Examples of what pupils should know and be able to do
Use and understand upper and lower bounds for discrete and continuous data. Use notation to express the interval of numbers, e.g.
61.5 ≤ d < 62.5
- Length of a pencil Question - Rtf (rich text format) document (16Kb)
- Football pitch Question - Rtf (rich text format) document (60Kb)
- Athletics Question - Rtf (rich text format) document (28Kb)
Probing questions
What range of measurements could have been rounded to 15 cm to the nearest cm?
If you measure the length and width of your bedroom to the nearest metre will you order the right sized carpet for the floor?
What if pupils find this a barrier?
Explore use of upper and lower bounds in a range of practical contexts, e.g.
- Attendance at football match given to 2 s.f.
- Population of a country given to 2 s.f.
- Distance between two places given to nearest km
- Height of a person to nearest cm
Ask pupils to identify situations where the inaccuracies of presenting rounded data might cause problems.