# Lesson video

In progress...

Hey everyone.

Thank you for joining me, Mr. Ward once again on OAK National Academy.

Today is our conclusion to the unit Line graphs and timetables, where we review all the aspects of our learning from across the unit.

Now, if this is your first lesson with me, Mr. Ward or the unit Line graphs and timetables on OAK National Academy, that's okay.

Not a problem.

You can do the lesson and each aspect of the lesson and do your best in try to use some strategies that you already know.

However, if you are a little bit unsure or you'd like to familiarise yourself with some of the strategies that we've looked at, various parts of the unit, please go back and find the videos, lessons that you think you need to do.

So there's all sorts of lessons on the units, looking at Line graphs specifically, looking at scales, constructing line graphs, looking at timetables, there's a various amounts of lessons that we've done.

Today is about putting all that learning together, to see how much of that has embedded.

And hopefully we walk away from the unit with a lot more confidence in the work that we're doing.

Okay? Now, I am free of distraction, got nice quiet house where it's the learning.

I suggest that you do the same, so I'll make sure you're ready to go.

When you feel prepared and ready to start the lesson we can crack on because I can't wait to get started.

Okay? Let's get started.

Before we start the lesson, there is of course, always time for our mathematical joke of the day.

And this is a cracky one that's going to conclude the unit.

I mean, I'm chuckling on this one.

I mean, I know I said this every time, but this one actually genuinely, I think he's got funny and does make me chuckle.

So fingers crossed you enjoy it too.

Where is the wall with placing your classroom? It is of course, right in the corner where it's always 90 degrees.

It's all to do with right angles.

Get it? I think it's really good.

I think it's really good.

But if you still don't think my mathematical jokes are good enough or they don't make you smile and you can do better, I will of course will be sharing information at the end of the lesson about how you can send in your jokes and your fantastic pieces of work and share them us here at OAK National Academy.

So watch out the details at the end of today's lesson.

Outlined briefly in the introduction, today's lesson is a consolidation and review.

So we're going over all aspects of the unit that we've learned as a whole.

So the outline of the lessons a little bit different, as you can see, we're going to be looking at different aspects of the unit.

We'll look at Tables in line graphs.

We'll looking at conversion graphs and we'll look at Reading timetables and then you have a go at the quiz.

So you don't necessarily have to sat through all the lessons, but it would be preferable.

If you could go back and check, if you find that the strategies that I'm introducing to the challenges and the questions today, are unfamiliar and you just needed a little bit more work.

But if you've been following the unit, you'll recognise a lot of these questions or rather a lot of these areas of our learning.

And hopefully you'll be more familiar with the strategies that we've been demonstrating and discussing over the course of the unit.

As always, you're going to need the right equipment to allow you to get the maximum amount of this lesson.

So please make sure you've got something to write down, a pencil is ideal.

You'll need a ruler and some paper.

Grid paper preferably, but any sort of paper will do and a notebook or school books to be provided to you.

And I say this once again, a rubber is only optional.

I like actually to see people put cross through their work neatly, to show that they've identified somewhere where they've gone wrong, a misconception, but they've learned why it's gone wrong.

And they know what's right.

And therefore they're demonstrating their learning, which is fantastic.

So if you got none of this equipment or you haven't got what you need right now, pause the video, go and get what you need, come back and then resume the video so we can get into the.

The first area of our learning we're going to be revisiting today is looking at Line graphs and scales and generally, interpreting the information that is presented within a line graph.

Be it a number of questions that are asked of you to make sure you've got some paper and pencil ready to go.

The first activity is a Maths story.

You can see on your page.

There are four untitled line graphs.

Can you match each math story to the line graph? And can you explain, either by writing down, write down your reasoning or talk to people that are around you, how you know the correct matching those three stories.

There there's four line graphs.

Can you match the correct line graph with the correct maths story? And then explain how you know.

Pause the video if you need a couple of moments.

Okay, let's see how you've got on.

Well, the first one you can see, is a car is parked in a car park.

