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# National Curriculum: Statistics - Year 4 - Activities

Created on 25 October 2013 by ncetm_administrator
Updated on 09 April 2014 by ncetm_administrator

# Activities

Programme of study statements Activities
A B
interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs
solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs

## Activity set A

Show the available data on the Data Handling or the Line Graph ITP and ask the children to interpret what they can see.

Show a time graph like the one below and ask the children to make up a story about it:

You might like to ask the children to explore ‘You Tell the Story’ from Nrich which asks the children to create a story that describes the movement of man and his sheep.

## Activity set B

As a class create a problem to solve, such as Mr Pike is going to open a pet shop. He wants to know which pets he should stock. He only wants to stock 5 to begin with. Write a selection of possible pets on the board. Take a survey of the pets the children in the class would choose and use the ITP Data Handling to enter this data. Display it as a bar chart. You could then ask the children to make up questions from the chart for the rest of the class to answer and conclude from the information which five pets Mr Pike should stock.

Carry out a human bar graph activity. Think of a scenario such as favourite foods. Give each child a sticky note and ask them to draw their favourite food onto it – no words, just pictures. Next ask them, in small groups, to stick the notes on the board to make a bar chart. As they do this, listen to what they say. Someone might wonder what one of the drawings is and this can lead into a discussion about the importance of labels. You could then ask some of the children to write labels for the different foods and add them to the board to form a horizontal axis. Once all the post it notes are on the board, discuss the best scale size for the vertical axis. If you decide to go up in steps of two, double up the post it notes for all the foods and then ask some children to write the appropriate numbers and add these to the bar chart. When you have done that discuss why a title would be useful and add this. The children could then draw the bar chart on paper and write some statements about the information it shows.

You might like to work through ‘Class 5’s Names’ from Nrich which asks the children to explore different charts to identify which member of the class was away.

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## Comments

26 September 2018 22:34
Yes I’m also wondering this? Y4 specifies time graphs but Y5 line graphs. I have a mixed class am I best to teach line graphs generally and just mention if they have a unit o time on the bottom axis they’re also called time graphs??
 By TracyClark925 Alert us about this comment
05 March 2015 13:58
I notice that the time graph illustrated above for Y4 is also a line graph, not introduced until Y5. Can you give an example of a time graph, that is not a line graph? Or need we not be so pedantic?
 By CarolineCooke Alert us about this comment
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