Take three hands-up answers, not open call-outs. Steer pupils toward the shape of the line on the board rather than any single number: 'where is the line steepest, and where does it go flat?' The pond fills fastest on the steep climb early in the week; the level holds steady where the line goes flat near the top.

Three short blocks, about three minutes each, so the 9 minutes never becomes one long watch.

Graph 1 temperature: trace up to the peak and back down. Two hands-up — warming is the morning rise, cooling is after the peak.

Graph 2 rainfall: point between Tue and Wed and ask for a reading halfway. Line passes about 10 mm — read off the joining line, not a plotted dot. Turn-and-name for a couple of estimates before you confirm.

Graph 3 sunflower: steepest jump is Week 3 to Week 4, from 45 cm up to 85 cm, a rise of 40 cm — bigger than the 30 cm from Week 2 to Week 3. Ask what a steep climb means for a real plant before revealing: grew fastest that week. Then note the line flattening near the top — growth slowing.

Talk this one through together — pupils take turns at the board and the class agrees or corrects out loud.

Plot the points as a class, one pupil per day. The line rises Monday to Wednesday to a peak of 22, then falls to Friday. Ask a pupil to trace the line with a finger and describe this up-then-down shape — do not call the whole Tuesday-to-Friday window simply 'falling', because an observant pupil can see it rises Tuesday to Wednesday before it falls. Name the falling part precisely as Wednesday to Friday. Then point between Monday and Tuesday and ask for the reading halfway along the line (about 15). This is an illustration of following the line, not a real headcount — say 'about 15' and stress that we are reading where the line would be, not counting real pupils. Watch for the common slip of reading a between-value straight off the y-axis instead of following the line — the answer sits on the sloping line, not at either plotted dot.

This is the practice round — pupils take turns at the board, check each answer, and the class confirms before moving on. Keep the board work brisk rather than over-explaining.

Task 1 is the one the widget checks: a straight read-off at R4 (18) — every pupil can enter it. Run the remaining three tasks aloud on the same graph, and keep each one visible by pointing at the relevant part of the line so the board carries the scaffold. Task 2, biggest jump: the largest is R2 (10) to R3 (15), a rise of 5, so watch for pupils giving 15 instead of the difference of 5. Task 3, between-points read: follow the line halfway between R4 (18) and R5 (22) to about 20 — the answer sits on the line, not at a dot. Task 4, predict forward: the line rises about 4 each reading, so a sensible value at R6 is about 22 + 4 ≈ 26; accept any prediction close to the trend and ask the pupil to justify it from the slope.