Well, we know when we're parked that the vehicle was not moving anywhere.

So you can see that actually, obviously it must've driven to a carpark.

So he's done some of that distance.

That's why it's halfway along there when it starts, when the time starts, but it's parked and it stays the same, stationary.

It's not going anywhere, is it? It's not moving anywhere.

There's no distance being covered.

So it just stays stationary.

That's how we know it's a car park.

A person walks at a constant speed.

We know it's constant because that diagonal is going up at the same kind of rate.

Then there's a stop for a break, quite long break.

Maybe it was tea or coffee or even lunch.

And then a person carries on again on their walk.

And you can see the back on that constant speed.

So we know that the correct Maths story.

And finally, a bus travels at a constant speed along the motorway.

The key word there is constant.

So at all times that bus is travelling and it means it's the same speed.

Now, if it was increasing in speed, what we might see is a line going that way.

And if it was decreasing in speed, it might start off really fast and then slow down and start to kind of plateau itself out.

But that's not what's happening here.

It's at a constant speed, the same rate.

So that word constant is visible here.

Now that leaves one maths story left and one line graph left, that you can see circled on your page.

And what I'd like you to do is again, you're going to have to pause the video for a moment or two.

Can you create the fourth math story to match the information that you interpret? So what is the data story in that line graph? And can you create a simple math story to represent it? Spend a couple of moments and then come back to the video so we can share our answers.

Okay, here's my example.

I'm sure you've come up some lovely stories and pretty imaginative.

But you can see that clearly, that data is quite strange.

Well, I say strange.

Strange is the wrong word, but it goes up at the same speed that it comes down.

So it goes up and down at the same constant speed.

But there's something here.

So to me, the distance seems to be the same and the time seems to be even somewhat for me, there must be going to the same spot and doing the same journey back.

That's how I represented that story.

That's how I interpret stories.

So here is my math story.

A man takes a walk to a local post box to post the letter to Santa.

I hope he was a good boy this year.

He immediately walked back home on the same route at the same walking pace.

So again, as I mentioned, I.

For me, he's obviously gone the same amount of distance and at the same time.

So he's casually walked to his postbox and he walked back again.

And that's the story.

If you've come up with your own maths story you want to share with us, remember you can always share your work at the end of the lesson with OAK National Academy.

And I'd love to see some of the stories you came up with, with your line graph.

Now, just worth pointing out that these are obviously basic line graph.

We can interpret the information and we can tell maths story and discuss the data.

But of course it's not in great detail.

We've got labels, we've got no values, hell, we've got no scales and we've got no title.

Cause we were creating the title for our maths story.

So let's look now at a more visual line graph, that's got all those features.

Yes, it's got the title at the top, Net profits of Sally's sweet shop over three years.

It's got a Y axis, net profit in pounds and along the bottom, it's got months of the year.

It's also given us a key.

And you can see there are three data lines, so that the data has been plotted for three different lines, on the same line graph.

So allows us to compare statements.

Interpreting information between those different sets of data.

So you can see the purple is 2016.

Orange is 2017 and yellow or gold 2018.

So what I'd like you to do is to read the line graph very carefully.

How low.

There's a lot of information there.

Look at the scale down on side.

You can see the scale starts at zero and work out what the intervals are.

Cause that will allow you to estimate and identify possible values between the two intervals.

Point it.

Read the line graph again, very carefully.

Take a moment throughout each slide if you need to.

Cause you're going to look at a series of statements and you need to decide whether the statement that's on the screen is true or false.

Whether the information that's interpreted that's within that line graph is true or false.

Take as long as you need on any slide today, because we consolidating, we're reviewing.

So there's less of me providing you with strategies and more about the strategies that you think would suit to sort out the answer.

So here's the first one.

The quietest December for Sally sweet shop was in 2016.

The quietest December for Sally sweet shop within 2016.

And the answer to that is true because if you look at this, this is December here.

So along the Y axis, sorry.

My mistake.

