Year 6 Week 19 Lesson 1 Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Year 6 Week 19 Lesson 1
Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Calculate the mean and Add sets of numbers using average; mean; median; S6.1F Find the mean of a data set
median average and column addition or a range; above; below; more; S6.1G Find the median of a data set
understand what it represents calculator, begin to less
understand the concept of S6.1H Find the range of a data set
average
Teaching Summary
Starter
Acute, obtuse and reflex angles
Ask students to remind you what acute, obtuse and reflex angles are and what a right angle is. Discuss the fact right angles are 90°, acute angles are less than
90°, obtuse angles are more than 90°, but less than 180°, and reflex are more than 180°.
Draw the shapes above on the board, with angles marked. Ask students to draw a simple table on their whiteboards and list the angles in their table. Ask students
to write the letter corresponding to each angle in the correct column in the table on screen.
Main Teaching
• Explain to the class we will be learning about averages. Ask the class what average means. Have a student read the dictionary definition: An amount,
standard level, or rate regarded as ordinary or usual. It also means the typical value in a set of data. Explain that we will be learning about two different ways
of finding the average: mean and median.
• Tell students that, in maths, usually when we work out average we are calculating the ‘mean’. The mean is the average worked out by adding all the data
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together and then dividing it by how many are in the set. For example, if the class all did a spelling test where they were marked out of ten and the average
score was 7, the average is what you get when you add all the scores and divide that number by the number of students in the class.
• Write the following information on the board;
Number of goals scored

out of 10 penalties
Sam 4
Ahmed 7
Luca 9
Jo 5
Jacob 7
Nick 6
Alfie 2
• Explain that this set of data shows the number of goals scored by 7 students when they each took 10 penalties. Explain that to work out the mean average
we need to add the goals to get the total number of goals scored and divide by how many students there were (7).
• Model adding the numbers together mentally using bonds to 10 and doubles etc. (4 + 6) + (7 + 7) + 9 + 5 + 2 = 10 + 14 + 9 + 5 + 2 = 24 + 9 + 5 + 2 = 33 + 5
+ 2 = 33 + 7 = 40. Ask a student to check the addition on a calculator. Tell the class that when you are adding lots of numbers on a calculator, mentally, or
on paper you must be really careful as it is easy to miss a number or add a number twice. It can be a good idea to add the numbers a second time to check.
Establish the total number of goals is 40.
• Remind the class to calculate the mean average we need to divide the total number of goals (40) by the number of students (8). Write 40 ÷ 8 =. So the
average number of goals scored by the team when they took 10 penalties each was 5 goals.
• Look at the data and ask the students what was the fewest goals scored. (2). What was the most goals scored? (9). Tell the class that the difference
between the smallest and largest numbers is called the ‘range’. Students can find the range by subtracting the smallest number from the largest number. In
this case, 9 – 2 = 7, so the range is 7.
• Have the class look at the data and ask how many students scored above the mean average number of goals. How many scored below the mean average?
Point out four students scored above the mean average, two students scored below the mean average and one student scored the mean average.
• Tell students that another way to work out the average is to calculate the ‘median’. The median is the middle value when the data is written in order.
• Model putting the numbers in order: 2, 4, 5, 6, 7, 7, 9. Point out that the middle number, and therefore the median, is ‘6’. Point out that three students scored
above the median average, three students scored below the median average and one student scored the median average.
Short Task
Show the students the data below on the board. Ask how many sunflowers were grown. (5). Explain these are the heights the sunflowers grew to. Tell the

students they will calculate the mean average height of a school sunflower. Ask a student to remind you they have to add the heights together and then divide by
how many there are (5). Provide some groups with calculators if required.
Height of sunflower
Front entrance 1.6m
Wildlife area 0.86m
School field 1.27m
Edge of the 1.74m

