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Mixed Age Year 5 and 6 Statistics Step 5 Resource Pack

Mixed Age Year 5 and 6 Statistics Step 5 Resources

Step 5: Mixed Age Year 5 and 6 Statistics Step 5

Mixed Age Year 5 and 6 Statistics Step 5 Resource Pack includes a teaching PowerPoint and differentiated varied fluency and reasoning and problem solving resources for this step which covers Year 5 Read and Interpret Tables & Year 6 Read and Interpret Pie Charts for Autumn Block 4.

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What's included in the Pack?

This Mixed Age Year 5 and 6 Statistics Step 5 pack includes:

  • Mixed Age Year 5 and 6 Statistics Step 5 Teaching PowerPoint with examples.
  • Year 5 Read and Interpret Tables Varied Fluency with answers.
  • Year 5 Read and Interpret Tables Reasoning and Problem Solving with answers.
  • Year 6 Read and Interpret Pie Charts Varied Fluency with answers.
  • Year 6 Read and Interpret Pie Charts Reasoning and Problem Solving with answers.

National Curriculum Objectives

Mathematics Year 5: (5S1) Complete, read and interpret information in tables, including timetables

Mathematics Year 6: (6S1) Interpret and construct pie charts and line graphs and use these to solve problems

Differentiation for Year 5 Read and Interpret Tables:

Varied Fluency
Developing Questions to support reading and interpreting data in a table, using whole numbers with up to 6 digits. All questions involve direct data retrieval.
Expected Questions to support reading and interpreting data in a table, using numbers with up to 6 digits and some decimal numbers with one decimal place. Questions involve mostly direct data retrieval with some multi-step interpretation.
Greater Depth Questions to support reading and interpreting data in a table, using numbers with up to 6 digits and some decimal numbers with one decimal place. All questions involve multi-step interpretation, including some conversion of units (metres to kilometres or hours to minutes).

Reasoning and Problem Solving
Questions 1, 4 and 7 (Problem Solving)
Developing Create two questions about data in a table. Includes whole numbers up to 6 digits. Questions involve direct data retrieval.
Expected Create three questions about data in a table. Includes numbers up to 6 digits and some decimal numbers with one decimal place. Questions involve mostly direct data retrieval with some multi-step interpretation. Data given in same measurement.
Greater Depth Create three questions about data in a table. Includes numbers up to 6 digits and some decimal numbers with one decimal place. Questions involve mostly direct data retrieval with some multi-step interpretation. Data given in different measurements.

Questions 2, 5 and 8 (Reasoning)
Developing Explain whether a comparison made about data in a table is correct. Includes whole numbers up to 6 digits. Questions involve direct data retrieval.
Expected Explain whether a comparison made about data in a table is correct. Includes numbers up to 6 digits, some numbers with one decimal place and some multi-step interpretation.
Greater Depth Explain whether a comparison made about data in a table is correct. Includes numbers up to 6 digits, some numbers with one decimal place and some multi-step interpretation with some conversion of units.

Questions 3, 6 and 9 (Reasoning)
Developing Prove whether a conclusion about data in a chart is correct. Includes whole numbers up to 6 digits and direct data retrieval.
Expected Prove whether a conclusion about data in a chart is correct. Includes whole numbers up to 6 digits, some numbers with one decimal place and some multi-step interpretation.
Greater Depth Prove whether a conclusion about data in a chart is correct. Includes whole numbers up to 6 digits and some numbers with one decimal place. Multistep interpretation and conversion between km and m is required.

Differentiation for Year 6 Pie Charts with Percentages:

Varied Fluency
Developing Questions to support reading and interpreting pie charts. Using halves, thirds, quarters and fifths, with numbers up to 100. Including up to 5 segments and up to 2 different denominators per chart.
Expected Questions to support reading and interpreting pie charts. Using halves, quarters, eighths, fifths, thirds and sixths, with numbers up to 1000. Including up to 6 segments and up to 3 different denominators per chart, where all denominators are direct multiples.
Greater Depth Questions to support reading and interpreting pie charts. Using any fraction, with numbers up to 1000. Including up to 6 segments and up to 4 different denominators per chart, where all denominators are not always direct multiples.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Reasoning)
Developing Using halves, thirds, quarters and fifths, with numbers up to 100. Including up to 5 segments and up to 2 different denominators per chart.
Expected Using halves, quarters, eighths, fifths, thirds and sixths, with numbers up to 1000. Including up to 6 segments and up to 3 different denominators per chart, where all denominators are direct multiples.
Greater Depth Using any fraction, with numbers up to 1000. Including up to 6 segments and up to 4 different denominators per chart, where all denominators are not always direct multiples.

Questions 2, 5 and 8 (Problem Solving)
Developing Find the missing fraction of a pie chart from the given data. Using the same fractions, segments and denominators referenced for Question 1.
Expected Find the missing fraction of a pie chart from the given data. Using the same fractions, segments and denominators referenced for Question 4.
Greater Depth Find the missing fraction of a pie chart from the given data. Using the same fractions, segments and denominators referenced for Question 7.

Questions 3, 6 and 9 (Reasoning)
Developing Explain if a statement about the proportions of a pie chart is correct. Using the same fractions, segments and denominators referenced for Question 1.
Expected Explain if a statement about the proportions of a pie chart is correct. Using the same fractions, segments and denominators referenced for Question 4.
Greater Depth Explain if a statement about the proportions of a pie chart is correct. Using the same fractions, segments and denominators referenced for Question 7.

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