Along the X axis, along the corridor upstairs, my mistake.

X axis is December and we go up and we can see that actually of the three data lines, 2016 is the lowest.

And we go across, that means net profit.

So that the higher, the value, the more profit, the more money that company is making.

So here we can see that 2016 that they didn't make as much money in December as they did in 2018 and 2017.

So that was the quietest December of the three years.

The second statement for you to decide whether it's true or false.

Easter is always the busiest time of year for the shop.

Easter is always the busiest time of the year for the shop, As we know Easter eggs, lots of sweets, lots of chocolate bought around that time.

But is it the busiest time of the year for the shop? Take a moment again, use the data in front of you.

Now the answer to this, I hope you've identified it, is false.

Although, it's fairly busy, let's say we know Easter is usually March and April time.

We can see that actually, when we go across the line vertically.

Horizontally, you will see that on each occasion, there are busier months in the year.

So March and April, actually the quietest time surprisingly 2016.

It is not the quietest time in 2017, but it is however, nowhere near as busy as it is say over here in August or a little later in Christmas time and it's the same with 2018.

You can see that if we go across horizontally, there are higher data points, therefore there were busier times of the year.

So we can say with lots of confidence and the evidence to prove it, that it Easter is indeed.

Is in fact, not the busiest time of the year.

That is a false statement.

In 2017 the net profit across the year was under 10,000.

Now you all going to have to.

I would like you to pause the video right now and think about that, so that you can prove your answer with some reasoning.

There's quite a lot of counting that goes on here maybe, In 2017, the total net profit across the year was under 10,000.

Now, first thing first, I hope, you know, we've talked about it, but you've noticed that actually 2017 was the busiest year.

It's was busier than 2018.

Sometimes people might get confused, that's why the key is important.

It's not necessarily going up each year.

So we've identified that the top line is 2017.

Now this is where arithmetic or the estimation helps, because I can see actually 10,000 is accumulation across a year.

Now, at some point you can see that I've got this circle here, that is between the zones of 1,600 and 1,200.

Now, if I estimate that this is the 1,400 line, if I say that there are at least one, two, three, four, five, six, seven, eight, nine, 10.

There are 10 lots or 10 data points plotted that are over 1,400 pounds.

So we can estimate that already, even if it was 1,000, 10 of those are only 10,000.

So 10, lots of 14,000 would give us a total of 14,000.

So 1,400 times 10 will be 14,000.

So that's just estimating that if I estimated at 10, lots of 1400 or 1,400, I would have over 14,000 already.

And that's not even taken into account some of the high points here that go above 1,600.

So just by looking at the data points, I can estimate that the profit was not on the 10,000.

In fact, it was quite considerably over 10,000, even without doing a formal calculation to work out the exact total of the profit over the course of the year.

Just by using estimation and using the data that's in front of me.

Hey, you did a great job so far.

We now going to move on to the second section of today's lesson, which is revisiting the area of Tables and line graphs.

So we still going to be looking at how line graph is set up and the data that's plotted within them, but we're now going to have onscreen, both the line graph and the information tables in which that data was taken from.

And you're going to have to look really carefully to see if there are any mistakes, because this is often where the big mistakes were made in line graphs.

The misconceptions come in because information and data is miss plotted.

It's misread from a data, or it's put in the wrong point in a line graph and that can create issues with our information and data.

Okay.

I just want to remind you before we carry on in session, that I would like you to pause the video at various points, because there's a lot of information.

Especially when we looking at line graphs, there's so much for you to take on board that you're going to need a few moments either if you work on your own or in a group.

So please pull the video at the end of my instructions.

On your screen, you will see a line graph and you will see a table of information.

Two girls recorded the height of the sunflower over 19 days.

Spot the first mistake in the graph.

Now I'll give you a bit of a clue.

There are lots of mistakes in that graph.

However, they may want fundamental mistake.

And then after that, all the rest of the data was put in erroneously because it made that first initial mistake.

