• Would the table be the same if we asked Year 6?
• Children present their conclusions to others, identifying key points that should be included. They make suggestions as to how this data could be used; for example, they may decide that they need to investigate the price of different equipment or discuss what they need to do to prepare for their chosen race.