• 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) 5 → 27 4 → 33 30 → 39 40 → 45 10 → 51 What happens to “Distance travelled (cm)” as “Ramp height (cm)” increases? (it stays the same / it goes up then down / it decreases / it increases) → it increasesPrompt: Read down the second column. Are the numbers getting bigger or smaller?
2. Ramp height (cm) → Distance travelled (cm) 10 → 37 20 → 41 30 → 45 40 → 49 10 → 53 What happens to “Distance travelled (cm)” as “Ramp height (cm)” increases? (it increases / it decreases / it goes up then down / it stays the same) → it increasesPrompt: Read down the second column. Are the numbers getting bigger or smaller?
3. Water temperature (°C) → Time to dissolve (s) 10 → 40 20 → 35 6 → 30 8 → 25 10 → 20 What happens to “Time to dissolve (s)” as “Water temperature (°C)” increases? (it increases / it stays the same / it goes up then down / it decreases) → 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 temperature rise in a reaction three times: 10, 13 and 8 °C. What is the mean? Give your answer to 1 decimal place. → 10.3 °CPrompt: Add the three readings.
2. Four repeat readings of the time for a ball to roll down a ramp (s): 32, 20, 21, 20. Which reading is anomalous (does not fit the pattern)? (32 / 20 / 21) → 32Prompt: 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): 12, 14, 10, 3. Leave out the anomalous reading and work out the mean of the rest, to 1 decimal place. → 12 °CPrompt: First find the reading that does not fit.
2. A group measured the temperature rise in a reaction three times: 17, 14 and 18 °C. What is the mean? Give your answer to 1 decimal place. → 16.3 °CPrompt: Add the three readings.

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