So can you spot that first mistake? Pause the video now, then a bit of time looking at a line graph and trying to spot that mistake.

And then when you're happy to resume, continue the video and join us as we discuss the mistake.

Okay.

Did you spot the mistake? As you noticed, like I said, there was lots of errors there.

I can see such as, 11, it says seven and seven, but clearly there are different plot points the two lines and that can't be right.

I see against 17, it's supposed to be 15 and 15, but 17 is 15 and 15.

So there were errors throughout the line graph, but the reason why there were areas because they made a fundamental flaw right at the start.

And they started off by saying day one, zero and zero and they're both there.

But then on day three, were supposed to still be at zero zero.

Now Ana, in a blue line plotted that correctly.

But unfortunately Marisa, didn't.

She plotted one.

And that was a fatal error because after that, all the rest is going wrong.

So look at day five, Ana still's supposed to be on zero, but she seems to have put it up now to two or three and Marisa's gone higher.

So it's beginning to climb.

So like I said, there were multiple errors throughout, but this was the key one.

I mean, they've said they've constructed the line graph correctly, there's labels in the X and Y axis.

There's a title, they've used the correct scale down one side that's appropriate.

There's lots of information.

Now on the face of it, it looks great.

But actually when we explore the data closely, we can see that that was the error.

That's a big error then.

So I'd recommend that they go back and re plot this data accurately onto the line graph.

As an extension task, wherever you may be, perhaps you can yourself construct a line graph and put the information in that data and plot it correctly.

And I would love to see if you can send some of the work in to us at OAK National Academy, what the line graph looks correctly, plotted.

And you might recognise this If you've done one of our earlier lessons, when we were looking a lot of Olympic games and the success of various Olympic teams in various sports.

So again, you are going to pause the video and spend a bit of time digesting the information once I stopped instructing you.

I would like you to look carefully at the line graph that's below on your screen.

And can you spot any errors in the data that's plotted but also in the data within the table? Where are the inconsistencies? Spend a few moments now and again, come back to us resumed a video when you're ready to share your answers.

Now I picked out three errors in this line graph.

First of all Beijing, they didn't get the years in.

We know that at the bottom, across the X axis, there were intervals of four.

And you may know your Olympic game years, but you don't have to be an expert or knowledgeable of the Olympics to know that actually they're going up in fours.

So therefore it can't be 2006, it must be 2008.

They also noticed that there's an error in how this information that's plotted.

I say there's three errors actually.

This is pretty much the same error because one's not been plotted correctly.

Now, no longer gold medals is seven, seven, it's written in here, but on the line graph it's plotted at eight and eight.

So either, we've taken the information incorrectly from this medal graph and we've put it on the graph incorrectly, or it's been written down wrong in the table.

Now, usually a line graph is plotted from the information that's provided, presented in a table as such.

So we have to assume the mistake is in the person that has plotted their line graph.

And instead of putting it at seven and two, data points here and here, which would have then affect the line here, they've put it at eight and eight, which is an error in recording.

How did you get on? You spot those mistakes? Of course you did.

You're an absolute star when it comes to line graphs and timetables.

Now, let's try a different tasks.

You may have done this in your lessons or at school but if you haven't, if you ever see that little symbol at the top right, it means you generate the answer.

So I give you it.

I give you, sorry.

I give you the answer, you generate the question.

So the task is, what is the question? There's two answers there.

Looking at line graph, from that line graph the data I have interpreted and they're giving two answers to possible questions, you have to come up with a question.

So first the answer is six medals.

And secondly, the answer is seven metals.

But what might be the questions that were asked that generated those answers? Pause the video, write down a couple of possible questions and then resume, so that you can see the examples that I came up with.

Okay.

So I word it.

It's good you cant use my math vocab.

Mathematical vocabulary, sorry.

Slurring over my words there, must be tired.

It was good opportunity for me to use my mathematical vocabulary to come up with some questions.

The answer is six medals, therefore I think looking at that, I'm looking for something that's got either a combination of six, so there's six medals here.

