• Quick retrieval from earlier learning (Reading tables and line graphs). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Number of cells → Bulb brightness (lux) 10 → 26 10 → 34 15 → 42 8 → 50 25 → 58 What happens to “Bulb brightness (lux)” as “Number of cells” increases? (it decreases / it stays the same / it increases / it goes up then down) → it increasesPrompt: Read down the second column. Are the numbers getting bigger or smaller?
2. Distance from lamp (cm) → Bubbles from pondweed per minute 10 → 56 20 → 50 6 → 44 8 → 38 10 → 32 What happens to “Bubbles from pondweed per minute” as “Distance from lamp (cm)” increases? (it increases / it goes up then down / it stays the same / it decreases) → it decreasesPrompt: Read down the second column. Are the numbers getting bigger or smaller?
3. Number of cells → Bulb brightness (lux) 10 → 36 20 → 40 6 → 44 8 → 48 50 → 52 What happens to “Bulb brightness (lux)” as “Number of cells” increases? (it decreases / it goes up then down / it increases / it stays the same) → it increasesPrompt: Read down the second column. Are the numbers getting bigger or smaller?

• Show a simple experiment with one thing changed and ask what makes it a fair test.
• Share the objective: Repeat readings, means and anomalies. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: A group measured a pulse rate after exercise three times: 103, 101 and 100 bpm. What is the mean? Give your answer to 1 decimal place.
• Step 1: 103 + 101 + 100 = 304
• Step 2: 304 ÷ 3 = 101.33
• Step 3: So the answer is: 101.3 bpm
• Answer: 101.3 bpm
• Pause after each step and ask a student to say what comes next.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. A group measured how far a toy car travelled three times: 90, 92 and 91 cm. What is the mean? Give your answer to 1 decimal place. → 91 cmPrompt: Add the three readings.
2. Four repeat readings of the temperature rise in a reaction (°C): 16, 18, 14, 7. Which reading is anomalous (does not fit the pattern)? (7 / 16 / 18 / 14) → 7Prompt: Most of the readings are close together.

• Students work on the student sheet. Circulate and check the first two answers of every student early.
• Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. Four repeat readings of a pulse rate after exercise (bpm): 113, 112, 69, 113. Which reading is anomalous (does not fit the pattern)? (69 / 113 / 112) → 69Prompt: Most of the readings are close together.
2. A group measured the temperature rise in a reaction three times: 19, 16 and 18 °C. What is the mean? Give your answer to 1 decimal place. → 17.7 °CPrompt: Add the three readings.

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-6.