Lesson video

Hello, I'm Miss Brinkworth, and I'm really excited to be going through this math unit with you, which is all about data and graphs.

Let's get started.

So, today's learning objective, is all about reading and understanding pictograms. Don't worry, if you don't understand what pictograms means at the moment, I promise you will by the end of the lesson.

Okay, agenda for today's lesson.

Firstly, we're going to look at what do we mean when we're talking about data? What is she going on about? Second, we're going to have a good look at lots of pictograms, really pulling them apart and understanding how they show us data.

Thirdly, we're going to then answer some questions looking at different pictograms. You're going to have a chance to apply that on your own.

We'll go through the answers together.

And then finally, there'll be a quiz to see how much you've taken in.

Okay.

So, all you will need is a pen or pencil, something to write on, and a can do attitude.

I know you can do this.

Let's have a fantastic lesson.

So, what do we mean when we're talking about data? Well, have a look at this picture.

And just think that data is just the collection of information.

So, what information might we want to collect from this picture? We could think about the different modes of transport.

So we could think about how many people went by car and by motorbike, or by train, or by boat.

We might want to think about the number of wheels the different transport has.

We might want to think about the different animals that we can see, how many sheep can we see, for example.

Or we might want to collect data on how many, or the different houses that people live in.

Or the different exercise that people are doing.

So, data is just the collection of information.

And we can then put that information into tables and charts and graphs to make that information really easy for us to read.

So graphs are great cause I just a really simple way of showing lots and lots of information so we can pull out what we want from it really quickly.

So, the one that we're going to be looking at today is pictograms. So, if we were in class together, we might want to make a pictogram showing the different eye colour of our class.

Or, we might want to make a pictogram showing year threes favourite breakfast cereals.

Or, we might want to collect information about where people went on holiday, and then put that into a pictogram.

So, without further ado, let's have a look at what we mean when we talk about pictograms. So here's one for you, and I'd like you to just take a moment to have a look at it, pause the video if you need to.

And have a think about what you can see on this pictogram.

Okay, what did you manage to spot? So, I'm going to go through with you three key features of a pictogram that you're going to see in all the pictograms we looked at today.

And these are the really important features which allow us to read pictograms. It's like a code that we're going to crack together.

So, the first one, and the first thing that I always look at when I look at a pictogram is the key.

Now, that's here.

And the key tells us what each symbol represents.

What this key tells us, that the symbol used in this pictogram, which is the red circle, represents two people.

So it's really important to read that key.

We won't be able to understand what the pictogram is showing us without looking at the key carefully.

Okay, we then have the axis.

And the axis tells us what the columns, so, going up and down, or they can be rows as well.

What those are talking about? So, in this pictogram, we've got walking, we've got bike, we've got car, we've got bus, we've got trains.

We've got five columns.

And that's our axis.

But what's the graph all actually about? Well, that's where our title comes in.

It tells us what this graph is showing us.

And this graph is showing us how people got to school.

The transport that people used to get to school.

So, having a look at this graph, can you see how many people went by train? Now, we might be tempted to say that three people went by train, cause we can see three red circles in the train column at the end there.

But that wouldn't be right.

And that's because the key tells us that each of those circles represents two.

So, if we have a look at what that means, if we had our cubes with us in class, we would use two cubes for each circle.

So, although there are three circles, each circle represents two.

So put two, four, six.

Actually, six people went by train, and that's because two, add two, add, two is six.

And you can say that that's repeated addition, which means that we can use some multiplication.

We can do two, lots of three or three, lots of two, two times three is six.

So reading the key becomes really important when we're working out how to read our pictogram.

Let's move on, then.

I then read the key carefully.

So here it says that each circle represents two pupils.

So looking at this graph, have a think how many people, let's think, how many people went by bike? How many people went by bike on this pictogram? The answer is not four.

Why isn't the answer four? There were four circles next to bike.

Well, the answer isn't four, because each circle represents two.

Two, four, six, eight people went by bike on the back pictogram.

Well done if you could see that, you're working really hard with this new information.