So it may be something to do with the, when it was won in 2016.

I noticed that there's a difference though, between eight and two, I know a difference with using my mathematical knowledge.

So I came up with a question that was based on Athens and Beijing with a difference of six.

So team GB won two gold medals in Athens, 2004.

How many more gold medals did they win at the next Olympics? Okay, so I'm asking you to find the difference between Beijing and Athens.

For the second answer, which was seven medals, I was looking at something that may be connected to seven.

Now, again, I was looking at differences, so I saw that actually one and eight was a difference of seven.

So that was a possible way into this question.

So I wanted it to look about different, so I wrote this question.

What was difference.

What was the difference between team GB's, most successful and least successful Olympics? You may have spotted there's a grammar error there.

We've missed a word out, which obviously is not great form.

What was the difference between teen GB's, most successful and least successful Olympics? And as I said, they were most successful in Beijing and London when they won eight gold medals in cycling, whereas in Sydney, they only won one gold medal and a difference for that was seven.

All right, so we're going to move on to the next section now, which you're looking at Conversion graphs.

Now this was lesson six or the unit of line graphs and timetables.

So if you have sat for that lesson, this will be more familiar to you.

If you haven't, I do recommend that you go back and you watch that lesson, so that you can see how our conversion graph is slightly different to a line graph.

Now we use.

First thing I'll say before we.

Ask is a conversion graph is different to a line graph, because a line graph often interprets information over a period of time, whereas a conversion graph goes between different measures, standard units and measures.

So we were looking for instance, between Imperial and metric measurements, such as centimetres to inches.

We looked at metres to feet, but we also talked about how actually conversion graphs are used in the travel industry to identify the value of money.

So when you go between currency, so for instance, you might want to go on holiday to America and you going to convert between pounds and dollars.

And conversion graphs convert either way, so you can go from pounds to dollars, you can also use it to go from dollars to pounds.

So, I'd like you to explore the conversion graph that's right in front of your screen.

Jake has a £80 that he wants to exchange to dollars.

Can you estimate how many dollars he would receive and would it be greater or less than £80? When you ready to share your answer, resume the video.

Now, as you would have noticed, the conversion graph, the line actually goes off the page.

The.

And actually we want to look at £80, but it only goes to 70 on our conversion graph here as we've only got a section of it.

So does that mean we can't do the answer? Well no, of course not.

It means we can use what's already there.

I know that half of 80 is £40 and therefore if I use a conversion £40 is approximately equal to \$50.

And if I double that if £40 is approximately equal to \$50 then £80 will be approximately equal to a hundred dollars.

So £80 is a hundred dollars and therefore it is greater than \$80.

So we can say yes to that answer.

Just to remind you, you should be familiar with this symbol.

It means approximately equal, which is different to the equal sign, which is two straight lines, which means that both sides are exactly the same.

Approximately equal means there's a slight margin for error when we are converting.

But that's very minuscule margin for error.

Second question here that you're going to have to use information.

Jake has a hundred dollars left from his holiday and wants to convert it back to pounds.

So we can buy a new television, which is on sale for £89.

99.

So, as I said before, a conversion graphs can go both ways.

You.

The first question we went from pounds dollars, but we can go the other way.

And this one requires us to go backwards.

So we going to go from dollars to pounds.

Now we looking at a hundred dollars, which is right at the top, but you can see the conversion line actually, doesn't go all the way up there, cause again, it's a small scale.

So therefore, we have to use what we know.

So we did exactly what we did.

Last time, we halved a hundred dollars to \$50 and we found that that \$50 would be the equivalent of £40.

So therefore if \$50 is the same as 40 pound, we double that, then a hundred dollars will be the same as £80.

And therefore he won't have enough.

He will be nine pound, ninety nine short.

So a little bit of extra pocket money is going to have to be earned through some chores.

I suggest wash the car, cause my car is hideously horrible at the moment.

I'm not sure it's worth £10 though, if I'm honest.

