Create one continuous, polished 4-minute 3D animated educational video for Grade 6 Mathematics, Section 4.1 “Collecting and Organising Data”. Title: “Mili’s Data Mystery: From Answers to a Table”. Use the approved Mili character reference image. Preserve Mili’s established face, hairstyle/braid and flowers, outfit, proportions, colour palette and voice exactly. Do not redesign her. Use Arin only as a brief supporting character near the end, using the approved Arin reference if available. Keep Mili as the lead and primary narrator.
STYLE AND SETTING: Premium modern EdTech 3D animation, Indian school context, bright classroom and tidy Data Lab, smooth transitions, expressive faces, clean teal-and-white data cards. All on-screen text must be spelled correctly and readable on a mobile screen. Generate the narration and visuals together with natural timing and lip-sync where supported. Use a warm, curious Grade 6-friendly voice. Soft background music stays low under speech.
SCENE 1 — THE QUESTION (0:00–0:35)
Mili stands with classmates and sees icons for cricket, hockey, kabaddi and badminton.
Mili says: “I wonder which game is the most popular in our class. I think it might be cricket… but that is only my guess. How can I find out what everyone really likes?”
On-screen text: WHICH GAME IS MOST POPULAR IN OUR CLASS?
Visual: Mili’s guess appears as a thought bubble, then fades into a question mark.
SCENE 2 — COLLECTING DATA (0:35–1:10)
Show Mili asking classmates their favourite game and recording each answer. Responses include cricket, hockey, kabaddi and badminton. Show the list growing.
Mili says: “I can ask each student and record their answer. Now I have information collected about something. That is data! Data can include facts, numbers, measurements and observations.”
On-screen text: DATA = INFORMATION COLLECTED ABOUT SOMETHING
SCENE 3 — WHY ORGANISE IT? (1:10–1:35)
Show a long, messy list of answers. Mili tries to identify the most popular game and looks unsure.
Mili says: “I have collected the data, but this long list is difficult to compare. I need a clearer way to organise it.”
On-screen sequence: COLLECT → GROUP → COUNT → RECORD
SCENE 4 — GROUP AND TALLY (1:35–2:25)
Move into the Data Lab. Mili groups matching game responses under four category labels. Animate tally marks appearing one at a time; the fifth tally crosses the first four. Use these correct totals: Cricket 7 = a group of five plus two; Hockey 5 = one group of five; Kabaddi 4 = four tally marks; Badminton 2 = two tally marks.
Mili says: “First, I group the same answers together. Then I use tally marks to keep count. We group tally marks in fives because that makes counting easier.”
On-screen text: TALLY MARKS ARE QUICK COUNTING RECORDS. Highlight the fifth crossing stroke clearly; do not draw incorrect tally notation.
SCENE 5 — FREQUENCY AND TABLE (2:25–3:20)
Animate a clean table building row by row with columns: Favourite Game | Tally | Frequency. Fill in Cricket 7, Hockey 5, Kabaddi 4, Badminton 2. Keep tally marks consistent with the numbers. Highlight the frequency column.
Mili says: “The frequency is the number of times an answer occurs. Our table shows cricket seven, hockey five, kabaddi four and badminton two. Now we can compare the answers much more easily.”
On-screen text: FREQUENCY = NUMBER OF OCCURRENCES
SCENE 6 — READ, CHECK, AND HAND OVER (3:20–4:00)
Mili asks the learner to pause and answer: “Which game was chosen most? Which was chosen least? How many more students chose cricket than badminton?” Pause briefly, then reveal: Most: Cricket (7). Least: Badminton (2). Difference: 7 − 2 = 5.
Arin steps in beside the table and says: “Great! Next, we can explore how pictures can help us present data at a glance.”
Mili says: “So remember: collect, group, tally, count and record. Let’s discover pictographs next!”
End card: COLLECT → GROUP → TALLY → RECORD → UNDERSTAND. NEXT: PICTOGRAPHS.
