info@skip-hop.co.uk
HomeNewsNewsletterBasketCheckoutOrder Status Sitemap
Bookmark and Share
 
skip-hop secure shopping


skip-hop pledge
 

mathematics planning links

Links to Primary Framework mathematics planning units

Block C contains all the Handling Data objectives from the revised framework and provides the opportunity to link skipping and mathematics.
Each of the following suggestions starts with a question to answer or a statement to investigate.  There are also examples of questions which develop children’s ability to interrogate data, make comparisons and predictions.
ICT could be used with any of these ideas to store and present data.

Foundation Stage
·         Count how many objects share a particular property, presenting results using pictures, drawings or numerals
KS1
Year 1 Objectives – Units C1, 2 and 3
·         Answer a question by selecting and using suitable equipment, and sorting information, shapes or objects; display results using tables and pictures

·         Answer a question by recording information in lists and tables; present outcomes using practical resources, pictures, block graphs or pictograms

Year 2 Objectives – Units C1, 2 and 3
·         Answer a question by collecting and recording data in lists and tables; represent the data as block graphs or pictograms to show results

Which skipping tricks do I need to spend most time practising?
Children count how many of each of the 5 skip-hop basic skips they (or their partner) can do and tally.
Draw a pictogram or block graph to represent the results

Which skip do you do best?
How many double bounces can you do?
Which skip do you need to practise most?
What is the difference between your two best skips?
How many more single bounces do you need to be able to do to equal the number of double bounces you can do?
If you did some skipping every day, what do you think would happen to your scores?

Year 3/4
Year 3 Objectives – Units C1, 2 and 3
·         Follow a line of enquiry by deciding what information is important; make and use lists, tables and graphs to organise and interpret the information
·         Answer a question b collecting, organising and interpreting data; use tally charts, frequency tables, pictograms and bar charts to represent results
Year 4 Objectives – Units C1, 2 and 3
·         Suggest a line of enquiry and the strategy needed to follow it; collect, organise and interpret selected information to find answers
·         Answer a question by identifying what data to collect; organise, present, analyse and interpret the data in tables, diagrams, tally charts, pictograms and bar charts


My skipping improves the more practice I do.
Children collect their own data on how many of a certain skip they can do without stopping or in 2 minutes.  They measure their performance over a period of time, collecting their data in a table and representing it graphically at the end of the period of time.

Did you make steady progress?
Why did you not make progress over those few days?
Why did you make very good progress over those few days?
How many more skips can you do now than when you started?
Which two days show the biggest difference in the number of skips?
If you practised for twice as long, what do think would happen to your scores?

Year 5/6 (Links also to Year 5 Science QCA Unit 5A sections 6, 7 and 8)
Year 5 Objectives – Units C1, 2 and 3
·         Plan and pursue an enquiry; present evidence my collecting, organising and interpreting information; suggest extensions to the enquiry
·         Explain reasoning using diagrams, graphs and text
·         Answer a set of related questions by collecting, selecting and organising relevant data and drawing conclusions and posing further questions
Year 6 Objectives – Units C1, 2 and 3
·         Solve problems by collecting, selecting, processing, presenting and interpreting data; draw conclusions and identify further questions to ask
·         Construct and interpret line graphs
How long does it take my body to recover after exercise?
My body recovers faster the more exercise I do.
Children measure their pulse rate before skipping, after skipping for 2 minutes and then every 2 minutes after they stop.
Collect the data in a table or list and they use it to create a line graph

What was your pulse rate 5 minutes after you stopped?  (Reading data between marked points on the line)
How long did it take for your pulse rate to return to normal?
If you had skipped for 3 minutes what do you think your pulse rate might have been?  (Making predictions)
How long do you think it would take you to recover after 3 minutes of skipping?
What was the difference between your pulse rate before and after skipping?

Children could repeat this investigation regularly to investigate the effect that regular exercise has on the body.
Children could plot subsequent results onto the same axes so that they can make direct comparisons in the way their body reacts to regular exercise.

After a week, what was the difference in your pulse rate immediately after you stopped skipping?
If you continue to exercise every day, what do you think your maximum pulse rate might be this time next week?