Animal attributes game board
Maths at Marwell
Key Stage 3
With many thanks to Jo Kershaw and
Denefield School for their extensive
contribution to developing this resource
2
Contents
Page
Introduction
4
Teacher’s notes
5-14
Animal attributes game
5-7
Feeding the lemurs
8
Feeding the rats
9
Porcupine ratios
10
Porcupine pie charts
11
Feeding the giraffes
12
Monitoring the pythons
13
Gestation times challenge
14
Worksheets and resources
15-51
Animal attributes game
15-24
Feeding the lemurs
25-28
Feeding the rats
29-32
Porcupine ratios
33-34
Porcupine pie charts
35-40
Feeding the giraffes
41-44
Monitoring the pythons
45-48
Gestation times challenge
49-51
Note: this pack has extra blank pages to allow for
double-sided printing. Please print sustainably.
3
Introduction
This project is designed to address the growing need for functionality within mathematics
teaching. The aim is to enable students to learn and apply mathematical concepts within
a “work” setting. Beginning the scheme of work with a trip to Marwell Wildlife can both set
the scene and provide initial motivation.
The pack includes multiple worksheets and activities ranging from level 3 through to level
8. It is designed so that each worksheet can be used as a standalone activity, or if you
prefer you can work through the entire project. It focuses on topics such as Venn
diagrams, ratio and data handling, but will also require the students to use their
knowledge of decimals, fractions, pie charts and scatter graphs. Hopefully by the end
they will have learnt a little about Marwell’s animals and the role of a zookeeper as well!
Resource overview:
Activity
Level
Lesson
duration (1hr)
Resources needed
Venn diagrams
Animal attributes
game
3-6 (2 loops)
5-7 (3 loops)
2-3 lessons
2 loop or 3 loop game board
Attribute cards (cut out)
Animal cards (cut out)
Animal attribute checklists –
blank and completed
Ratio
Feeding the lemurs
3-4
(can possibly
extend to
level 5)
5-6
1-3 lessons
Lemurs worksheet
Apple and trio munch sheet
Scissors
(Poster materials –optional)
Feeding the rats worksheet
and feeding chart
Ratio
Porcupine ratios
5-6
0.5 – 1 lesson
Porcupine ratios worksheet
Ratio
Porcupine pie
charts
6-7
1-2 lessons
Porcupine pie charts
worksheet (normal or cutout version)
Ratio
Feeding the giraffes
7-8
1 lesson
Feeding the giraffes
worksheet
Data handling
Monitoring the
pythons
5
1-2 lessons
Monitoring the pythons
worksheet
Data handling
Gestation times
challenge
6-8
2-3 lessons +
homework to
write up
Gestation times challenge
sheet
Marwell animal database
TASC wheel worksheet
Ratio
Feeding the rats
1-2 lessons
4
Animal attributes game
This activity is a fun way to get the students using Venn diagrams and learning
about some of Marwell’s animals.
If you are visiting Marwell as part of this scheme of work, you can give the students a
blank copy of the animal attributes checklist and ask them to fill in as much as they can
during their visit. Then you can use the information they have collected to play the games
as part of a post-visit activity. There is also a completed version of the checklist included
in this pack for you to check their answers.
There are three variations of the game that students can play: the warm-up activity, the
main game and the puzzle challenge. All three versions are suitable for both 2 loop Venn
diagrams (levels 3-6) and 3 loop Venn diagrams (levels 5 –7).
Resources needed:
 Animal attribute checklist: either blank or completed. If the students are using
the blank checklists to fill in their own answers at Marwell, it is important to go
over the answers or provide the correct version for them to use whilst playing the
games.
 16 animal cards: printed double-sided and cut out
 10 attribute cards: printed double-sided and cut out
 2 loops game board: printed onto A4 paper, or copied onto A3 card (if you want
extra space to play)
OR
 3 loops game board: printed onto A4 paper, or copied onto A3 card
(recommended)
5
Warm-up activity
This activity is for 1 to 4 students. It should help familiarise the students with the
features of the animals in the game and remind them how to use a Venn diagram.
They do not need to score any points for this activity.
1. Turn over 2 (or 3, depending on the number of loops in the Venn diagram)
attribute cards and place them face up in the attribute boxes for all to see.
2. Shuffle and deal all the animal cards between the players.
3. Players take it in turns to place one of their animal cards onto the board.
4. The other players check for accuracy (using the completed attribute checklist if
necessary), until all cards have been correctly placed.
