Activity BookFree to use

KS1 Mathematics: Statistics — Deep Revision

KS1 Mathematics: Statistics — Deep Revision is a thorough activity book mapped to the DfE National Curriculum for Year 2, the year statistics first appears in the KS1 programme of study.

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Resource guide

Key stage

Key Stage 1

Subject

Mathematics

Time

~45 min

Access

Free

Format

Activity Book

Use the activity controls to begin. Open the guidance below for supporting information.

About this resource and curriculum

Sections 1-2 secure fluency with around sixteen auto-marked questions on interpreting a minibeast-hunt pictogram (with a key worth more than one item) and a school trip tally chart. Sections 3-5 are open, reflective tasks: running a real survey and recording the results in a tally chart, collecting real data and describing how to build a pictogram from it, and comparing two weeks of a class reading log. A full worked answer key, including model answers and marking notes for the open sections, is included alongside teacher, parent and pupil guidance.

Study guidance and sample questions

Get the most from this

This book takes a deep look at statistics. Sections 1-2 check how well you can read a pictogram and a tally chart, and I’ll mark those for you straight away. Sections 3-5 are open — you will run your own survey, build your own pictogram from real data, and compare two weeks of reading. Write your working in full sentences or numbers so it makes sense later. Answer on screen or print the whole book to work through slowly on paper.

This is a thorough KS1 statistics revision workbook. The first two sections are self-marking pictogram and tally chart reading. The last three sections are open-ended — running a real survey, building a pictogram from data your child collects, and comparing a reading log — and are best talked through together rather than marked right or wrong. Allow around 45 minutes, in one sitting or split across a few days.

A deep-revision book for DfE Year 2 statistics. Sections 1-2 hold sixteen auto-marked questions interpreting a pictogram (key worth 2) and a tally chart, including totalling and comparing categories. Sections 3-5 are open, non-auto-marked tasks: a real pupil-led survey recorded as a tally chart, constructing a pictogram from observed data with a sensibly chosen key, and comparing two weeks of a reading log with reasoning. Useful as an end-of-unit consolidation or greater-depth reasoning task.

Sections 1-2 are checked together with the "Check my answers" button, which marks every response and gives feedback. Sections 3-5 are open data-collection and reasoning tasks that are not auto-marked — check them against the model answers and marking notes on the answer sheet.

How to study with KS1 Mathematics: Statistics — Deep Revision

This parent guide connects the page examples with a usable study routine. The current resource is labelled Mathematics, Key Stage 1, Year 2, Activity Book. Use that framework, the learning summary and published prompts to clarify what successful work should demonstrate.

Prepare a focused session

Read the title and learning focus side by side. Ask the learner to anticipate the ideas, terminology or technique they may need. Scan each sample and recognise action words, amounts, clues, conditions or new terms. Agree a realistic time window, remove interruptions and prepare appropriate equipment such as paper, pencil, ruler, coloured pens, calculator, headphones or a device. Encourage an self-directed opening attempt so the response indicates secure understanding and uncertainty. A short pause often supports recall better than an same-session answer.

Make thinking published

Invite the learner to summarise the task in their own words. They can underline necessary information, divide a complex problem into shorter steps, design a diagram, organise support, rehearse a sentence or describe a planned method. Ask why their route fits and whether another plan could work. When work stops, offer a graduated hint: rephrase the goal, point towards a related example, narrow the choice, then show only the next step. Return responsibility directly afterwards. Spoken reasoning reveals misconceptions and practises accurate subject language.

Check accuracy and understanding

Compare the attempt with published answer guidance after genuine effort. Inspect more than the final response: review the method, explanation, units, support, sequence, spelling or presentation where related. Ask the learner to identify the opening point where their reasoning changed course. Complete corrections actively in a different colour or new space, followed by a short description of the correction. For a correct answer, ask for support and one self-directed check. This separates confident ideas from guessing while building accuracy, reflection and careful working habits.

Consolidate and extend

Finish with retrieval from memory. Cover the example and ask for the core idea, process or fact again. Create one small alternative by adjusting a value, condition, example, viewpoint or level of support while keeping the learning focus. Invite the learner to write a similar question and supply checking guidance. Record one success and one clear next step, perhaps revisiting terminology, rehearsing a calculation, adding support or improving clarity. Recheck that target later in the week because spaced review gives better information than same-session repetition.

The interactive player, downloadable file and complete answer material retain their existing access controls. The guide supports preparation, discussion and review.

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