Take three hands-up answers, not open call-outs. Give five seconds of quiet think-time first.

Listen for the idea that How tall am I? has one answer, while How tall is everyone? gives a whole spread of different heights. Don't name the term statistical question yet, that lands in the next step.

Walk each question aloud, one at a time.

• Shoe size — statistical: answers spread across the class.
• Colour of the sky — not statistical: nearly everyone says blue, one fixed answer.
• Homework minutes — statistical: a real spread, the strongest example to dwell on.
• 7 times 8 — not statistical: always 56, a maths fact, not a survey.

Key line to say aloud: if the answers vary, it is worth surveying; if they don't, it isn't.

This round is for talking it through together. While groups draft, each group writes its one question on its own sheet of paper or in a copybook — not at the board yet. When you call for share-back, one nominated pupil from each group brings their draft to the board so the class can see and refine it one at a time.

Move around the groups as they draft. Push them away from yes/no questions (Do you like football?) toward open ones that give a spread (What is your favourite sport? or How many matches do you watch in a week?).

When sharing back, ask the class for each draft: would the answers vary, or would most people say the same thing? Revoice a strong refinement: so changing 'do you like' to 'how many' gives us a much wider range of answers. At the very end, agree one class question and write it at the top of the board, where it stays for the survey step.

Hand a response card to each pupil. They write their answer to the agreed class question on it.

Have one pupil at the board record each card's answer as it is read out, building the raw data list. Rotate the recorder every few responses.

• Gather responses row by row until time is up — you will not get every pupil, and that is fine. The pupil-facing text already says we will only cover part of the class, so there is no scope mismatch.
• Stress that we write responses exactly as given, in order, before any sorting or counting.
• The stretch: when a response doesn't fit (e.g. a sport name given to a 'how many minutes' question), ask the pupil to say why it doesn't belong — aim to unpack just one or two mismatches so the list and the discussion both fit the time.
• Keep the list as raw data only; turning it into a tally or chart is the next lesson, not this one.

Keep the closing brisk. The raw list built today is the natural starting point for the grouped frequency table in the next lesson.