Worked example · Expressive Arts · Year 2
DCF: Data and computational thinking → Data and information literacy
Also assessed, LNF: Numeracy → Statistics and probability → Representing data
A finished activity page from a secure Year 2 pupil (pupil marks in blue), with notes on what to look for. It is also the answer key. The sorting rule is how do you play it? Task 1: hit is drum, drum, xylophone, triangle, triangle, cymbals; shake is maracas, maracas, shaker egg, shaker egg; blow is recorder, recorder, trumpet; pluck is harp, guitar. Task 2: hit 6, shake 4, blow 3, pluck 2, total 15. Task 3: 6, 4, 3 and 2 notes. Task 4: most is hit, fewest is pluck, hit has 3 more than blow, 15 altogether. Task 5: yes, with any of the 3 reasons. Task 6 has more than one right answer.
All 15 cards are in a circle, each card in one circle only, sorted by how you play it. The pupil explained: “The xylophone is hit because you hit the bars with a beater.” Evidences “I can sort instruments using one rule” (DCF: sort and classify objects using one criterion). Numeracy (representing data): sorting pictures by what they have in common and saying why.
| Group | Tally | Number |
|---|---|---|
| hit | 6 | |
| shake | 4 | |
| blow | 3 | |
| pluck | 2 |
One line for each card, with the fifth line across as a gate for hit. The totals 6, 4, 3 and 2 add up to 15, every card in the music box. Evidences “I can count each group with a tally” (numeracy, representing data: tally charts; DCF: organising data into groups).
Key: = 1 instrument
One note for each instrument, one note in each box, starting at the bottom with no gaps, so the columns line up and can be compared. The notes (6, 4, 3, 2) match the tally chart. Evidences “I can make a pictogram where 1 note is 1 instrument” (DCF: present data in a simple chart; numeracy, representing data: pictograms).
most: circle one.
fewest: circle one.
How many more hit than blow? 3
How many altogether? 15
Hit has the tallest column and pluck the shortest. For “how many more” the pupil put a finger on the top blow note and counted the 3 hit notes above it (6 take away 3 is 3). 6 + 4 + 3 + 2 = 15. Evidences “I can use my pictogram to answer questions” (DCF: extract information from charts to answer questions; numeracy: representing data).
pile of cards
pictogram
yes
no
Why? Circle one.
I can see the tallest column. I do not need to count again. The notes are in lines.
The pupil ticked yes and circled a reason. They also said: “In the pile I have to count every card again. In the pictogram I just look.” Any of the 3 reasons is right. Evidences “I can say why a pictogram is easier to read” (DCF: evaluate my data and chart).
Some instruments have both, and some are plastic. Put them in both or not sure.
| wood | metal | both or not sure |
|---|---|---|
| xylophone maracas maracas | triangle triangle cymbals trumpet | drum, drum harp, guitar shaker egg, shaker egg recorder, recorder |
A sensible second sort using a new rule: 3 wood, 4 metal, 8 both or not sure, still 15 cards. Other answers are fine if the pupil can explain them: real xylophone bars are wood, but maracas, shaker eggs and school recorders are often plastic, and harps and guitars are wood with strings. Evidences the DCF idea that the same data can be sorted by a different rule.
| Secure | Working towards | |
|---|---|---|
| Sorting by one rule (DCF) | All 15 cards in Task 1 are sorted by how you play them, each card in one circle only. Can say the rule. | Mixes rules, for example puts the big ones together or sorts by colour, or puts a card in 2 circles. Hold up the card and ask: “Show me how you play it, silently.” |
| Using the chart (DCF) | Task 4 answers are hit, pluck, 3 and 15. Ticks yes in Task 5 and gives a reason. | Writes 6 for “how many more” (the hit total). Ask them to put a finger on the top blow note and count the hit notes above it. |
| Tally chart (numeracy) | Tallies of 6, 4, 3 and 2 with a gate for 5; the numbers in the boxes match and add to 15. | Loses count or makes a gate of 6 lines. Ask them to move each card to one side as they draw its line. |
| Pictogram (numeracy) | One symbol per instrument, one in each box, lined up from the bottom so the columns compare; the counts match the tally chart. | Notes start at different heights, leave gaps or are different sizes, so the tallest column is not the biggest group. Count the notes against the tally together, one box at a time. |