playground
School garden 1.18m
Teaching
• Share answers. Then model adding: 1·74 + 1·18 = 2·92, 1·27 + 1·6 = 2·87, 2·92 + 2·87 = 5·79, 5·79 + 0·86 = 6·65. Show 6·65 is the total of the heights of
the sunflowers. There were five sunflowers so 6·65 ÷ 5 = ? Model 6 ÷ 5 = 1·2, 0·65 ÷ 5 = 0·13, so 6·65 ÷ 5 = 1·33. This means the mean average height of
the school sunflowers is 1·33 m.
• Again ask students to look at the data to say how many sunflowers are below mean average height. And how many are above mean average height?
Checkpoint
Use the following task to assess understanding of the following outcomes. You can use it in this lesson or at another time in the day that suits you.
• Calculate and interpret the mean as an average.
Ask the students:
Look at the table below and answer the questions.
1) Work out the total score and the mean score for each table. (Blue Table total score 49, mean score 7, Green Table total score 56, mean score 8, Red
Table total score 55, mean score 11)
2) Chan says that the table with the highest total will have the best mean score. Is he right? How do you know? (Chan is wrong. Green Table had the
highest total, but Red Table had the highest mean)
3) There were eight students on the Yellow Table. Their mean score was 9. If Peter scored 7 and Mary scored 11 and no two students scored the same
number, what could be the scored of the other six students? (Any six different numbers that have a total of 54, for example 5, 6, 8, 9, 10, 16)
Why is the mean a better measure of which table did best than the
actual total number of points? (The mean is a better measure
because it takes into account the number of students as well as the
total). House points in November
The seven students on Blue Table scored 5, 6, 6, 7, 7, 8 and 10

house points
The seven students on Green Table scored 3, 6, 7, 8, 10, 10 and

12 house points
The five students on Red Table scored 8, 9, 12, 13 and 13 house

points
Main Activity
Core
Finding mean averages
Work with a group of 4–6 students who will need some support. Ask each student to work out how many months old they are and record this information on the
table from RS 951 Blank table.
Tell the group they will calculate the mean average age in months of their group. Explain that the range is the difference between the smallest and largest
numbers. They can find the range by subtracting the smallest number from the largest number. Establish the oldest and youngest ages in the group and use these
to find the range. Ask the students to explain what they have to do to calculate the mean average. Discuss how they need to add all the ages in months to get a
total and then divide by how many students are in their group. Students should be able to add the numbers using column addition. They can divide the numbers
using short division or use a calculator. Establish the value of the mean average and then use it to make comparisons. Ask each student to establish if they are
above or below the average.
Assessment Focus
• Students can calculate and use the mean of a set of data
Y6 TB2 p69 Calculating averages
Linked Resources: Y6 TB2 Answers p68-75
Support
Y6 TB2 p68 Finding mean averages
Extend
Finding mean averages
Students should make their own data by seeing how many times they can throw and catch a tennis ball to themselves in one minute. They then record the data on
a simple table using RS 951 Blank table. They should share it as a group so they have at least five studentsʼ data:
They then calculate the mean average number of caught throws they can do in a minute. They should then establish how many students scored above the
average and how many scored below average. When students complete this they can calculate the median average by finding the middle value when the data is
written in order. Students then identify whether the median average is different from the mean average.
Further Support
Students will benefit from using real data from other subject areas and calculating the average. For example, measurements such as temperatures, lengths,
depths, heights, etc. You could link this to geography or science by looking at depths of rivers, heights of trees, and so on.
Plenary
Show some data from class tests (If possible use real data, for example mental maths test scores, but do not share names.) Ask the class how we can work out
the mean average score. Discuss how we need to add them all and divide by the number of students in the class. Hand out a few calculators so students can do
this. Discuss how we do not all get the same answer, which shows how careful we need to be, especially when using a calculator! Ask students why we calculate
an average score. What does it show us? Discuss how it gives us a level for comparison.
Resources
Physical Resources Photocopiables
• Calculators
• Whiteboards • RS 951 Blank table
• Y6 Textbook 2 • Y6 TB2 Answers p68-75