We now going to be look on the final section of today's lessons, which is Reading timetables.

We looked in lessons seven, eight, nine at timetables and schedules and the skills that we need to decode the information and pick out the specific information that we need.

So again, if you aren't familiar, you need a bit more support.

You can go back and watch those lessons, but it doesn't stop you from having a go at today's challenges and questions.

So we looking at identifying time intervals using blank number lines.

That's been a strategy that we've looked at specifically in lesson eight and nine, using a blank number line to go forward and backwards to identify time intervals.

You can see there's an example on your page.

You might be familiar.

Remember this example, the number line here, I had two specific times given between Newton Abbot and Truro.

And therefore a number line I could put start and the end time.

And then I could make jumps of both hours and minutes to find the time interval.

So between 13:01 and 15:07, was two hours and six minutes.

Of course, mental arithmetic means you don't necessarily have to use a number line.

You might know.

That's fine.

You may have jumped backwards.

You may have added the minutes first and then the hours.

There's different things that you could have done of course.

I just try to suggest number lines, cause I like using number lines, cause I can visually see my answers in front of me, so it stop me making any silly, silly errors.

Now I'd like you to do some similar.

I want you to show me, this is the key thing.

I would like you to show me using number lines how you would identify the time intervals between the two.

And don't just use the number line, if you've got another strategy you want to show on your page, you can do.

But I'd like you to identify the different time intervals.

Show me what you know.

So that's the first time interval, that I'd like to show me the answer for, between Exeter St.

David's and Penzance.

That is second time interval, I'd like you to identify and show.

And that's a third time interval that I'd like you to show.

So pause the video, go back if you just need to identify the three different time intervals, that I've asked you to demonstrate.

And then have a go on your sheets of paper or your book, using the strategies that I.

We've discussed and example that I provided, show me how you would identify those time intervals.

So I'm just going to use my trusty visualizer to check answers and hopefully you've done number lines to show me your normalised look, very similar to mine.

Even though you may have gone forward or back.

So the first one here I can see that is 12:06 and I'm going to jump to 15:11.

So the first thing I want to do is go from 12 to 15.

Well, although it's 24 hour clock, I know that that's midday and that's 3:00 PM.

So I know it's a three hour jump.

Plus three hours.

That takes me to 15:06 and then I just took six and 11, the differences five minutes.

So therefore the answer is three hours and five minutes is the time interval.

Again, you can probably do this mentally, but the tasks I asked you to demonstrate.

To show me, how you would know and how you would do it.

This one goes from 10:40 to 13:01.

We got some space so am going to do it here.

13:01.

Push it up a little bit so little bit so you can see.

This time I know that if I go three hours to one, it's going to be too much.

So I'm going to actually add two hours.

It takes me to 12:40 and I know actually 20 more minutes will take me to the next hour 13 and then one minute.

So I'm actually going to jump on the 20 minutes plus the one minute, 20 minutes.

Okay? You could done it two more jump, you could do 20 minutes and then one minute, if you want to but I just know that there's 20, 60 minutes in an hour, so 40 plus 20 makes the next hour.

So that gives me an answer and we'll put it up here, of two hours and 21 minutes.

And then finally the last one, this time, I'm going to show you how I would have gone backwards, but again, you can go forward backwards.

I don't mind.

And you can do as many jumps or as few jumps you are comfortable doing.

I'm pretty much doing two jumps, but I'm going to go from 14:35.

I'm going to go backwards, cause I need to get to 13:23.

Now I know obviously difference between 13 and 14 is one.

So I'm going to jump back one hour, which takes me to 13:35.

And then the difference between 23 and 35 is 12.

So it's 12 minutes there.

So all together I can tell that the difference was.

The journey time was one hour and 12 minutes.

When you asked to show and explain your work, the best thing that matters is, not only being able to do it yourself and understanding it, but can you explain to somebody else? Can you demonstrate it? Could, it really reaffirmed what you know? It really compensates to others.

You can help other people, but you can also really show that your knowledge and articulate it.

