• 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. Parachute area (cm²) → Time to fall (s) 5 → 25 4 → 30 6 → 35 20 → 40 50 → 45 What happens to “Time to fall (s)” as “Parachute area (cm²)” increases? (it decreases / it stays the same / it increases / it goes up then down) → it increasesPrompt: Read down the second column. Are the numbers getting bigger or smaller?
2. Ramp height (cm) → Distance travelled (cm) 10 → 20 4 → 24 6 → 28 40 → 32 25 → 36 What happens to “Distance travelled (cm)” as “Ramp height (cm)” increases? (it increases / it decreases / it stays the same / it goes up then down) → it increasesPrompt: Read down the second column. Are the numbers getting bigger or smaller?
3. Ramp height (cm) → Distance travelled (cm) 10 → 34 10 → 42 6 → 50 20 → 58 50 → 66 What happens to “Distance travelled (cm)” as “Ramp height (cm)” increases? (it decreases / it goes up then down / it stays the same / it increases) → 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 a pulse rate after exercise three times: 101, 101 and 99 bpm. What is the mean? Give your answer to 1 decimal place. → 100.3 bpmPrompt: Add the three readings.
2. Four repeat readings of how far a toy car travelled (cm): 89, 87, 52, 90. Which reading is anomalous (does not fit the pattern)? (52 / 90 / 89 / 87) → 52Prompt: 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 time for a ball to roll down a ramp (s): 25, 25, 13, 24. Leave out the anomalous reading and work out the mean of the rest, to 1 decimal place. → 24.7 sPrompt: First find the reading that does not fit.
2. Four repeat readings of the temperature rise in a reaction (°C): 22, 14, 13, 11. Which reading is anomalous (does not fit the pattern)? (22 / 11 / 13 / 14) → 22Prompt: Most of the readings are close together.

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