Construct and interpret Draw, read and interpret time; distance; graph; miles; S6.1B Interpret and construct simple line graphs for more than
distance/time line graphs simple line graphs, use a kilometres; axis; horizontal one set of data
where intermediate points ruler, know x and y axis
have meaning
Teaching Summary
Starter
Calculate time intervals
Use a clock to show some analogue times, for example half past seven, two minutes to twelve, fourteen minutes past eight, and ask students to say these times.
Then show class a time for example 1:25pm and ask students to write it down as a digital time. Then, ask students to write the time 4 hrs 40 mins later. Count
back three, two, one – show me! Students show you their answers. Ask a student to come and make the first time on the clock and then move the hands through
4 hrs 40 mins to check if students have the correct time. 1:25pm + 4 hr 40 mins = 6:05pm. Repeat, asking students to write the time seven minutes to nine
(8.53am) and work out the time 5 hrs 30 mins later. Again, check as a class: 2:23pm. Ask students to work out how long the school day is by giving them the start
and end of the day for example 8:35am and 3:15pm.
Main Teaching
• Show the distance/time graph on graph paper

• Ask a student to read the title to the class. Point to the y-axis and explain it shows the distance in miles. The cyclist starts in London, 0 miles, and ends in
Brighton, 54 miles. Then explain the x-axis shows the time. The rider started at 11am and finished at 4:30pm. Ask: How long did it take this rider to cycle
from London to Brighton?
• Point to the line and discuss how the cyclist started off quite fast then slowed a bit, then had a break. Point to the flat line and explain it shows the break as
the time is continuing, but the distance remains the same (so the cyclist is not going anywhere). Show how right at the end they go fast; this is because the
last few miles into Brighton are downhill, and the cyclist is probably excited because they know they are near the finish line.
• Ask students questions and have them come out and use the graph to read off answers to various questions, for example what time were they halfway? Ask:
What time did they stop for a break? How long did they rest for? How many miles did they do after their break? How long did it take to do the first 10 miles?
The last 10 miles?
• Tell students you shall draw a distance/time graph for a local walk the class have done or are familiar with, for example the walk from school to the
swimming pool. The walk should be about 1 km long.
• Show y-axis. Discuss the fact this shows distance and say we will mark it in 100 m intervals. Mark the y-axis and label.
• Next, show the x-axis and ask class what this will show. Discuss the fact it will show the time in mins. Show how the x-axis is can be marked in 5 or 10 min
intervals. Write labels and the title for the x-axis. Discuss how important it is to label a graph clearly so we can read and interpret it.
• Finally, plot the points on the graph explaining, for example, after 5 mins the class have walked 250 m, after 10 minutes they have walked 650 m, after 15
they have walked 900 m and, finally, reach the pool a total distance of 1200 m (1·2 km) after 20 mins.
• Show the line which joins the points. Emphasise the fact it starts at (0, 0) as no time has passed and no distance has been travelled. Discuss how the line is
not completely straight which means they are not walking at a constant pace. Discuss reasons for this, for example they may have to walk up hills and down
hills, they may have to wait and cross busy road, someone could have been holding the class up, etc.

