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

1. A group measured a pulse rate after exercise three times: 116, 117 and 117 bpm. What is the mean? Give your answer to 1 decimal place. → 116.7 bpmPrompt: Add the three readings.
2. Distance from lamp (cm) → Bubbles from pondweed per minute 2 → 67 4 → 59 30 → 51 8 → 43 10 → 35 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. A group measured a pulse rate after exercise three times: 105, 107 and 108 bpm. What is the mean? Give your answer to 1 decimal place. → 106.7 bpmPrompt: Add the three readings.

• Show a simple experiment with one thing changed and ask what makes it a fair test.
• Share the objective: Interpreting data from tables and graphs. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Study: Cooling coffee. Time (min) → Temperature (°C) 0 → 83 5 → 73 10 → 63 15 → 53 20 → 43 Estimate the value at 17.5, assuming the pattern between neighbouring points is a straight line.
• Step 1: (53 + 43) ÷ 2 = 48
• Step 2: So the answer is: 48
• Answer: 48
• 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. Study: Light and pondweed. Distance from lamp (cm) → Bubbles per minute 10 → 55 20 → 49 30 → 43 40 → 37 50 → 31 Estimate the value at 35, assuming the pattern between neighbouring points is a straight line. → 40Prompt: 35 lies halfway between 30 and 40.
2. Study: Cooling coffee. Time (min) → Temperature (°C) 0 → 85 5 → 75 10 → 65 15 → 55 20 → 45 How does “Temperature (°C)” change as “Time (min)” increases? (It increases steadily. / It increases to a maximum, then decreases. / It stays about the same. / It decreases steadily.) → It decreases steadily.Prompt: Read the second column from top to bottom.

• 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. Study: Cooling coffee. Time (min) → Temperature (°C) 0 → 86 5 → 76 10 → 66 15 → 56 20 → 46 At which value of “Time (min)” was the lowest value recorded? (0 / 5 / 15 / 20) → 20Prompt: Find the smallest number in the second column.
2. Study: Cooling coffee. Time (min) → Temperature (°C) 0 → 82 5 → 72 10 → 62 15 → 52 20 → 42 Estimate the value at 2.5, assuming the pattern between neighbouring points is a straight line. → 77Prompt: 2.5 lies halfway between 0 and 5.

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-10.