Turn Results into a Conclusion

Worked classroom example

Mathematics

Worked example

“At 20°C, the mean was 14 cm; at 30°C, it was 19 cm. The measured length increased with temperature in this sample.” This reports the pattern without claiming why it occurred.

Teaching sequence

1. Prepare a table showing three repeated measurements at two temperatures. Introduce turn results into a conclusion with one clear success criterion: write a conclusion that names the pattern, cites at least two values and distinguishes the result from a possible explanation.
2. Model one short example from a table of repeated measurements. Think aloud about the language choice and the subject evidence; invite learners to test the example with a partner.
3. Learners apply the move to a new piece of Mathematics content. Use the prompt “Which figures make the pattern visible?” to check whether their language matches their evidence.
4. Collect one independent response. Check the conclusion against the table and ask whether every explanatory phrase has evidence. Record one next step and adjust the scaffold to what this response shows.

Try it tomorrow

Write a conclusion that names the pattern, cites at least two values and distinguishes the result from a possible explanation.

Independent check

Check the conclusion against the table and ask whether every explanatory phrase has evidence.

Scaffold built into this activity: More scaffold

Highlight the variable names and units; provide a sentence frame for pattern + evidence.

Teacher language

Ask learners to point to the evidence, wording or feature behind their answer. Give thinking time before inviting a revision.

Adjust the support

More support

Highlight the variable names and units; provide a sentence frame for pattern + evidence.

Greater independence

Ask learners to compare the mean with an anomalous trial and justify what belongs in the conclusion.

Use the response to choose the next step; the scaffold label describes this activity design, not the learner.