• Encourage students to ask questions: How far had they got after 8 minutes? How long did it take them to walk a kilometre? Did they stop?
Key Questions
• How many minutes does it take to complete the journey?
• What does it mean when there is a flat horizontal line on a distance/time graph? Rest – time is passing, but no distance is travelled.
Watch out for
• Students who cannot read graphs
• Students who confuse the x- and y-axis and are not confident with co-ordinates
• Students who are not confident using a ruler to draw graphs
Main Activity
Core
Y6 TB2 p71 Reading line graphs
Support
Extend
Drawing a distance time graph
Students draw a graph to show Robʼs trek up and down Mount Snowdon. Explain how Rob begins walking at 10am. He walks for 3 miles at a steady speed
until12pm when he stops for an hour to have lunch. He then walks for 1·5 miles until 2:30pm when he stops for a half hour rest. He then walks 2 miles in two
hours. When students have completed their graphs, they compare them. Ask questions such as How many miles has Rob walked? How long did he rest for
altogether? During which part of the journey was he walking the fastest? At what time did he complete the trek?
Assessment Focus
• Can students draw and interpret a line graph?
Further Support
Students need to be confident using a ruler to draw and interpret graphs. If possible, link to other subjects such as geography or science; looking at line graphs
showing temperature of playground over 24 hours, for example.
Plenary
Show students a clip of an Olympic runner running the 100 m final (for example, Usain Bolt). Ask students to sketch on their whiteboards the graph of the runner.
Draw the x and y axis and label the y-axis ʻDistanceʼ marking it in 5 m intervals from 0 m to 100 m. Then label the x-axis ʻTimeʼ marking it in one second intervals
to 10 secs. Ask students to draw a line to show what they think happens, for example he starts off and gets faster and faster till the end, so first few seconds are
slower than final few seconds. Discuss how a distance/time graph shows you how fast people are travelling and if they stop for a while and where they reach
maximum speed etc.
Resources
• Graph paper • Y6 TB2 Answers p68-75
• Whiteboards
• Y6 Textbook 2
• Analogue clock

Construct and interpret line Draw, read and interpret conversion; miles; kilometres; S6.1C Solve problems by organising data into a table, or
graphs where intermediate simple line graphs, use a pounds; kilograms; axis reading and interpreting data from tables
points have meaning, ruler, know x and y axis
including conversion line
graphs
Teaching Summary
Starter
Calculating angles round a point
Show 5 pairs of two angles meeting at a point, shown below.
Point at one angle and ask students to calculate the missing angle. They should reveal their answers on three, two, one show me. Discuss answers. Repeat. Ask
students to remind you angles on a straight line total 180°, angles round a point total 360°.
Main Teaching
• Show students the conversion line graph

• Point to the axes and explain the horizontal axis (x-axis) shows pounds and the vertical axis (y-axis) shows kilograms. Explain that we can use the line to
convert pounds to kilos or kilos to pounds.
• Ask a volunteer to come and use the graph to show how many pounds there are in 5 kg. Choose another volunteer to use the graph to work out how many
kilos is 50 pounds, and so on.
• Show students how we can use a ruler to help us read from the line graph and often the value may be between landmarks, so we have to work it out. Explain
how useful it is to have a line graph that shows conversion.
• Explain to students they are going to draw a conversion graph from kilometres to miles and miles to kilometres. Discuss what we need to do first. Establish 5
miles = 8 km (approximately) so 10 miles = 16 km (approximately).
• Model drawing the axes on graph paper and labelling the x-axis ‘kilometres’ and the y-axis ‘miles’. Then show the students how you mark the scale on both
axes in 10s to 120 or more.
Short Task
• Tell the class they need to draw the line graph on RS 952 Graph paper to show conversion from miles to km and vice-versa. Show them your graph so they
can draw an identical one. They must use a ruler to draw the x-axis and the y-axis, label these and mark the scales in 10s.
• Ask the class how we plot the line. Discuss how we know 5 miles = 8 km so we can mark that point on (8,5). We also know 50 miles = 80 km, so we can
mark that point on (80, 50). Then model using a ruler to draw the line joining the points and running through (0, 0).
• Students should mark points and then draw the line. Remind students how important it is to get the places on the correct axis and to locate points such as 5
(halfway to 10) and 8 as accurately as possible.
Teaching
• Check students’ graphs, supporting any students who need it.
• Ask students to write a title for their graphs, such as: conversion graph for kilometres to miles.
• Ask students to use their graphs to do some conversions, for example ask if it is 30 kilometres to your Nan’s house, how many miles is it? If it is 54 miles
from London to Brighton, how many kilometres is that?

