Compare properties and defend a classification with evidence.
Solid water
Water vapour: gaseous water
Water in the liquid state
A different substance
Two defensible criteria: oxygen is not water; ice is the only solid.
Science: oxygen is the only item that is not water; ice is the only solid in the set. Both answers can be defended using different criteria.
Choose four items that permit more than one defensible grouping.
Show ice, steam, liquid water and oxygen. Give quiet thinking time.
Ask each learner to choose an odd one out and name a criterion.
Pairs compare criteria; require evidence for both choices.
Change one item and ask whether the original criterion still works.
Remove the supplied criterion words and ask learners to generate their own.
Keep the subject challenge. Offer one model, visual or language prompt where needed, then check a fresh independent response.
Choose four items that permit more than one defensible grouping.
Show ice, steam, liquid water and oxygen. Give quiet thinking time. Ask each learner to choose an odd one out and name a criterion.
Ask learners to distinguish an unsupported choice from a choice supported by a property.
Remove the supplied criterion words and ask learners to generate their own.
Ask learners to distinguish an unsupported choice from a choice supported by a property.
Adapt these prompts to the task and your learners.
Our purpose is: Compare properties and defend a classification with evidence.
Which detail supports your explanation? Show me how you know.
Try the new case on your own. Show the detail or reasoning that supports your answer.
Which support do you still need, and which part can you now do independently?
Maths: 2, 3, 4, 9 permits several criteria; insist on a precise rule.
Humanities: compare four sources by purpose, date or audience.
Use a small word bank, visuals and partner rehearsal when needed. Extend with precise explanations and qualifications. Judge the support from the response to this task.
Keep the strategy. Change the subject.
Adapt the content to your curriculum. These responses model the language and thinking to look for.
Offer ice, liquid water, water vapour and oxygen; accept different defensible criteria.
Oxygen is the odd one out because the other three are forms of water. Ice is also possible if the criterion is state.
Ask learners to name their criterion before judging the choice.
Compare a diary, a photograph taken during an event, a contemporary letter and a later textbook.
The textbook is different because it is a later account; the others were created at the time.
Ask whether a different criterion could produce another answer.
Compare “whispered”, “shouted”, “murmured” and “walked”.
Walked is different because it describes movement; the other verbs describe ways of speaking.
Invite an alternative grouping by volume and require a reason.
Compare 2, 3, 9 and 11.
Nine is different because it is composite; the others are prime.
Ask for evidence using factors, rather than visual appearance.