Good morning everyone happy Wednesday! Hope you are all well! I went for my longest walk yesterday since being at home – it was just under 9k. I felt such a sense of achievement! What have you done to make yourself feel proud?
Learning for today:
Today you are going to use the data that you collected on Monday to draw yourself a bar-chart. I know that some of you can do this already in Excel and if you can that’s great! I would also like you to draw a bar-chart.
If you’re not sure what a bar chart is here is an example:
As you can see there are certain features that are needed in a bar-chart. You need to make sure the axis are labeled. In this example the vertical axis is labeled ‘people’ and the horizontal axis is not labeled but could be with ‘types of music.’ The chart also has a title.
You need to decide what scale you are going to go up in. In my example the scale is going up in 2’s. Depending on how many results there are depends on your scale – if you only got 5 results you may want to go up in 1’s but if you got 50 or more you may need to re-think your scale.
Once you have drawn your bars you can add colours.
Ext: Class 5’s Names
Here are the lists of first names of the members of Class 5. (They are in alphabetical order of their surnames so they do not seem to be ordered.)
One day when 34 children were in class, Mrs Clifton, their teacher, said they were going to make some block graphs and other things using their first names. She put the class lists onto the white board.
First, the class made tally charts of the initial letters of their names. They worked in pairs.
The first part of Becky and Selma’s tally looked like this:
Can you make a full tally chart using the class names?
Next they all made frequency tables using this information.
This is the first part of Alan and Joe’s table:
Can you make a frequency table using all the class’s names?
Next they decided which letters of the alphabet were needed and which were not needed to make a block graph of their class names. Then the boys took yellow squares and the girls took pale blue squares, drew a picture of themselves and put the initial of their first name on the square and stuck it onto paper to make a pictogram graph.
The last part of the class’s block graph looked like this:
Can you see who was away from school that day from this information?
Next they made true block graphs from the class lists to include anyone who was away that day.
This is part of the middle of the block graph:
Can you tell what letters these were?
Can you make a block graph of all the class?
Today’s task is to practice your spellings in a creative way.
Some creative ways could be:
Making a picture out of the word/letters
These spellings can be found in your yellow books or if you need some different words to practice have a look here:
Choose 5 of these spellings and write them in sentences to show you understand what they mean – use a dictionary to check the definition (if you do not have a dictionary at home you can find them online.
What is the water-cycle?
Use the following link to find out more information:
You will find it on the bitesize website if you search for the ‘water-cycle’
Can you teach someone how it works? Sibling or adult? How could you break it down into steps with pictures to demonstrate? I would love to see these recorded if you can or pictures of your ‘lesson’
“Sometimes, I’ve believed as many as six impossible things before breakfast.” – Alice’s Adventures in Wonderland
Have a great day everyone!
Mrs Powell & Mrs Harvey