Choose one task, model or clip within the current lesson stage. These resources support the existing two separate 40-minute lessons; they do not add another lesson or extra time.
Week 3 · Tuesday: Compare two sliding surfaces
Name: ____________________ Date: ______________
We Do · think together
Check the evidence
Invented teaching data from the same sliding-block setup. Compare both trials before making a claim.
Supplied sample-data route: the numbers below are invented for teaching. Keep any real measurements in a separate labelled record. Analysing this table does not record a completed practical.
| Surface | Trial 1 / cm | Trial 2 / cm |
|---|---|---|
| A | 46 | 48 |
| B | 24 | 26 |
- Which surface stopped the block sooner in both trials?
- What must have stayed the same for this to be a useful comparison?
Discuss, point, draw, write or dictate a first explanation. Choose one example first; extend only if there is time.
Reveal a worked explanation after an attempt
B stopped it sooner in both trials. The evidence supports greater resistance on B in this setup, if the block, ramp, release and measuring method were controlled. These are supplied data, not measurements made by this class.
Give a smaller support cue
Compare 46 with 24, then 48 with 26. Circle the shorter distance in each pair.
Writing stays in this open page only. It is not saved or sent. Copy any record you want to keep before leaving.
Apply it
Use the current workshop
If the adult has prepared the apparatus, compare two surfaces twice and record your actual distances. Otherwise analyse the supplied table. State your route and write a conclusion with a limit.
Teacher model · compare with the pupil’s evidence
Sample-data route: B gave 24 and 26 cm, compared with 46 and 48 cm for A. This supports greater resistance on B for that block and release. Actual practical: accept a conclusion justified by the pupil’s own retained values, including a result that does not fit the prediction.