So it's a really good skill to be able to demonstrate what you know.

So if your line graphs look something like mine, you've done a really good job and you're very comfortable with time intervals.

Well done, let's carry on with the lesson.

Now we're going to conclude today's lesson and a final section by looking at the very detailed bus time table in front of you.

You will need to probably pause at various points so you can absorb all that information.

And then I'm going to provide to you a couple of statements and your going to decided whether that's true or false, depending on the information that is provided within that table.

It will need you to look carefully, identify the correct rows and columns, where that information might be stored.

The first statement for you to decide, whether it's true or false, is this one.

Travelling from Uxbridge to Ealing Broadway, I can save 28 minutes by travelling on the fast bus.

The answer of course is false.

Because if I looked at Uxbridge to Ealing Broadway, I could tell the difference was 41 minutes.

Where if I travel 41 minutes, if I travel from Uxbridge to Ealing Broadway, the difference is 28 minutes.

Now the question is 28 minutes, but the duration of the second was 28 minutes.

Actually, what I need to work out is the difference between the two times.

So Uxbridge to Ealing and 6:30 takes 41 minutes.

And we said, the second one takes 28 minutes.

So actually the difference is not 28 minutes.

The difference is 13 minutes.

You save yourself, 13 minutes on the journey.

And did you decide if it was true or false? And where's the data? where's the evidence to support your answer? Now of course it is a true statement.

You would have had to look at the Uxbridge row and find the correct column, which we found 10:30.

And then you could see the time until the distance was 35 minutes.

Hopefully mentally, you know that another 30 minutes takes it to the hour, 11 and then five minutes to 35 minutes.

So it must be a true statement with the evidence there.

Find the information to support or refute that statement to make it true or false.

And then look at the next slide for the answer.

If I want to travel from Hayes to West Ealing for a nine o'clock appointment, I can't go on the 8:47 because the 8:47 would get me in at five past nine.

I would miss my appointment.

However, there's no bus or rather the time before that, the bus before, doesn't stop at Hayes.

So I wouldn't go to connect and actually the earlier bus can get, is 7:47,alot earlier in the morning and it gets me in at five past eight.

So although I'm going to have to wait 55 minutes for my appointment, there's no other option for me if I'm going to make that appointment on time.

So after all of that hard work in today's lesson, it brings us not only to the end of today's session, but the unit of line graphs and time tables as a whole.

And I just want to say once again, how impressed I've been with all of your efforts and focus throughout the unit.

There's lots of different aspects to our learning.

And we required a lot of hard work, a lot of reading and concentration, but you've done a super job and I've no doubt that you are leaving the unit in a better place, more confident and comfortable with the topics than you were at the start.

Now, if there are any aspects of today's session that you were unfamiliar with or unsure about all of the certain strategies, for instance, feel free to go back into the unit and pick out any of the specific lessons and watch again, to help embed your learning.

Now as always on OAK National Academy, We like to finish our lessons with a quiz.

So I'm going to ask you at the end of this slide to find the quiz, have a go at the final questions that are listed and hopefully it will be a really, really good end to the unit and give you a lot of confidence moving forward in the rest of your mathematical journey.

As I mentioned at the start of the lesson as always do, your mathematical jokes and your mathematical work that you're producing at home are more than welcome.

We love to see evidence of the learning that's going on at home.

I've really enjoyed seeing some of the work that has been sent in already.

And I'm hoping that we can kill it.

Add to that collection, with some of the fantastic learning that's taking place at home or in schools across the country.

And that is that everybody.

Officially the end of today's lesson and officially the end of the unit in line graphs and timetables.

Now you give yourself a little pat on the back because you've done a super job across today's lesson.

It was a lot of information there to review.

And of course, a unit as a whole.

I've really enjoyed teaching this.

And I'm hoping to see some of you again, on Oak National Academy in the near future.

So for me, Mr. Ward, thank you for your hard work and I'll speak to you very, very soon I hope.

Take care and have a great day.

Bye.