• 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 → 28 4 → 32 30 → 36 20 → 40 25 → 44 What happens to “Distance travelled (cm)” as “Ramp height (cm)” increases? (it stays the same / it increases / it goes up then down / it decreases) → it increasesPrompt: Read down the second column. Are the numbers getting bigger or smaller?
2. Distance from lamp (cm) → Bubbles from pondweed per minute 5 → 56 4 → 50 15 → 44 40 → 38 10 → 32 What happens to “Bubbles from pondweed per minute” as “Distance from lamp (cm)” 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?
3. Parachute area (cm²) → Time to fall (s) 5 → 31 20 → 34 15 → 37 40 → 40 25 → 43 What happens to “Time to fall (s)” as “Parachute area (cm²)” 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?

• 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: 63, 62 and 63 cm. What is the mean? Give your answer to 1 decimal place. → 62.7 cmPrompt: Add the three readings.
2. Four repeat readings of a pulse rate after exercise (bpm): 192, 132, 135, 131. Which reading is anomalous (does not fit the pattern)? (192 / 131 / 132 / 135) → 192Prompt: 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 a pulse rate after exercise three times: 136, 137 and 134 bpm. What is the mean? Give your answer to 1 decimal place. → 135.7 bpmPrompt: Add the three readings.
2. Four repeat readings of a pulse rate after exercise (bpm): 117, 116, 59, 118. Which reading is anomalous (does not fit the pattern)? (59 / 118 / 116 / 117) → 59Prompt: Most of the readings are close together.

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