• 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. Water temperature (°C) → Time to dissolve (s) 2 → 64 20 → 58 6 → 52 20 → 46 25 → 40 What happens to “Time to dissolve (s)” as “Water temperature (°C)” increases? (it decreases / it stays the same / it increases / it goes up then down) → it decreasesPrompt: Read down the second column. Are the numbers getting bigger or smaller?
2. Parachute area (cm²) → Time to fall (s) 10 → 24 10 → 28 15 → 32 40 → 36 10 → 40 What happens to “Time to fall (s)” as “Parachute area (cm²)” 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. Water temperature (°C) → Time to dissolve (s) 10 → 49 20 → 43 15 → 37 20 → 31 25 → 25 What happens to “Time to dissolve (s)” as “Water temperature (°C)” increases? (it goes up then down / it increases / it decreases / it stays the same) → 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: 32, 32 and 34 s. What is the mean? Give your answer to 1 decimal place. → 32.7 sPrompt: Add the three readings.
2. Four repeat readings of a pulse rate after exercise (bpm): 131, 185, 133, 133. Which reading is anomalous (does not fit the pattern)? (185 / 131 / 133) → 185Prompt: 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 a pulse rate after exercise (bpm): 74, 118, 121, 121. Which reading is anomalous (does not fit the pattern)? (74 / 121 / 118) → 74Prompt: Most of the readings are close together.
2. A group measured how far a toy car travelled three times: 51, 48 and 52 cm. What is the mean? Give your answer to 1 decimal place. → 50.3 cmPrompt: Add the three readings.

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