About cookies

The NCETM site uses cookies. Read more about our privacy policy

Please agree to accept our cookies. If you continue to use the site, we'll assume you're happy to accept them.


Personal Learning Login

Sign Up | Forgotten password?
Register with the NCETM

Mathematics Matters Lesson Accounts 18 - Measuring Readability

This page has been archived. The content was correct at the time of original publication, but is no longer updated.
Created on 28 May 2008 by ncetm_administrator
Updated on 16 June 2008 by ncetm_administrator

Mathematics Matters Lesson Accounts
A collection of memorable mathematics lessons that conference and colloquia delegates had observed or taught which they felt were successful.  Each account refers to one or more of the values and principles in the report.

Lesson Account 18 - Measuring Readability

Written by Jan Watson
Organisation University of Leicester
Age/Ability Range Year 8 top set – could be used with other sets.

How was the session/task introduced?
Pupils were asked previously to bring in two books. One they enjoy now and one for younger reader. (Spares provided)

Asked how they could measure which was easier to read. Discussion in groups and as a class on how it could be done.

How was the session/task sustained?
Pupils decided all to look at work length – suggested choose a section of book and collected information for 50 words. Pupils collected, tallied – analysed their chosen books.

How was the session/task concluded?
Children encouraged to summarise data using measures for average and spread.

Compared 2 books. Discussed within groups and with rest of class.

What were the critical moments?
Ownership of resources – brought in or chosen and ways of analysing. Discussion of what the measures showed, some surprises when younger book was harder. Discussion of why.

What mathematics was learnt? (on plan and off plan) and what is the evidence of learning?
Maths/statistics could be used to measure in an everyday context.
Which statistical measures were ‘best’.
Not an overall conclusion – would need to collect more data – continue cycle.

How was that mathematics learnt?
Applying statistical techniques to real data.
Discussion in groups, whole class.
Drawing conclusions – asking more questions.

Other memorable outcomes
Involvement of all children. Their interest in answers and why unexpected outcomes occurred.


Downloadable PDF

Click here to download this lesson account in PDF format.

Values & Principles

Strategies for investigation and problem solving
Appreciation of the power of mathematics in society
Builds on the knowledge learners already have
Uses higher-order questions
Encourages reasoning rather than ‘answer getting’

Browse by
Lesson Accounts
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 
21, 22, 23, 24, 25, 26, 27, 28, 29, 30,
31, 32, 33, 34, 35, 36, 37, 38, 39, 40,
41, 42, 43, 44, 45, 46, 47, 48, 49, 50,
51, 52, 53, 54, 55, 56, 57
Search by ... Values
V1, V2, V3, V4, V5
Search by ... Principles 
P1, P2, P3, P4, P5, P6, P7, P8

Lesson Accounts Introduction

Mathematics Matters - What constitutes the effective learning of mathematics? find out more


Discover the 'Mathematics Matter' Project Forum







Comment on this item  
Add to your NCETM favourites
Remove from your NCETM favourites
Add a note on this item
Recommend to a friend
Comment on this item
Send to printer
Request a reminder of this item
Cancel a reminder of this item



There are no comments for this item yet...
Only registered users may comment. Log in to comment