Courseversity

Lesson

Range

Primary EducationGrade 6MathematicsCV-PRI-G06-MATH-DAT-U01-L1035–45 min

You will learn

  • Find the range.
  • Describe spread.
  • Compare ranges.
  • Spot outliers.

Version 0.1 · published for early use · expert review pending Standards alignment: pending verification. Not yet reviewed against the Courseversity scorecard.

Student lesson

Words to know

range
Greatest minus least.
spread
How far apart values are.
outlier
Far-out value.
maximum
Greatest value.

1. Discover: consistent scores

Two players score 6, 7, 7, 8 and 2, 5, 9, 12. Which player is more consistent?

2. Understand: range

  • Range of 6, 7, 7, 8 is 8 − 6 = 2.
  • Range of 2, 5, 9, 12 is 12 − 2 = 10.
  • A small range means consistent; a large range means spread out.
  • Both have mean 7, but different ranges.
Remember: Range = greatest − least.

3. Explore: range

You need paper.

  1. Find the greatest.
  2. Find the least.
  3. Subtract.
  4. Describe spread.
Think about it: what did you notice?

2 and 10.

4. Practise

Guided practice

Question 1. Range of 6, 7, 7, 8?

2.

Question 2. Range of 2, 5, 9, 12?

10.

Question 3. More consistent?

first player.

Independent practice

  1. Range of 6, 7, 7, 8
  2. Range of 2, 5, 9, 12
  3. Range of 4, 9, 6
  4. More spread out?
  5. Mean of 2, 5, 9, 12

Answers are in the answer key below. Try first, then check.

5. Apply: everyday mathematics

Players score 6,7,7,8 and 2,5,9,12. Who is more consistent?

Show a sample answer

The first.

6. Common mistake

Mistake: Adding greatest and least.
Fix: Subtract.

7. Check and master

Answer all questions. You will see feedback after each one.

1. Range of 6, 7, 7, 8:

2. Range of 2, 5, 9, 12:

3. Range of 4, 9, 6:

4. More spread out:

5. Mean of 2, 5, 9, 12:

Challenge. A small range means:

Your result appears here after you answer every question.

8. Key takeaways

  • Range is max − min.
  • Small is consistent.
  • Outliers stretch it.

9. Next lesson

Next lesson: Interpreting distributions. Keep going with the next idea in this course.

Printable worksheet

  1. Range of 6,7,7,8
  2. Range of 2,5,9,12
  3. Range of 4,9,6
  4. More spread out
  5. Mean of 2,5,9,12

Homework

Find the range of ten temperatures.

Answer key and marking scheme

Question Expected response Marks
Range of 6,7,7,8 2 2
Range of 2,5,9,12 10 2
Range of 4,9,6 5 2
More spread out 2, 5, 9, 12 2
Mean of 2,5,9,12 7 2
Total 10

Practice answers: Worksheet: 1 2; 2 10; 3 5; 4 2, 5, 9, 12; 5 7.

Quiz answers: 1 A, 2 B, 3 C, 4 A, 5 B, challenge C.

Mastery and remediation

Objective Bronze (Developing) Silver (Proficient) Gold (Advanced)
O1 Find the range Shows this with help from an adult or a picture Does this independently and explains how they know Explains it clearly and uses it in a new situation
O2 Describe spread Shows this with help from an adult or a picture Does this independently and explains how they know Explains it clearly and uses it in a new situation
O3 Compare ranges Shows this with help from an adult or a picture Does this independently and explains how they know Explains it clearly and uses it in a new situation
O4 Spot outliers Shows this with help from an adult or a picture Does this independently and explains how they know Explains it clearly and uses it in a new situation

Proposed Courseversity thresholds for this page: Bronze = at least 3 of 5 core questions correct; Silver = all 5; Gold = all 5 plus the challenge. A badge is never a full record of progress.

If a learner struggles

  1. Find the misconception: Adding greatest and least. Subtract.
  2. Explain another way: use real objects first, then pictures.
  3. Show a simpler example: Subtraction.
  4. Guided practice: work through one example together and let the learner try the next one.
  5. Reassess: use the quiz again or the worksheet.
  6. Move on when the learner shows Silver-level evidence independently.

Teacher package

1–5. Objectives, prerequisites, materials, preparation, duration

Lesson objectives. Learners will: find the range; describe spread; compare ranges; spot outliers.

Prerequisite knowledge. Lessons 7–9.

Materials. Counters (stones, seeds or bottle tops), paper, pencils, board or chalkboard. Low-resource options: use stones, seeds, sticks, bottle tops or drawings in the sand or on the board instead of printed materials.

Preparation. Gather the counters and draw the example pictures on the board before the lesson.

Suggested duration. 35–45 minutes.

6–9. Teaching procedure, explanation notes, guided and independent activities

Introduction (5 min). Start with the Discover situation and let learners suggest ideas before you teach.

Explanation (10 min). Teach the Understand section with real objects first, then pictures, then symbols and words.

Guided activity (10 min). You need paper. Learners follow the Explore steps in pairs.

Independent activity (10 min). Learners complete the independent practice and the worksheet.

Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.

Teacher explanation notes. Use the concrete, pictorial, abstract order: real objects first, then pictures, then symbols and words. Return to real objects whenever a learner needs support.

10–12. Differentiation, formative assessment, common misconceptions

Support. Use real objects and work with a partner; say each step aloud together. Extension. Ask learners to make up their own example and explain it to a partner.

Formative assessment. Listen to learner explanations, ask “how do you know?”, and check the independent work.

Misconceptions. Adding greatest and least. Subtract.

13–15. Assessment questions, answer keys, marking scheme

Use the quiz and worksheet on this page. The 10-mark scheme and all answers are in the answer key above. Re-check every answer and the marking scheme before publication.

16–19. Remediation, enrichment, homework, teacher reflection

Remediation. Subtraction. Enrichment. Invite learners to find or create three more examples at home or in the classroom and explain them. Homework. See above.

Teacher reflection. After teaching, record: which concepts learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.

Sources and standards

Alignment is pending verification and no external endorsement is claimed. Reference starting points named in the Courseversity standard: Common Core State Standards for Mathematics, Cambridge Primary and the IB Primary Years Programme. Specific standard codes will be added once checked against the official documents.

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