• 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. Distance from lamp (cm) → Bubbles from pondweed per minute 5 → 57 10 → 51 15 → 45 40 → 39 25 → 33 What happens to “Bubbles from pondweed per minute” as “Distance from lamp (cm)” increases? (it increases / it goes up then down / it decreases / it stays the same) → it decreasesPrompt: Read down the second column. Are the numbers getting bigger or smaller?
2. Distance from lamp (cm) → Bubbles from pondweed per minute 2 → 60 10 → 53 6 → 46 20 → 39 10 → 32 What happens to “Bubbles from pondweed per minute” as “Distance from lamp (cm)” increases? (it goes up then down / it increases / it stays the same / it decreases) → it decreasesPrompt: Read down the second column. Are the numbers getting bigger or smaller?
3. Parachute area (cm²) → Time to fall (s) 2 → 25 10 → 28 15 → 31 8 → 34 25 → 37 What happens to “Time to fall (s)” as “Parachute area (cm²)” 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?

• 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: 22, 20 and 25 s. What is the mean? Give your answer to 1 decimal place. → 22.3 sPrompt: Add the three readings.
2. Four repeat readings of a pulse rate after exercise (bpm): 100, 58, 101, 100. Which reading is anomalous (does not fit the pattern)? (58 / 100 / 101) → 58Prompt: 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 8 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. A group measured the temperature rise in a reaction three times: 9, 10 and 12 °C. What is the mean? Give your answer to 1 decimal place. → 10.3 °CPrompt: Add the three readings.
2. Four repeat readings of the time for a ball to roll down a ramp (s): 29, 29, 42, 31. Which reading is anomalous (does not fit the pattern)? (42 / 31 / 29) → 42Prompt: Most of the readings are close together.

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