A new UK Government took office on 11 May 2010. As a result the content on this site may not reflect current Government policy.
All statutory guidance and legislation published on this site continues to reflect the current legal position unless indicated otherwise.
To view the new website, please visit http://www.education.gov.uk

Year 5 Block C – Handling data and measures

The focuses of mathematics learning within this block are:

  • Language of probability
  • Construct frequency tables, pictograms and bar and line graphs
  • Finding the mode
  • Collecting, organising, presenting and interpret data to answer related questions
  • Identifying further questions
  • Explaining reasoning using diagrams, graphs and text
  • Estimating and measuring
  • Metric units, conversions
  • Readings from scales
  • Using ICT
The objectives for the block are listed in the table – the right-hand column indicates how the objectives might be addressed in the units
Objectives Unit 1 Unit 2 Unit 3
Plan and pursue an enquiry; present evidence by collecting, organising and interpreting information; suggest extensions to the enquiry tick tick tick
Explain reasoning using diagrams, graphs and text; refine ways of recording using images and symbols tick tick tick
Answer a set of related questions by collecting, selecting and organising relevant data; draw conclusions, using ICT to present features, and identify further questions to ask tick tick tick
Construct frequency tables, pictograms and bar and line graphs to represent the frequencies of events and changes over time tick tick tick
Find and interpret the mode of a set of data tick   tick
Describe the occurrence of familiar events using the language of chance or likelihood   tick tick
Read, choose, use and record standard metric units to estimate and measure length, weight and capacity to a suitable degree of accuracy (e.g. the nearest centimetre); convert larger to smaller units using decimals to one place (e.g. change 2.6kg to 2600g) tick tick tick
Interpret a reading that lies between two unnumbered divisions on a scale tick tick tick