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Day 3 — Describe a pattern preciselyYear 10 Maths · T1 W1–2 · Day 3 lesson

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Year 10 / Term 1 / Weeks 01 02 / Mathematics

Part of the full two-week lesson sequence. Check the pack guide and taught point before teaching.

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Codes: AC9M10ST03. Goal: discuss direction, strength and linearity in context. Prepare: completed Table A plot and a four-column vocabulary strip.

  1. Notice · 2 min. Ask for a first description, then say: “We will make it specific enough that another reader could test it.”
  2. Model · 5 min. As net force rises from 1 to 4 N, simulated acceleration rises; points cluster near a straight upward path. Call it strong positive and approximately linear in this constructed set. Do not say “perfect”.
  3. Guide averages · 6 min. At 1 N calculate (1.8+2.1)/2=1.95; at 2 N (3.8+4.2)/2=4.0. Compare with ideal a=F/0.5, which gives 2 and 4. Distinguish simulated readings from theoretical values.
  4. Choose and justify · 7 min. Students either compute averages at 3 and 4 N (6.05, 7.95) or explain in words how repeats vary. Then make one accurate association sentence with both units and scope.
  5. Counterclaim · 3 min. Show “The finish on the wheels caused the trend.” Ask what is missing. No finish comparison is in Table A; association with net force does not test that claim.
  6. Exit · 2 min. Everyone states direction, approximate form and one limitation. Teacher samples focus learners' independent wording.

Access: four vocabulary cards, text readout of pairs, calculator only after a shown average method if an access plan calls for it.

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