Okay.

Sometimes, we have columns going up and down.

Sometimes we have rows.

It doesn't matter as long as we read our pictogram carefully.

So again, let's have a look at that key.

It's showing us that each circle represents two pupils.

And we've still got how people go to school.

So, let's have a look at these questions, and have a go at answering these.

So, on this pictogram, how many pupils travelled by bus? Well, let's have a look.

There are two circles there.

Each circle represents two people.

So, I've got two and two.

How many people went by bus? Have a look at the screen.

It's four, well done.

Next question says, which is the most common way pupils got to school? Well, common means the most popular, the largest number, which one did most people do? So for this question, we're looking for the biggest column, or the biggest row.

Can you see which one's biggest? We don't even really exactly need to work out how many people did that thing, we're just looking for the biggest row.

The most popular, the most common.

Well, we can see that walking, the walk column is the tallest, so, that is the most common way people got to school.

It was walking.

Which mode of transport then, for question three, was used twice as much as the bus? So we're looking for the column which is twice as tall as bus.

Well, bus has got two circles in, which remember represents four pupils.

So we're looking for the column which has got four circles in, and represent eight pupils.

Can you shout at the screen which one it is? Well done, if you could say that it was train.

Really, really good.

Okay.

Well, which mode of transport was used by half as many for the car? So instead of looking for the one which is double, we're looking for the one which has half now.

So, we can see that car has got six circles in it, which represents 12 pupils.

So we're looking for the column, if we're looking for the one which is half, half of six is three.

So, we're looking for the column which has got three circles in and represent six pupils.

Which column is that? It is bike.

Really good.

Pause the video here, and just see if you can make up one more question, or give me one more piece of information about that pictogram.

How did you get on? Maybe you could tell me which is the least common.

We've got the most common, the one with the tallest column, and which ones got shortest.

So you could say, which is the least column, the least common, and that is bus.

Or, you might want to ask are either of them same? Did any mode of transport have the same amount of people doing it as another, and on this pictogram, they don't.

All the columns are different, all the amounts different.

Well done, if you were able to pick out some more information from that pictogram.

Let's move on.

Sometimes, when we are looking at graphs, at any way of representing data, we're asked to compare.

So here we can see we have two pictograms. The one on the left has got those columns, and the one on the right has got the rows.

And what they're showing, is how people travelled in the morning, and then how people travelled in the afternoon.

So, if we're looking at these graphs, which compare this time, you might get questions like how many more, or how many less, or on which they did more, or on which they did less, or which time on these graphs.

So, in looking at these, can you tell me how many more people got the train in the morning, than in the afternoon? How many more people got the train in the morning, than in the afternoon? Well, if we look at morning, we've got one circle.

In the afternoon, for train, sorry.

In the afternoon, we don't have any.

No one went by train in the afternoon.

So, is it one? Hm, we have to look at our key carefully don't we? It's two.

Two more people went by train in the morning than in the afternoon.

Really good if you could see that.

Another question comparing these two graphs, then.

Have a good look.

Which mode of transport was used by exactly the same amount of people in the morning and in the afternoon? Which one's got the same amount of people using it in the morning, and in the afternoon? Now, for this one, I'd go through each amount, and I'd think right, is walk the same? Nope.

Is a motorbike the same? Nope, and I'd move on, because one of them will be the same or the question wouldn't have asked you.

And the answer is, having a look at those, we can see that bus was the same for the morning and for the afternoon.

We've got four circles by both of the bus options, and that means that eight people went by bus in the morning and in the afternoon.

Right, we've got one more kind of pictogram to look at.

What do you notice is different about this graph? Pause the video.

Well, we have these half circles, don't we? What do you think those half circles might represent? Well, if one circle represents two, if we have two, we've got one.

And if we had our cubes, we'd be showing that one circle is two cubes, and so half a circle is one cube.

Having that in mind, can you tell me how many people walked? So, for walking, we've got two and two and two.

We've got six and then one for that half.

So two and two and two is six, add one is seven.

Seven people walked.

