• 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) 2 → 21 4 → 26 6 → 31 20 → 36 50 → 41 What happens to “Bulb brightness (lux)” as “Number of cells” increases? (it goes up then down / it stays the same / it increases / it decreases) → it increasesPrompt: Read down the second column. Are the numbers getting bigger or smaller?
2. Ramp height (cm) → Distance travelled (cm) 5 → 35 10 → 42 6 → 49 40 → 56 50 → 63 What happens to “Distance travelled (cm)” as “Ramp height (cm)” increases? (it goes up then down / it decreases / it stays the same / it increases) → it increasesPrompt: Read down the second column. Are the numbers getting bigger or smaller?
3. Water temperature (°C) → Time to dissolve (s) 2 → 61 20 → 55 15 → 49 20 → 43 50 → 37 What happens to “Time to dissolve (s)” as “Water temperature (°C)” increases? (it stays the same / it decreases / it increases / it goes up then down) → it decreasesPrompt: 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 the time for a ball to roll down a ramp three times: 31, 32 and 29 s. What is the mean? Give your answer to 1 decimal place. → 30.7 sPrompt: Add the three readings.
2. Four repeat readings of the temperature rise in a reaction (°C): 9, 11, 20, 9. Which reading is anomalous (does not fit the pattern)? (20 / 9 / 11) → 20Prompt: 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 the temperature rise in a reaction (°C): 23, 15, 12, 15. Which reading is anomalous (does not fit the pattern)? (23 / 15 / 12) → 23Prompt: Most of the readings are close together.
2. A group measured a pulse rate after exercise three times: 127, 130 and 128 bpm. What is the mean? Give your answer to 1 decimal place. → 128.3 bpmPrompt: Add the three readings.

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