Animal attributes main game
This game is for 2-4 players (or 2 teams). The aim is to collect the most points by
selecting animals which go in the highest-scoring sections of the Venn diagram.
How to play:
1. Turn over 2 (or 3) attribute cards and place them face up in the attribute boxes
for all to see.
2. Spread out all the animal cards face up on the table so all players can see them.
3. Players (or teams) take it in turns to select an animal and put it in the correct
space on the board.
4. When all the animal cards have been placed the winner is the player/team with
the highest points total!
Scoring
Points are scored according to where the animal card is placed on the Venn diagram,
as written on the game board. The more overlaps in the section, the more points you
win!
Challenging
If you think your opponent has put their card in the wrong place you can challenge in the
following ways:
1. In borderline disputes ask your opponent to confirm which space the card should
be in.
2. Use the attribute checklist to check whether your opponent is correct or not.
If your opponent is incorrect they score no points for that round. If your challenge
was wrong you miss one go.
Note: In this game the team that goes first may have an advantage, however any
mistakes the students make will affect the scores enough so that this should not be a
problem. They can always play again and take it in turns to go first!
6
Puzzle challenge!
This activity is for 2 players (or 2 teams). The aim is to correctly identify the hidden
animal attributes using the smallest number of animals.
Before you start:
 Decide between you whether Team B can guess one attribute at a time, or have
to wait until they think they know them all (if they are guessing one at a time,
make sure they state which space on the diagram they are referring to)
 Decide whether Team B are allowed to look at the animal attributes checklist
before making their guess – depending on how challenging you want the puzzle
to be!
How to play:
1. Team A looks at the attribute cards and chooses 2 (or 3) of them to place on the
board, face down, without showing the other pair. Make sure to remember where
each card has been placed!
2. Team B chooses an animal card and gives it to Team A to put in the correct
space on the board.
3. Repeat Step 2 until Team B think they can correctly identify the attributes. Then
they can have a guess to see if they are right.
4. If they are, swap over and Team A can try to guess a new set of attributes. If not,
keep going until Team B work it out.
Scoring
Team B gain one point for each animal card placed and each incorrect guess. As the
aim is to work out the attributes as quickly as possible, in this game it is the team with
the lowest score that wins.
It is easier if Team A (the non-guessing team) keeps track of the scores.
EXTENSION:
Print the game boards onto A4 size and ask the students to invent their own attribute
puzzle. They could draw or write the name of the animals in their correct place. Good
versions of these can be used as starter activities for future lessons, and/or for display.
7
Feeding the lemurs
This activity introduces ratios (level 3-4, can extend into level 5 if appropriate).
Resources needed:
 Feeding the lemurs worksheet
 Apple and trio munch cut out sheets (if you don’t have access to a colour printer
or photocopier, try copying the apples onto red paper and trio munch onto brown)
 Scissors
 Poster making materials (optional)
This activity is designed to give lower ability students a sense of what ratio means and
an opportunity to find equivalent ratios in a practical context.
1. Set the scene by introducing the ring-tailed lemur. It is fed apples and ‘trio munch’
biscuits in the ratio 2:1. Make sure that students know what this means and can
describe it as twice as many apples as trio munch.
2. The students use the apple and trio munch cut outs to find combinations of feeds
in the ratio 2:1 e.g. 400g apples to 200g trio munch.
EXTENSION:
The students could make display posters of all the feed combinations in the ratio 2:1.
Students can then have a go at finding other equivalent ratios, e.g. 2:3 and 4:6 etc.
This activity can last anything from 1 lesson to 3 lessons depending on how much the
students are getting out of it.
8
Feeding the rats
This activity uses proportion to solve problems (level 5/6).
Resources needed:
Feeding the rats worksheet
1. Set the scene by introducing the domestic rat (Rattus norvegicus) and the need
to offer them a variety of foods in order to meet all their nutritional requirements.
2. Introduce the feeding chart as a means of doing this. Ensure students understand
how the chart works and that this feed is for just one rat. Ask what we would do to
feed 2 rats and so on.
3. Students can then work through the activity. It is worth stressing the need for
clear presentation, particularly for the Star Challenge.
EXTENSION:
If some students complete the Star Challenge quickly and are waiting for other students
to catch up, you could ask them to work out how many of each fruit/vegetable they will
need for their order.
For example, if an average carrot weighs 160g and they need 120g, they will have to
order 1 whole carrot for the week. They may have to research the average weights of the
relevant fruit and vegetables. Here are a few to get them started: orange 220g, tomato
90g, apple 180g, pepper 160g.
