Statistics
KS2MA-Y5-D008
Solving comparison, sum and difference problems using information in line graphs; completing, reading and interpreting information in tables, including timetables.
National Curriculum context
In Year 5, the statistics curriculum focuses on reading and interpreting line graphs accurately — including reading values between plotted points and using the graph to answer problems — and on complex tables including timetables. The non-statutory guidance specifies that pupils should connect their work on coordinates (all four quadrants) to graphs. Pupils practise completing tables from data and drawing line graphs. Reading timetables requires combining understanding of time (12- and 24-hour clocks) with table-reading skills. This consolidation of statistical skills prepares pupils for the pie charts and statistical measures (mean) of Year 6.
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Concepts
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Clusters
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Prerequisites
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With difficulty levels
Lesson Clusters
Read and interpret graphs, tables and timetables to solve comparison problems
practice CuratedOnly one concept in this domain. Year 5 statistics focuses on interpretation and reasoning across a variety of data representations including timetables.
Teaching Suggestions (1)
Study units and activities that deliver concepts in this domain.
Graphs, Tables and Timetables
Mathematics Practical ApplicationPrerequisites
Concepts from other domains that pupils should know before this domain.
Concepts (1)
Reading and Interpreting Graphs, Tables and Timetables
skill AI DirectMA-Y5-C017
At Y5, statistics focuses on reading and interpreting data presented in a variety of formats, with particular emphasis on line graphs (which show continuous data and allow interpolation and extrapolation) and tables including timetables. Pupils solve comparison problems (which category has the most/least?), sum problems (what is the total?) and difference problems (how much more than?) using data from these representations. Reading a line graph requires understanding the axes, the scale and what points on the line between plotted values represent. Reading timetables requires combining reading rows and columns to calculate durations and plan journeys — a practical, cross-curricular statistics application.
Teaching guidance
Provide line graphs with varied scales (including non-unit scales such as intervals of 5, 10, 25) and ask pupils to read off values, interpolate between plotted points, and describe the trend shown. Teach timetable reading explicitly: identify a departure time, read across to a destination column, calculate journey time by subtraction. Give pupils comparison, sum and difference questions that require them to extract specific values from the representation and then calculate. Connect to science: line graphs are used to display experimental data throughout the primary science curriculum, making this a high-transfer skill. Use real timetables (train, bus) for authentic timetable reading practice.
Common misconceptions
Pupils often misread scales that do not go up in ones, particularly scales in multiples of 2, 5 or 25; explicit work on scale reading is necessary before graph interpretation problems. On line graphs, pupils sometimes read only the plotted points rather than interpolating values between them. In timetable reading, pupils frequently confuse rows and columns or subtract the wrong times to find duration. Difference problems ('how much more than?') are sometimes solved by addition rather than subtraction — modelling on a number line helps clarify the operation required.
Difficulty levels
Reading values from a line graph where the scale goes up in ones and all data points are at labelled positions.
Example task
This line graph shows the temperature each hour. What was the temperature at 2 pm?
Model response: 15°C. [Reads directly from the plotted point at 2 pm]
Reading line graphs with non-unit scales (intervals of 2, 5, 10, 25) and interpolating between plotted points; reading timetables.
Example task
The y-axis goes up in 5s. The line passes halfway between 15 and 20 at 11 am. What is the value? A bus leaves at 09:15 and arrives at 10:02. How long is the journey?
Model response: 17.5°C (halfway between 15 and 20). Journey time: 47 minutes (15 min to 09:30, 30 min to 10:00, 2 min to 10:02).
Interpreting line graphs to describe trends, solve comparison and difference problems, and critically evaluate whether the graph is appropriate for the data.
Example task
This line graph shows plant heights over 6 weeks. Between which two weeks did the plant grow the most? Is a line graph a good choice for this data? Why?
Model response: The plant grew the most between weeks 2 and 3 — the line is steepest there (grew 4 cm). A line graph is a good choice because the data is continuous over time and we can interpolate between measurements.
CPA Stages
concrete
Collecting real data and plotting it on large wall graphs, reading physical timetables (bus/train printed timetables), and calculating journey times using a clock
Transition: Child reads data from graphs and timetables, calculating journey times and comparing values without the demonstration clock
pictorial
Drawing line graphs with correct scales and labels, reading and interpolating values, and extracting information from printed tables and timetables on paper
Transition: Child draws line graphs with appropriate scales, interpolates accurately, and solves comparison/difference problems from tables without prompting
abstract
Interpreting graphs and timetables from descriptions, answering comparison/sum/difference questions, and choosing appropriate graph types for different data
Transition: Child interprets graphs and timetables from verbal descriptions, solves multi-step data questions, and justifies graph type choices
Delivery rationale
Upper primary maths (Y5) — most pupils at pictorial/abstract stage. AI can deliver with virtual representations.