• Encourage students to ask and answer a few questions where they use the graph to convert. Discuss the fact that conversion graphs are just one straight line, unlike
distance/time line graphs. This is because conversion is always at the same rate − it does not change, the relationship between miles and kilometres is fixed, but with
distance/time graphs things can change, speed up, slow down, even stop for a break!
Checkpoint
Use the following task to assess understanding of the following outcomes. Additional Resource 6.19.29. You can use it in this lesson or at another time in the day
that suits you.
• Read and interpret a range of tables, graphs, pictograms and bar charts and answer questions relating to data displayed in these
• Interpret and construct pie charts and use these to solve problems
• Interpret and construct line graphs and use these to solve problems
Ask the students:
1) Use the graph and pie chart from additional resources (listed above) to decide whether these statements are true or false. Explain why.
a) A journey of 60 miles is less than 100 km.
b) 120km is a greater distance than 80 miles
c) Travelling 50 miles is the same as going 80 km.
d) More than 200 children chose Fantasy as their favourite kind of film.
e) 100 children chose Sci-Fi as their favourite film.
f) The number of children who chose Horror is smaller than the number who chose Adventure.
2) If the miles to km graph was extended, which of these would be equivalent distances? 200 miles and 300 km, 1000 miles and 1600 km, 400 km and 200
miles.
3) Estimate how many children chose each type of film. What percentage of the children surveyed are each of these numbers?
Main Activity
Core
Drawing conversion graphs
Students draw a conversion graph, inches to cm. They should use the fact 1 inch = 2·5 cm. They should use a ruler and draw their graphs on graph paper (RS
952 Graph paper). Label both axis and ensure both scales go in 2s. Then students measure classroom items (for example pens, pencils, paintbrush, books, etc.)
in cm and write their lengths in cm and inches. They should use the graph to convert the length.
Support
Drawing conversion graphs
Students draw a conversion graph, inches to cm. They should use the fact 1 inch = 2·5 cm. They should use a ruler and draw their graphs on graph paper (RS
952 Graph paper). Label both axis and ensure both scales go in 2s. Then students measure classroom items (for example pens, pencils, paintbrush, books, etc.)
in cm and write their lengths in cm and inches. They should use the graph to convert the length.
Assessment Focus
• Can students draw and interpret a line graph?
• Can students use a line graph to convert measurements?
Extend
Drawing a conversion line graph
Students draw a euros/pounds conversion graph. They use an online currency converter to find out how many euros there are to £10 and £50. They then use
graph paper to draw a conversion graph. They label the y-axis pounds (£) and mark it in intervals of £5 to £50. They label the x-axis euros (€) and mark it in
intervals of €5 to €70. They carefully plot the points as accurately as they can, for example £10 = €12·30. When both points are marked they draw a line running
from (0, 0) through the points to show the line of conversion from euros to pounds or pounds to euros. They then use their graph to convert different prices, for
example if an ice-cream costs €3, how much is that in pounds?
Further Support
Students need to be confident using a ruler to draw and interpret graphs, if possible link to other subjects such as geography or science; looking at line graphs
showing temperature of playground over 24 hours, for example.
Plenary
Choose some students to show their graphs. Ask all students to use their graphs to tell you what 3 inches is in cm. Can we work out what a metre is in inches?
Ask a student to model using a conversion graph. They should use a ruler to draw the line from the axis to the line graph line and then across the other axis to
show what the converted number is. Ask students to use their km to miles graphs to work out how far it is to… (choose somewhere about 78 km from where you
are) Ask: How many miles is this? etc.
Resources
• Graph paper • RS 952 Graph paper
• Rulers • Y6 TB2 Answers p68-75
• Whiteboards
• Y6 Textbook 2

Understand pie charts are a Know, use and calculate pie chart; percentage; data; S6.1E Be able to interpret data present in pie charts and
way of representing data simple percentages, use a common; angle construct pie charts to show data appropriately
using percentages, begin to compass to draw a circle,
interpret and construct pie understand there are 360° in
charts a circle and begin to divide
Teaching Summary
Starter
Decimal, percentage and fraction equivalents
Split the class into three teams. One team is fractions, one is percentages and the other is decimals. Explain each team will have a turn to write a fraction, decimal
or percentage depending on which team they are in. The other two teams have to write the matching number. Make a chart to display at the front of the class
where students from each team can write their equivalent to each question. Start with an easy percentage, i.e. 50%. Then the decimal and fraction team have to
write their equivalent to 50%, i.e. 1/2 and 0·5. Continue asking different teams to take it in turns to write the number. Encourage students to use the most obvious
first for example 1/4, 3/4, 1/5, 1/10, etc.
Main Teaching
• Show the class the following pie chart

