• 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: 111, 111 and 114 bpm. What is the mean? Give your answer to 1 decimal place. → 112 bpmPrompt: Add the three readings.
2. Distance from lamp (cm) → Bubbles from pondweed per minute 5 → 43 20 → 40 6 → 37 40 → 34 25 → 31 What happens to “Bubbles from pondweed per minute” as “Distance from lamp (cm)” increases? (it decreases / it stays the same / it goes up then down / it increases) → it decreasesPrompt: Read down the second column. Are the numbers getting bigger or smaller?
3. A group measured the time for a ball to roll down a ramp three times: 39, 40 and 38 s. What is the mean? Give your answer to 1 decimal place. → 39 sPrompt: 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: Enzyme activity. Temperature (°C) → Reaction rate (units/min) 10 → 3 20 → 20 30 → 37 40 → 54 50 → 37 60 → 20 Estimate the value at 45, assuming the pattern between neighbouring points is a straight line. → 45.5Prompt: 45 lies halfway between 40 and 50.
2. Study: Light and pondweed. Distance from lamp (cm) → Bubbles per minute 10 → 40 20 → 34 30 → 28 40 → 22 50 → 16 How does “Bubbles per minute” change as “Distance from lamp (cm)” 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 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. Study: Stretching a spring. Force (N) → Extension (cm) 0 → 0 1 → 2.5 2 → 5 3 → 7.5 4 → 10 5 → 12.5 Estimate the value at 0.5, assuming the pattern between neighbouring points is a straight line. → 1.25Prompt: 0.5 lies halfway between 0 and 1.
2. Study: Cooling coffee. Time (min) → Temperature (°C) 0 → 87 5 → 77 10 → 67 15 → 57 20 → 47 How does “Temperature (°C)” change as “Time (min)” increases? (It increases to a maximum, then decreases. / It stays about the same. / It increases steadily. / It decreases steadily.) → It decreases steadily.Prompt: Read the second column from top to bottom.

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