Year Group

Year 4 (Age 8–9) Class size: 30 pupils Duration: 35 minutes

National Curriculum Links

• Mathematics – Statistics – Interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs.
• Mathematics – Statistics – Solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs.

(Reference: Mathematics Programmes of Study for Key Stage 2 - Years 3 and 4, National Curriculum England)

---

Learning Objectives

• Pupils will be able to accurately draw pictograms where one symbol represents more than one unit (e.g., one football icon = 2 votes).
• Pupils will interpret data from previous World Cup winner prediction results and represent the data using scaled symbols.
• Pupils will explain the reasoning behind the choice of symbols and scales in their pictograms.
• Pupils will solve problems and answer questions based on their pictograms, comparing quantities and explaining differences.

---

Success Criteria

• I can choose an appropriate symbol to represent more than one unit.
• I can draw a pictogram using the correct number of symbols for each category.
• I can use the scale given to accurately interpret data.
• I can explain why I used a particular scale and how it helps to show the data clearly.
• I can answer questions about the data using my pictogram and justify my answers.

---

Resources

• Whiteboard and pens
• Printed data table of previous World Cup winner predictions (e.g., teams and number of votes each received)
• Worksheet with grid paper for drawing pictograms
• Football or trophy icons/stickers to use as pictogram symbols
• Timer for ‘prove it’ task
• Visual example of a scaled pictogram drawn on the board

---

Lesson Structure

1. Introduction and Engagement (7 minutes)

Context: Show pupils the collected class data about World Cup winner predictions. Explain that people voted for their favourite teams.

• Start by showing the data table: "Look at how many pupils thought each team would win the World Cup."
• Explain that today pupils will learn how to draw pictograms where one picture can represent more than one vote.
• Display the scale: "One football icon will represent 2 votes."
• Engage with fast mental recall by asking:
• Why might we choose one symbol to represent more than one vote instead of drawing one symbol per vote?
• How does this help us when lots of votes are involved?
• Can anyone think of a time we might use scaling in real life? (e.g., maps, models)

Targeted questioning:

• "If one symbol is worth 2 votes, how many symbols will I draw to show 10 votes? Explain your thinking."
• "Why is it important to use the right scale when drawing pictograms?"
• "What might happen if we use the wrong scale? How would it change the pictogram?"

AfL Point: Use a quick show of hands or mini whiteboards to check understanding of how to scale 10 votes with 2-votes per symbol.

---

2. Guided Modelling (8 minutes)

• Draw a scaled pictogram together on the board, step by step, using the class data.

Example data snippet (to display on board or projector):

Team	Votes	Symbols (1 = 2 votes)
Brazil	12	6
France	8	4
Germany	6	3
Argentina	4	2

Modelling approach:

• Write the number of votes for “Brazil” (12).
• Ask: "If one symbol = 2 votes, how many symbols do we draw for 12 votes? Prove it."
• Use the timer (30 seconds) and sentence stems such as:
• “I divided 12 by 2 because…”
• “This means I need to draw 6 symbols because…”
• Ask pupils to discuss their reasoning with a partner during the timer.
• Draw 6 symbols representing Brazil on the board.
• Repeat with France and other teams.

Layered questioning:

• "If Brazil had 13 votes instead of 12, how could we show this on a pictogram if one symbol = 2 votes? What would you do about the extra vote?"
• "How would your pictogram change if the scale was one symbol equals 4 votes? Why might this be better or worse?"

AfL Point: Ask pupils to come up and place the correct number of symbols on the board or explain their reasoning verbally to you.

---

3. Independent Activity (12 minutes)

Task: Pupils draw their own pictograms using the given World Cup prediction data. The scale is one symbol = 2 votes.

Planned progression:

• Level 1: Draw a pictogram for three teams using the provided scale.
• Level 2: Include a team with an odd number of votes (e.g., 7 votes) and decide how to represent the half unit.
• Level 3: Change the scale to one symbol = 3 votes and redraw the pictogram, explaining the difference.

Support: Provide stencils of the football icon and grid paper to help position symbols neatly.

---

4. Reasoning and Justification (5 minutes)

Pose deeper questions for discussion or written answers:

• "Explain why we use symbols to represent more than one vote instead of drawing a symbol for each vote."
• "If you changed the scale, how would it affect how easy the pictogram is to read?"
• "How can pictograms help people understand data quickly?"

Sentence stems for reasoning:

• “I chose this scale because…”
• “Using this scale makes it easier to…”
• “If the scale was smaller/larger, then…”

AfL Point: Use mini-whiteboards or verbal sharing in pairs; highlight reasoning quality rather than correct answer only.

---

5. Plenary (3 minutes)

• Invite 3–4 pupils to share their pictograms and reasoning aloud.
• Ask: "Who can spot an interesting difference between their pictogram and the one modelled at the start?"
• Quick round of “what did we learn today about pictograms and scales?” Write key points on the board.
• End with a challenge question for next lesson: “How can we use pictograms to compare data across different countries or years?”

---

Common Misconceptions and Difficulties

• Pupils may forget to multiply/divide correctly when scaling symbols.
• Some may draw too many or too few symbols if they confuse one symbol per unit vs. one per multiple units.
• Difficulty representing half units or odd numbers when a symbol equals more than one unit (e.g., deciding how to handle 7 votes when 1 symbol = 2 votes).
• Misunderstanding the purpose of scaling — thinking it is arbitrary rather than to make pictograms manageable and understandable.
• Struggle to justify reasoning beyond stating the answer — require support with sentence starters.

Strategies to address:

• Use concrete resources (counters, stickers) to visualise scaling steps.
• Frequent use of sentence stems to encourage verbal explanation.
• Display clear models and use peer talk to check understanding before drawing.
• Provide examples of half symbols or shading to represent partial units.

---

Alignment with White Rose Maths Scheme

This lesson matches the White Rose Year 4, Summer Term, Block 3 Statistics focus on interpreting and presenting data. It incorporates drawing scaled pictograms and reasoning about data from a real-world context (World Cup predictions), using layers of questioning to deepen understanding and applying problem-solving with different scales.

---

Summary

This lesson engages pupils by linking maths to a real-world sporting context, builds fluency in scaling pictograms, and fosters deep reasoning through well-structured questioning. Embedded AfL checks maintain understanding, and the progressive challenge scaffolds learning effectively for all pupils in Year 4.