• Tell the students this type of chart is called a pie chart as it looks like a pie with different colour slices. Explain it is a way of showing data/information. Ask a
student to read the title to the class and then explain what it shows.
• Discuss the fact that 100 school students took a survey about pets and the pie chart shows the results.
• Ask the class if they can work out how many students have no pet. Is it more or less than half the students asked? Roughly how many do we think it is?
• Ask: Which pet is the most common? Roughly how many students have a cat? Encourage students to identify the fraction of the part. Remind students on a
clock face to see what a quarter turn looks like, from 12 to 3. Match this to the slice of the pie labelled ‘cat’. Ask students to say roughly how many students
of the 100 asked have a cat. Ask a student to identify a quarter of 100 (25).
• Explain that pie charts show percentages of something.
• Ask students questions such as: How many more people have a dog than a snake? How many students have a guinea-pig? Which is the least popular pet?
• Explain that pie charts are very effective as they make it easy to see the data, and the colourful pieces of pie are easy to compare.
• Say that pie charts need to be drawn carefully with a compass, and you need to be able to calculate percentages (which we should all be able to do), then
convert those percentages into an angle because all the slices of pie (100%) need to total 360°.
Key Questions
• What does the pie chart show?
• How many more students had a cat than a dog?
• What pet do most students have? (No pet).
Watch out for
• Students who are not confident with percentage/fraction conversions
• Students who find pie charts confusing to interpret
Main Activity
Core
Y6 TB2 p73 Reading pie charts
Support
Understanding pie charts
Show a pie chart which represents studentsʼ favourite types of TV programme, but without the percentages.

Discuss what is missing (the percentages). How can we find out what these are and write them in? Remind students that the whole circle represents 100% and it
is 360°. So if we know the angle of each slice, we will be able to say how much of the 360° it is, and then we can find the percentage. Give out copies of the pie
chart on RS 953 Pie chart of favourite TV programmes to each student. Discuss how we will measure the angles of each slice. Give out protractors and support
students in measuring the angles. Agree which one to measure first, for example soaps, and the angle is 72°. Write 72/360 as a fraction and ask if we can simplify
this. Point out that 72 is 36 doubled, and so agree that we could divide by 36 to get 72/360 = 2/10. This is the same as 20/100 or 20%. Students write 20% over
the soaps slice.
Repeat this to measure each of the other angles, to write the fraction of 360, simplify it and find the percentage.
Assessment Focus
• Do students understand the concept of a pie chart?
• Do students understand that 360° is 100%?
• Can students interpret a pie chart?
Extend
Further Support
Students may struggle to interpret pie charts. Support them in understanding that the whole pie represents 100% and the slices are different percentages out of
that 100%. Give students opportunities to draw and interpret pie charts in meaningful contexts, for example in geography or science.
Plenary
Show two pie charts.
Ask a student to read the titles to the class then explain what the pie charts show. Clarify one pie chart shows the annual rainfall in London and the other shows
annual rainfall in Delhi. Ask questions where students have to compare the pie charts. For example, which city looks like it gets the most rainfall overall? Why? In
Delhi how many months with less than 1cm of rain? Which city has more months with 2 cm to less than 4 cm of rainfall?
Additional Activity
Students can have a go at the additional activity Match the Matches from the NRICH website.
Linked with kind permission of NRICH, www.nrich.maths.org
Resources
• Poster paper • RS 953 Pie chart of favourite TV programmes
• Protractors • Y6 TB2 Answers p68-75
• Whiteboards
• Y6 Textbook 2

