• 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. Ramp height (cm) → Distance travelled (cm) 2 → 22 10 → 28 6 → 34 8 → 40 50 → 46 What happens to “Distance travelled (cm)” as “Ramp height (cm)” increases? (it decreases / it increases / it stays the same / it goes up then down) → it increasesPrompt: Read down the second column. Are the numbers getting bigger or smaller?
2. Number of cells → Bulb brightness (lux) 10 → 27 4 → 32 30 → 37 20 → 42 10 → 47 What happens to “Bulb brightness (lux)” as “Number of cells” increases? (it goes up then down / it increases / it stays the same / it decreases) → it increasesPrompt: Read down the second column. Are the numbers getting bigger or smaller?
3. Parachute area (cm²) → Time to fall (s) 5 → 28 20 → 34 6 → 40 40 → 46 25 → 52 What happens to “Time to fall (s)” as “Parachute area (cm²)” increases? (it decreases / it increases / it goes up then down / 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: 75, 75 and 75 cm. What is the mean? Give your answer to 1 decimal place. → 75 cmPrompt: Add the three readings.
2. Four repeat readings of a pulse rate after exercise (bpm): 61, 119, 119, 119. Which reading is anomalous (does not fit the pattern)? (61 / 119) → 61Prompt: 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. Four repeat readings of the temperature rise in a reaction (°C): 11, 22, 11, 11. Leave out the anomalous reading and work out the mean of the rest, to 1 decimal place. → 11 °CPrompt: First find the reading that does not fit.
2. Four repeat readings of how far a toy car travelled (cm): 90, 89, 131, 92. Which reading is anomalous (does not fit the pattern)? (131 / 90 / 89 / 92) → 131Prompt: Most of the readings are close together.

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