s6 scatter graphs
4 detailed 50-minute lessons with teaching scripts, worked examples, parent guides, and assessment criteria.
Lesson Overview
Total Lessons: 4
Tier: Foundation and Higher
Duration: 50 minutes per lesson (200 minutes total)
Exam Boards: AQA, Edexcel, OCR, Eduqas, CCEA
Tier: Foundation and Higher
Duration: 50 minutes per lesson (200 minutes total)
Exam Boards: AQA, Edexcel, OCR, Eduqas, CCEA
Learning Objectives
- Explain the key ideas of s6 scatter graphs
- Apply s6 scatter graphs to exam-style questions
- Develop independent study skills
- Build cross-topic connections
Prerequisites
- Read the revision notes for s6 scatter graphs first (GCSE Revise summary)
- Key vocab to pre-teach: key terms from s6 scatter graphs
- Basic skills: reading the summary notes and answering the practice questions there
Materials & Equipment
- Exercise book, pencil, ruler
- Scientific calculator
- Graph paper and squared paper
- Printed data tables (link below)
Lesson 1: Introduction: s6 scatter graphs
Duration: 50 minutes
Starter Activity (5 minutes)
Quick Recall
Write down everything you already know about s6 scatter graphs. Then check against the key terms: key terms from s6 scatter graphs. Use a mini-whiteboard or paper.
Main Content (35 minutes)
Parent/Teacher Guide:
Before lesson: Read the script below. Pre-teach key vocab: key terms from s6 scatter graphs.
If stuck: Re-read the revision notes (link above), then break the content into smaller steps.
Extension: See the Stretch & Challenge ideas in Lesson 4.
Before lesson: Read the script below. Pre-teach key vocab: key terms from s6 scatter graphs.
If stuck: Re-read the revision notes (link above), then break the content into smaller steps.
Extension: See the Stretch & Challenge ideas in Lesson 4.
Teaching Script (35 mins):
Mins 0-5 - Hook: "Today: s6 scatter graphs. By the end you will be able to answer exam questions on it unaided. It connects to the rest of Statistics because the ideas here recur across the spec."
Mins 5-20 - Direct Instruction: Work through the core ideas below one at a time; after each, ask your student to explain it back in their own words.
Mins 20-30 - Guided Practice: Model the worked example together, then let your student attempt the first practice question with guidance.
Mins 30-35 - Independent Practice: 2-3 practice questions from Lesson 3 below, with immediate feedback.
Mins 0-5 - Hook: "Today: s6 scatter graphs. By the end you will be able to answer exam questions on it unaided. It connects to the rest of Statistics because the ideas here recur across the spec."
Mins 5-20 - Direct Instruction: Work through the core ideas below one at a time; after each, ask your student to explain it back in their own words.
Mins 20-30 - Guided Practice: Model the worked example together, then let your student attempt the first practice question with guidance.
Mins 30-35 - Independent Practice: 2-3 practice questions from Lesson 3 below, with immediate feedback.
First Look
Start with the revision notes summary, then attempt: What type of correlation would you expect between hours of sleep and tiredness?
Plenary (5 minutes)
Check Out
Your student states one thing they learned and one question they still have about s6 scatter graphs.
Lesson 2: Core Concepts: s6 scatter graphs
Duration: 50 minutes
Starter Activity (5 minutes)
Review Previous Lesson
Quick recap: write 3 key points from Lesson 1 on s6 scatter graphs. Check them against the notes below.
Main Content (35 minutes)
Definition: A scatter graph plots two variables against each other to show the relationship between them. Each point represents one data item.
| Item | Detail |
|---|---|
| Correlation | The relationship between two variables |
| Line of Best Fit | A straight line through the data showing the trend |
| Interpolation | Predicting within the range of data |
| Extrapolation | Predicting beyond the range of data |
| Outlier | A point that doesn't fit the general pattern |
Practice (10 minutes)
Q: What type of correlation would you expect between hours of sleep and tiredness?
Answer: Negative correlation - more sleep means less tiredness.
Plenary (5 minutes)
Explain Back
Your student teaches the key points back to you without looking. Fill any gaps immediately.
Lesson 3: Application: s6 scatter graphs
Duration: 50 minutes
Starter Activity (5 minutes)
Quick Recall
Recall the key terms: key terms from s6 scatter graphs. Define each in one sentence.
Main Content (35 minutes)
Parent/Teacher Guide: Let your student attempt each question alone first, then compare with the model answer. Award method marks for correct working even if the final answer is wrong.
Q1: What type of correlation would you expect between hours of sleep and tiredness?
Answer: Negative correlation - more sleep means less tiredness.