Interpret and begin to Know, use and calculate pie chart; percentage; data; S6.1E Be able to interpret data present in pie charts and
construct pie charts, simple percentages, use a angle; fraction construct pie charts to show data appropriately
understand pie charts are a compass to draw a circle
way of representing data understand there are 360° in
using percentages a circle and begin to
Teaching Summary
Starter
Calculate percentages and convert to angles
Ask students to remind you how you work out the size of the slice of pie in a pie chart. Discuss how you calculate the percentage and then you have to convert
this to a fraction of 360°. Model to students converting 15% to an angle (a fraction of 360°) by dividing the percentage by 100 to get a decimal and multiplying this
by 360°. Students can use calculators: 15 ÷ 100 = 0·15, 0·15 × 360° = 54°. Ask students to use calculators or convert mentally (for those who are capable) 27%,
85%, 91%, 43%, 30%. They should do this by dividing each one by 100 and then multiplying by 360°. They can use grids to solve the multiplication.
Main Teaching
• Ask: What is a pie chart? Discuss and explain you will draw one on the board. Show the data where 50 people were asked their favourite classic students’
book.
• Show the table below and ask the students to explain.
• Explain to students the first thing we need to do is convert all the numbers in the table to percentages. Discuss how we do this by writing the number in each
category as a fraction of the total number of people asked (50). Demonstrate this looking at ‘Peter Pan’. 15 out of the 50 people asked: 15/50

• Think about the fraction and simplify it if possible. 15/50 is equivalent to 3/10.
• Think about how we can write this fraction as a fraction out of 100 and then as a percentage. For example, 3/10 is 30/100 so 30%.
• Ask students to convert each number into a percentage by:
a) Writing the number as a fraction of 50
b) Simplifying this if possible to a fraction out of 10 or as 1/4 or 1/2
c) Writing this as a fraction out of 100
d) Writing this as a percentage
• Next explain you want to put this information on a pie chart so it is clear for all to see. Discuss what you need to do. Model drawing a large circle using a
compass. Then model drawing a straight line from the centre to 12 o’clock to begin the first piece of pie.
• Remind students that 360° is 100% of the circle. Explain how you find each percentage as a slice of that circle. 30% of 360° is 3 × 10% of 360°. So, 10% of
360 = 36° and 3 × 36 = 108°.
• Ask students to convert each percentage into an angle.
• Write down the answers in the rest of the columns for the chd to see. Then model adding all the angles to show the total is 360°.
• Finally, model drawing the pie chart using a protractor to measure and mark the angle then drawing a line to the outer edge of the circle (the circumference).
• When the pie chart is complete ask the students some questions, for example which is the most popular story? How many people took part in the survey?
Which stories are more popular than Peter Pan?
Key Questions
• Why do people like to show information on a pie chart? (They are clear, easy to read and interpret, colourful, etc.)