9
Porcupine ratios
This activity uses equivalent ratios and ratios in their lowest terms (level 5/6).
Resources needed:
Porcupine ratios worksheet
The students work through the sheet thinking about different ratios of fruit and
vegetables for porcupines to be fed.
This activity can be used either as a reminder/starter for a more able group or as a
developmental activity for a less confident group.
10
Porcupine pie charts
This activity develops recognising, understanding, and drawing of pie charts (level
6/7).
Resources needed:
 Porcupine pie charts worksheet
OR
 Porcupine pie charts cut-out version
In this activity, students are challenged to match pie charts to tables of ingredients
prompting discussions of the proportions involved.
There are two versions of this worksheet which have the same content, except one asks
the students to cut out the pie charts and feeds in order to help them in the matching
task. The cut out version could therefore be used with a less able group to help them
make a visual link between the equivalent proportions.
This activity should allow students to see that pie charts represent proportions only and
do not represent fixed amounts – hence there being more than one table to a pie chart.
The activity can also act as a prompt to revise how to draw pie charts from given values.
11
Feeding the giraffes
This activity focuses on solving ratio and proportion problems involving fractions
(level 7/8).
Resources needed:
 Feeding the giraffes worksheet
 Calculators (if necessary)
This activity is quite challenging so it may be worth asking the students to work through it
in pairs or groups. Emphasise that it is important to show their working with a good, clear
layout.
12
Monitoring the pythons
This activity works on measurements and 2 way tables, as well as reading and
drawing graphs (level 5).
Resources needed:
 Monitoring the pythons worksheet
The pythons worksheet comprises an overview of many topics at level 5. It will allow
students opportunities to use decimals and make conversions between units. The
students will also need to take information from the table, read and draw conclusions
from graphs, and plot other data on a graph in order to see trends.
Depending on ability some students may complete this as an application and review
activity, whereas others may need more time and support.
13
Gestation times challenge!
This activity uses scattergraphs and statistical investigation (level 6-8).
Resources needed:





Gestation times challenge sheet
TASC wheel to fill in
Marwell animal database
Highlighters
Graph paper
This is intended as a problem solving activity, although more structure can be provided if
students are new to the techniques or purpose of scattergraphs.
Students will need to make a number of decisions which can either be discussed or
prompted with the whole group, or within small groups, depending on the ability and
confidence of students and on the time available for the activity.
The TASC wheel (Thinking Actively in a Social Context) can be used as a framework to
help structure their enquiry. To find out more about the TASC wheel and how to use it,
go to http://www.tascwheel.com/faq.
1. Ensure that students understand the terms used in the challenge
2. Work through stages 1-4 of the TASC wheel to help them decide how they are going
to investigate the problem (drawing scatter graphs is recommended)
3. Encourage them to consider sample size, and their method of choosing the sample random or biased?
4. Choose a scale for the graphs, ensuring that the units are consistent. The students
will need to decide what to do about non-specific entries in the animal database.
Eg. the Amur tiger reaches maturity at 3-5 years of age (so they could take the
average)
14
Animal attributes game board
(2 loops)
Attribute
Attribute
3 POINTS
2 POINTS
2 POINTS
1 POINT
15
Animal attributes game board
(3 loops)
Attribute
Attribute
2 POINTS
2 POINTS
3 POINTS
4 POINTS
3 POINTS
3 POINTS
1 POINT
2 POINTS
Attribute
16
Has
exactly
four legs
Has some
hair or fur
Can fly
Has a tail
A
mammal
Eats fish
or meat
Eats
plants
Comes
from
Africa
Is
threatened
in the wild
Lives in
forests
17
Attributes Attributes Attributes Attributes Attributes Attributes
Attributes Attributes Attributes Attributes Attributes Attributes
Attributes Attributes Attributes Attributes Attributes Attributes
Attributes Attributes Attributes Attributes Attributes Attributes
Attributes Attributes Attributes Attributes Attributes Attributes
Attributes Attributes Attributes Attributes Attributes Attributes
Attributes Attributes Attributes Attributes Attributes Attributes