Q2: A line of best fit has equation y = 3x + 5. Predict y when x = 7.
Answer: y = 3(7) + 5 = 21 + 5 = 26
Q3: What is the difference between interpolation and extrapolation?
Answer: Interpolation is predicting within the data range; extrapolation is predicting outside the range.
Q4: A scatter graph shows test scores between 40% and 90%. Is predicting a score of 95% interpolation or extrapolation?
Answer: Extrapolation - 95% is outside the range of 40-90%.
Q5: State two rules for drawing a line of best fit.
Answer: Any two: use a ruler; follow the trend; equal points above and below; don't force through origin; ignore outliers.
Plenary (5 minutes)
Error Review
Review any questions answered incorrectly. Identify whether the error was knowledge, method, or reading the question.
Lesson 4: Exam Practice: s6 scatter graphs
Duration: 50 minutes
Starter Activity (5 minutes)
Command Words
Review what these command words require: state (one point), describe (say what happens), explain (say why), compare (both sides), evaluate (judgement).
Main Content (35 minutes)
Extended Answer
Extended question: Extended Answer 6 marks: Data is collected on ice cream sales and temperature for 12 days: Temperature (°C): 15, 18, 20, 22, 24, 25, 26, 28, 30, 32, 33, 35 Sales (£hundreds): 5, 8, 10, 14, 16, 18, 19, 22, 25, 28, 30, 35 (a) Describe the correlation. (b) The line of best fit has equation y = 1.5x − 18. Use this to predict sales at 21°C and 40°C. (c) Which prediction is more reliable? Explain why. <div class="
(a) Strong positive correlation — as temperature increases, ice cream sales also increase. The points follow a clear upward trend. (b) At 21°C: y = 1.5(21) − 18 = 31.5 − 18 = 13.5, so £1,350. At 40°C: y = 1.5(40) − 18 = 60 − 18 = 42, so £4,200. (c) The prediction at 21°C is more reliable because it is interpolation — 21°C is within the data range (15–35°C). The prediction at 40°C is extrapolation — it's outside the range, and the relationship might not continue linearly. For example, at very high temperatures, people might stay indoors and sales could drop. Mark scheme: M1 for identifying positive correlation, A1 for "strong positive", M1 for correct substitution, A1 for both predictions, M1 for identifying interpolation vs extrapolation, A1 for explaining why 21°C is more reliable
Exam Tips: Always label axes when drawing scatter graphs | Use "positive" or "negative" - not "good" or "bad" | Interpolation is more reliable than extrapolation | Correlation does NOT mean causation | When drawing a line of best fit, balance points above and below | Check for outliers and consider if they are errors | Use the line of best fit to make predictions, not individual points
Common Errors: Watch Out! 1. Wrong: Saying "strong positive correlation" means one variable causes the other Correct: Correlation does NOT imply causation — a third variable could cause both, or it could be coincidence 2. Wrong: Drawing a line of best fit that passes through (0,0) because "it should start at the origin" Correct: The line of best fit does NOT have to go through the origin — it should follow the trend of the data with roughly equal points above and below 3. Wrong: Describing correlation as "good" or "bad" instead of positive/negative/none Correct: Use "positive correlation" (both increase), "negative correlation" (one increases, other decreases), or "no correlation" — avoid value judgements
AO3 - Reasoning & Interpretation: Reasoning and Interpretation A study finds a strong positive correlation between the number of books in a home and children's test scores. (a) Describe the correlation in context. (b) A politician says "If we give every family more books, test scores will improve." Evaluate this claim. (c) Suggest a confounding variable that could explain the correlation. Answers: (a) Strong positive correlation — homes with more books tend to have children with higher test scores. (b) The claim is not well supported — correlation does not prove causation. Having more books doesn't necessarily cause higher scores; the relationship might be due to other factors. (c) Income/wealth — wealthier families can affo
Stretch & Challenge (Grade 8-9):
- Synoptic links: explain how s6 scatter graphs connects to another Statistics topic you have studied
- Real-world: research one real-world use or example of s6 scatter graphs
- Critical: "What are the limitations of the models used in s6 scatter graphs?"
Plenary (5 minutes)
Assessment Criteria
- Got it: Confident explanation + correct worked examples
- Getting there: Main points OK, needs support with detail
- Not yet: Confused on key concepts - re-run Lesson 2
Homework & Consolidation
- Consolidation: Re-answer any Lesson 3 practice questions answered incorrectly (20 mins)
- Retrieval: Write flashcards for the key terms: key terms from s6 scatter graphs (10 mins)
- Exam practice: One past-paper question on s6 scatter graphs from the board websites (15 mins)
- Extension: Explain s6 scatter graphs to someone else in your own words (10 mins)