• What are the key things to remember when drawing a pie chart?
Watch out for
• Students who are not confident using a compass or protractor
• Students who struggle with percentages
• Students who do not see the relationship between the raw data, the percentage and the angle
Main Activity
Core
Drawing pie charts
Students collect data to construct a pie chart. First, ask students to choose which data set they would like to use for their pie chart. They can choose ʻfavourite
holiday destinationsʼ, ʻfavourite zoo animalsʼ, ʻfavourite types of filmʼ, ʻfavourite snacksʼ, ʻfavourite coloursʼ. (RS 954 Tally chart of favourite holiday destinations,
RS 955 Tally chart of favourite zoo animals, RS 956 Tally chart of favourite types of films, RS 957 Tally chart of favourite snack food or RS 958 Tally chart of
favourite colours.)
Point out that the total number of students asked is 100% so they need to work out each category in percentages. For example, if 5 out of 50 students liked
mountain holidays best, that is 1/10. We have to convert this to a percentage. Remind students that 1/10 is 10/100 or 10%. Show the class how, once they have a
percentage for each category, they need to convert these to angles so they can draw the pie chart. Point out that for all slices of the pie we need to convert the
percentages to angles out of 360°. Model doing this by doing 10% of 360° = 36°. Show that 20 out of 50 is 20/50 which is equivalent to 40/100. This is 40%. 40%
of 360 is 4 × 10% which is 4 × 36° = 144°. Students should use a compass to draw their circle then draw a line from the centre to the top (12 oʼclock) to begin the
pie slices. They should use a protractor to measure and mark each angle before drawing the line using a ruler. When all slices of pie have been drawn they
should be coloured (using different colours) and labelled, for example Sport: 20%.
Assessment Focus
• Can students begin to construct a pie chart with support?
• Can students read and interpret a pie chart?
Support
Understanding pie charts
Students work in pairs to collect data to construct a pie chart. First, ask students to choose which data set they would like to use for their pie-chart. They can
choose ʻfavourite holiday destinationsʼ, ʻfavourite zoo animalsʼ, ʻfavourite types of filmʼ, ʻfavourite snacksʼ, ʻfavourite coloursʼ. (RS 954 Tally chart of favourite
holiday destinations, RS 955 Tally chart of favourite zoo animals, RS 956 Tally chart of favourite types of films, RS 957 Tally chart of favourite snack food or RS
958 Tally chart of favourite colours.)
percentage for each category, they need to convert these to angles so they can draw the pie chart. Point out that for all slices of the pie we need to convert the
percentages to angles out of 360°. Model doing this by doing 10% of 360° = 36°. Show that 20 out of 50 is 20/50 which is equivalent to 40/100. This is 40%. 40%

Students complete Y6 TB2 p75, interpreting pie charts (Answers on Y6 TB2 Answers p68-75). If they have time they can then attempt the activity above to
construct their own pie charts.
Extend
Drawing pie charts
Students collect data to construct a pie chart. First ask students to choose which data set they would like to use for their pie-chart. They can choose ʻfavourite
holiday destinationsʼ, ʻfavourite zoo animalsʼ, ʻfavourite types of filmʼ, ʻfavourite snacksʼ, ʻfavourite coloursʼ. (RS 954 Tally chart of favourite holiday destinations,
RS 955 Tally chart of favourite zoo animals, RS 956 Tally chart of favourite types of films, RS 957 Tally chart of favourite snack food or RS 958 Tally chart of
favourite colours.)
percentage for each category they need to convert these to angles so they can draw the pie chart. Point out that for all slices of the pie we need to convert the
percentages to angles out of 360°. Model doing this by doing 10% of 360°= 36°. Show that 20 out of 50 is 20/50 which is equivalent to 40/100. This is 40%. 40%
Further Support
Students may struggle to construct pie charts. It is crucial that they can read and interpret a pie chart and that they understand that the whole pie represents 100%
and the slices are different percentages out of that 100%. Give students opportunities to draw and interpret pie charts in meaningful contexts, for example in
geography or science.
Plenary
Look at studentsʼs completed pie charts. Discuss what they found the most difficult part of creating a pie chart. For some it is finding the percentage, for others it is
turning the percentage into an angle. Remind students that 360° is 100%, so a slice is a part of this 360°. 10% of the circle is an angle of 36°. Write this on the
board and say that this is a very useful fact to remember.
Resources
• Calculators • RS 954 Tally chart of favourite holiday destinations
• Compasses • RS 955 Tally chart of favourite zoo animals
• Protractors • RS 956 Tally chart of favourite types of films

• Rulers • RS 957 Tally chart of favourite snack food
• Y6 Textbook 2 • RS 958 Tally chart of favourite colours
• Y6 TB2 Answers p68-75

Year 6 Week 19 Lesson 1 Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

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Year 6 Week 19 Lesson 1 Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

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Year 6 Week 19 Lesson 1

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

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Number of goals scored

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Front entrance 1.6m

Wildlife area 0.86m

School field 1.27m

Edge of the 1.74m

School garden 1.18m

The seven students on Blue Table scored 5, 6, 6, 7, 7, 8 and 10

The seven students on Green Table scored 3, 6, 7, 8, 10, 10 and

The five students on Red Table scored 8, 9, 12, 13 and 13 house

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