Attributes Attributes Attributes Attributes Attributes Attributes
Attributes Attributes Attributes Attributes Attributes Attributes
Attributes Attributes Attributes Attributes Attributes Attributes
Attributes Attributes Attributes Attributes Attributes Attributes
Attributes Attributes Attributes Attributes Attributes Attributes
Attributes Attributes Attributes Attributes Attributes Attributes
Attributes Attributes Attributes Attributes Attributes Attributes
Attributes Attributes Attributes Attributes Attributes Attributes
Attributes Attributes Attributes Attributes Attributes Attributes
Attributes Attributes Attributes Attributes Attributes Attributes
Attributes Attributes Attributes Attributes Attributes Attributes
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Attributes Attributes Attributes Attributes Attributes Attributes
Attributes Attributes Attributes Attributes Attributes Attributes
Attributes Attributes Attributes Attributes Attributes Attributes
Attributes Attributes Attributes Attributes Attributes Attributes
Attributes Attributes Attributes Attributes Attributes Attributes
Attributes Attributes Attributes Attributes Attributes Attributes
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Attributes Attributes Attributes Attributes Attributes Attributes
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Attributes Attributes Attributes Attributes Attributes Attributes
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Attributes Attributes Attributes Attributes Attributes Attributes
Attributes Attributes Attributes Attributes Attributes Attributes
Attributes Attributes Attributes Attributes Attributes Attributes
Egyptian
tortoise
Waldrapp ibis
Green tree
python
Great
grey owl
Seba’s shorttailed bat
Green and
black poison
dart frog
Brazilian
salmon
tarantula
Partula
snails
West African
dwarf
crocodile
Small-clawed
otter
Giraffe
Humboldt
penguin
Amur tiger
Meerkat
Scimitarhorned oryx
Bennett’s
wallaby
19
Animals Animals Animals Animals Animals Animals Animals
Animals Animals Animals Animals Animals Animals Animals
Animals Animals Animals Animals Animals Animals Animals
Animals Animals Animals Animals Animals Animals Animals
Animals Animals Animals Animals Animals Animals Animals
Animals Animals Animals Animals Animals Animals Animals
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Animals Animals Animals Animals Animals Animals Animals
Animals Animals Animals Animals Animals Animals Animals
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Animals Animals Animals Animals Animals Animals Animals
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Animals Animals Animals Animals Animals Animals Animals
Animals Animals Animals Animals Animals Animals Animals
Bennett’s
wallaby
Brazilian
salmon
tarantula
Egyptian
tortoise
Giraffe
Partula
snails
Scimitarhorned oryx
Seba’s
short-tailed
bat
Smallclawed
otter
Waldrapp
ibis
West African
dwarf
crocodile
√ √
√ √
Does it come
from Africa?
Does it eat
plants in the
wild?
√
√
√
√
√
√
√
√
√
√
√
√
√
√
Does it eat fish
or meat in the
wild?
Is it a
mammal?
Does it have a
tail?
Does it have
exactly 4 legs?
√
Great grey
owl
Green and
black
poison dart
frog
Green tree
python
Humboldt
penguin
Meerkat
√
Does it live in
forests?
√
Is it threatened
in the wild?
Amur tiger
Can it fly?
Does it have
any hair or fur?
Animal attributes checklist
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Checklist definitions
Legs: limbs that the animal uses to stand or walk on, not including wings or
small forearms
A mammal: an animal with a backbone and fur or hair, that gives birth to live
young which feed on milk eg. a cheetah
Threatened: an animal that is classified as either Vulnerable, Endangered,
Critically Endangered or Extinct in the Wild on the IUCN Red List of Threatened
Species
22
7
CBC
8
9
6
TW
5
10
4
3
2
1. Humboldt penguin
2. Giraffe
3. Waldrapp ibis
4. Seba’s short-tailed bat
5. Meerkat
6. Amur tiger
7. Bennett’s wallaby
8. Partula snails
9. Small-clawed otter
10. Scimitar-horned oryx
11. Great grey owl
1
Tropical World (TW)
Brazilian salmon tarantula
Green and black poison
dart frog
West African dwarf
crocodile
Cold-blooded Corner (CBC)
Egyptian tortoise
Green tree python
23
Great grey
owl
Green and
black
poison dart
frog
Green tree
python
Humboldt
penguin
Meerkat
Partula
snails
Scimitarhorned oryx
Seba’s
short-tailed
bat
Smallclawed
otter
Waldrapp
ibis
West African
dwarf
crocodile
Does it come
from Africa?
Does it eat
plants in the
wild?
Does it eat fish
or meat in the
wild?
Is it a
mammal?
Does it have a
tail?
Does it have
exactly 4 legs?
√ √ √
√ √
√
Does it live in
forests?
