Objective
Apply and explain earlier graphs, statistics, probability and number independently.
Calculator: Non-calculator core; calculator optional only for checking where labelled.
Points route: Connect 2 · Share 2 · Apply 6 · Review 3 · Stretch 2 · Deep Challenge 3. Record your score honestly after you have checked your answer.Recall
Retrieve the key fact or method needed for cumulative checkpoint 3 and feedback.
Core practice
A line has equation y=−3x+4. Find its gradient and y when x=−2.
Reasoning
A student says a probability of 1.2 is possible because it came from a frequency table. Diagnose the error.
Exam-style
Solve an exam-style problem involving cumulative checkpoint 3 and feedback. Show working, include a check and interpret your answer.
Recall & Review: feedback and extension integration
Lesson L052: Cumulative checkpoint 3 and feedback
Objective: Apply and explain earlier graphs, statistics, probability and number independently.
60-minute structure: 0-7 Connect & Check; 7-14 Share; 14-25 Present/model; 25-44 Apply route choice/practice; 44-52 independent exam-style check; 52-60 Recall & Review, WWW/EBI and next step.
What Went Well (WWW)
I used my working and assessment evidence to identify the exact mathematical step that was secure and the specific misconception that needs attention.
Even Better If (EBI)
I will correct one precise step, explain why the correction works and complete a fresh delayed question without the original scaffold.
Stretch and deep challenge
Stretch: A line has equation y=−3x+4. Find its gradient and y when x=−2.
Deep challenge: A student says a probability of 1.2 is possible because it came from a frequency table. Diagnose the error.