So, when you come on to your independent work, there will be some questions where you see these half symbols.

So, think carefully about what those half symbols mean.

Okay, I'd like you to have the go here at pausing the video and having a go at these true or false statements.

Okay, how did you get on? I hope that you read the key carefully, and thought carefully about each statement.

So, we have car as the most popular.

Is that true or false? Well, I don't even really need to work out exactly how many people went by car, and all the other modes of transport to answer that question.

I can see that car does not have the longest row.

So, that statement has got to be false.

Well done if you can see that.

What about six people went by car? Well, I can see two and two and then one.

So two and two and one is five.

So that statement is also false.

Six people did not go by car.

What about, is it true or false that two people travelled by train and bus? Well, they do have the same amount next to each other, train and bus; they both have one circle.

And one circle represents two.

So, well done if you could see that that statement was in fact true.

What about the last statement, then? Two more people walked than went by car.

Well, if I look at the walked column and the car column, sorry, rows, and we can see that in the walk row, there's one more circle, and each circle represents two people.

So that statement is also true.

Well done.

Okay, we're at the time of the lesson now, where it's time for you to pause the video and have a go at your independent tasks.

We'll come back together and go through the answers together.

Good luck! Okay, how did he get on? Don't worry if you didn't get all the answers right.

It's absolutely fine.

This is new learning for you.

But please do think about the questions that you got wrong and have a think about where you went wrong.

So, let's go through them together.

So, we've got these true or false questions here.

Now, is it true or false that three people travelled by car.

True or false that three people travelled by car? It is true.

We've got a full circle, and a half circle.

What about bus is the least popular mode of transport? Well, no.

Bus has got two full circles, whereas car's only got a circle and a half.

So that one's got to be the least popular.

So that one's bus.

Good, six people travel by train.

Well, I can see that I've got a half circle.

That must mean on this pictogram that I've got an odd number, because a half circle must equal one.

So, six is an even number, so that one's got to be wrong.

So only five people who went by train.

One more person walked than went by bus, but bikes are eight, got that question wrong.

One more person walked than went by bike.

If I compare the walk and the bike column, the only difference is that walk has got that half circle at the top there, and that represents one person.

So that statement is true.

Is it true that three more people went by train than by bus? That one is both.

It's just one more person, cause it's just half a circle.

Well done if you could see that.

That's quite a tricky question.

Double the number of people went by bus than by bike.

That one is true.

Well done.

How did you get on with the telling? Did you have a go? Well done if you did, really ambitious, well done.

How many people surveyed all together? So you need to add up all the columns, and if you would do that you'd see that it was 29 people.

And when we look at graphs, it's a good idea to think, I wonder why? I wonder why, lots of people walk to this school? I wonder what we can tell by that? Do we think that maybe they, lots of people live close to the school? I wonder if you live close to your school and can walk? Or maybe there aren't many busy roads around, so people feel really safe to walk to that school.

We don't know for sure, but when we look at graphs, it's a really good idea to think about why that might be the case.

Okay, let's move on to the final set of questions, then.

Looking at task B.

So how many people's in total came by bus? We need to add the two together from those two graphs, and hopefully you could see that the answer was 28.

Good, more people walk from year two or year three.

It was the same, sorry, little bit of a trick question there.

How many pupils in year two took the train? The answer was zero.

There was nothing in that columns.

There wasn't, if you can see that.

The same number of people from each year came by motorbike, true or false? That is false.

And how many more went by bike in year three, than by year two? How many more questions is a takeaway question? And the answer to that one is one.

Your challenge was if two children from year two got a taxi, how would you represent this? Well, each circle represented four, so you would need a half circle to represent two.

Really well done if you could see that.

Fantastic work, everybody.

I'm really pleased at how well you worked in this lesson.

Okay, if you would like to, you can share your work with us.

Please ask a parent or carer to share your work on Twitter by tagging @OakNational, or at #LearnwithOak.

Finally, have a go at that online quiz to see how you got on with today's lesson.

I'm really pleased with you all.

Well done, and I'll see you soon.

Bye bye!.