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# Mixed Age Year 2 and 3 Statistics Resource Pack

## Step 6: Mixed Age Year 2 and 3 Statistics Step 6

Mixed Age Year 2 and 3 Statistics Step 6 Resource Pack includes a teaching PowerPoint and differentiated varied fluency and reasoning and problem solving resources for this step which covers Year 2 Block Diagrams and Year 3 Bar Charts for Spring Block 3.

### What's included in the Pack?

This Mixed Age Year 2 and 3 Statistics Step 6 pack includes:

• Mixed Age Year 2 and 3 Statistics Step 6 Teaching PowerPoint with examples for both year groups.
• Year 2 Block Diagrams Varied Fluency with answers.
• Year 2 Block Diagrams Reasoning and Problem Solving with answers.
• Year 3 Bar Charts Varied Fluency with answers.
• Year 3 Bar Charts Reasoning and Problem Solving with answers.

#### National Curriculum Objectives

Mathematics Year 2: (2S1) Interpret and construct simple pictograms, tally charts, block diagrams and simple tables

Mathematics Year 3: (3S1) Interpret and present data using bar charts, pictograms and tables

Differentiation for Year 2 Block Diagrams:

Varied Fluency
Developing Questions to support constructing and interpreting block diagrams where each block represents 1 and questions refer to totalling and comparing data.
Expected Questions to support constructing and interpreting block diagrams where each block represents 2, 5 or 10 and questions refer to totalling and comparing data.
Greater Depth Questions to support constructing and interpreting block diagrams where each block represents 2, 3, or 10 (half blocks used for 2 and 10) and questions refer to totalling and comparing data.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Problem Solving)
Developing Questions to support constructing and interpreting block diagrams where each block represents 2, 3, or 10 (half blocks used for 2 and 10) and questions refer to totalling and comparing data.
Expected Use the stem sentences to create questions about the block diagram where each block represents 2, 5 or 10 and question stems refer to totalling and comparing data.
Greater Depth Use the stem sentences to create questions about the block diagram where each block represents 2, 3 or 10 (half blocks used for 2 and 10) and question stems refer to totalling and comparing data.

Questions 2, 5 and 8 (Reasoning)
Developing Explain whose statement about the block diagram is correct. Each block represents 1 and statements refer to totalling and comparing data.
Expected Explain whose statement about the block diagram is correct. Each block represents 2, 5 or 10 and statements refer to totalling and comparing data.
Greater Depth Explain whose statement about the block diagram is correct. Each block represents 2, 3 or 10 (half blocks used for 2 and 10) and statements refer to totalling and comparing data.

Questions 3, 6 and 9 (Reasoning)
Developing Explain what is the same and what is different between the two different charts and graphs. In block diagrams, each block represents 1.
Expected Explain what is the same and what is different between the three different charts and graphs. In block diagrams, each block represents 2, 5 or 10.
Greater Depth Explain what is the same and what is different between the different charts and graphs. In block diagrams, each block represents 2, 3 or 10 (half blocks used for 2 or 10).

Differentiation for Year 3 Bar Charts:
Varied Fluency
Developing Questions to support drawing and interpreting bar charts from pictograms and tables. Scales of 1, 2 or 10. No half pictures on pictograms or half intervals on bar charts.
Expected Questions to support drawing and interpreting bar charts from pictograms and tables. Scales of 1, 2, 5 or 10, using different scales within one problem. Including half pictures on pictograms, no half intervals on bar charts.
Greater Depth Questions to support drawing and interpreting bar charts from pictograms and tables. Scales of 1, 2, 3, 5 and 10. Including half pictures on pictograms and half intervals on bar charts, with some different scales on pictograms and bar charts within the same problem.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Problem Solving)
Developing Use the clues to work out the missing bars on the bar chart. Scale with intervals of 1, 2 or 10. No half intervals on bar charts.
Expected Use the clues to work out the missing bars on the bar chart. Scale with intervals with 1, 2, 5 or 10. No half intervals on bar charts.
Greater Depth Use the clues to work out the missing bars on the bar chart. Scale with intervals of 1, 2, 3, 5 and 10. Including half intervals on bar charts, with some different scales.

Questions 2, 5 and 8 (Reasoning)
Developing Use the bar chart to explain whether the statement is correct. Scale with intervals of 1, 2 or 10. No half intervals on bar charts.
Expected Use the bar chart to explain whether the statement is correct. Scale with intervals with 2, 5 or 10. No half intervals on bar charts.
Greater Depth Use the bar chart to explain whether the statement is correct. Scale with intervals of 2, 3, 5 and 10. Including half intervals on bar charts, with some different scales.

Questions 3, 6 and 9 (Problem Solving)
Developing Draw a bar chart from the given statements. Three clues and suggested scale with intervals of either 1, 2 or 10. No half intervals on bar charts.
Expected Draw a bar chart from the given statements. Four clues and independent choice of appropriate scale. No half intervals on bar charts.
Greater Depth Draw a bar chart from the given statements. Four complex clues and independent choice of appropriate scale. Including half intervals on bar charts, with some different scales.