Bennett’s
wallaby
Brazilian
salmon
tarantula
Egyptian
tortoise
Giraffe
√
√
√
Is it threatened
in the wild?
Amur tiger
Can it fly?
Does it have
any hair or fur?
Animal attributes checklist answers
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24
Feeding the lemurs
Ring-tailed lemur
Lemur catta
Distribution: Southern half of
Madagascar
In the wild, lemurs are only found on
the African island of Madagascar.
They are primates, related to apes
and monkeys. Ring-tailed lemurs are
sociable animals and live in groups of
up to 24 individuals. In these groups, females always out-rank the males!
At Marwell, there are 4 different species of lemur: the ring-tailed lemur, red
ruffed lemur, black and white ruffed lemur and Alaotran gentle lemur.
Questions
Imagine you are a keeper and you need to feed the ring-tailed lemurs
apples and ‘trio munch’ biscuits in the ratio 2:1.
Cut out the apple and trio munch squares on the following page. Put them
together to see how many combinations you can come up with in the ratio
2:1 e.g. 200g apples to 100g trio munch.
These different combinations are known as equivalent ratios. Write some of
the equivalent ratios here.
How much apple do you need compared to trio munch – the same amount,
twice as much, or three times as much?
How much apple should you weigh out for 200g of trio munch?
How much trio munch should you weigh out for 600g of apple?
25
26
Apples
100g
Apples
100g
Apples
100g
Apples
100g
Apples
100g
Apples
100g
Apples
100g
Apples
100g
Apples
100g
Apples
100g
Apples
100g
Apples
100g
Apples
100g
Apples
100g
Apples
100g
Apples
100g
Apples
100g
Apples
100g
Apples
100g
Apples
100g
Trio munch
100g
Trio munch
100g
Trio munch
100g
Trio munch
100g
Trio munch
100g
Trio munch
100g
Trio munch
100g
Trio munch
100g
Trio munch
100g
Trio munch
100g
27
28
Feeding the rats
Domestic rat
Rattus norvegicus
Distribution: Worldwide!
The brown rat, or Norway rat as it
is sometimes known, is one of the
most widespread and successful
mammals. Believed to originate
from China, they are now found
in almost every part of the world.
The Education department at Marwell keeps some pet rats to use for
handling purposes during school workshops. They are very inquisitive and
enjoy getting to meet all the children!
Questions
1) Francesca uses the rat feeding chart to make up the feed for Monday
evening.
For each rat she chooses:
Tomato
Potato
Broccoli
Mushroom
10g
7g
2g
3g
a) How much of each ingredient will she need to feed 2 rats?
b) How much of each ingredient would she need to feed 5 rats?
2) Use the feeding chart to choose an evening feed for Tuesday. Write down
how much of each ingredient you would need for each rat and then how
much you would need for 4 rats.
29
3) Use the feeding chart to choose an evening feed for Wednesday.
Write down how much of each ingredient you would need for each rat and
then how much you would need to feed 3 rats.
Star challenge!
You need to order the rat food for the week.
Use the chart to decide on a feed for each night of the week.
You will need to get enough to feed 6 rats.
How much of each ingredient will you need to buy?
Tip: Remember to lay your work out clearly!
30
Rat feeding chart
For each rat each day:
Morning
Rat pellets
8
Evening
Fruit - choose 1 per day
Mon
Tues
Weds
Thurs
Fri
Sat
Sun
Orange
Banana
Cucumber
Orange
Kiwi
Tomato
Apple
18g
8g
6g
18g
4g
10g
4g
Tomato
Apple
Kiwi
Banana
Apple
Cucumber
Banana
10g
4g
4g
8g
4g
6g
8g
Vegetables - choose 3 per day
Mon
Tues
Potato
7g
Mushroom 3g
Broccoli
Cabbage
2g Carrot
12g Pepper
5g
9g
Mushroom 3g
Potato
7g
Weds
Thurs
Fri
Sat
Sun
Broccoli
Carrot
Cabbage
Pepper
Potato
Carrot
Mushroom
Pepper
Cabbage
Pepper
5g
3g
9g
12g
9g
12g
7g
3g
2g
12g
Pepper
Broccoli
Potato
Carrot
Mushroom
2g
5g
12g
9g
7g
Cabbage
Potato
Mushroom
Broccoli
Cabbage
9g
2g
7g
5g
3g
31
32
Porcupine ratios
Every evening Karina the zookeeper
feeds the porcupines apple, carrot,
cabbage and potato.
For each porcupine she chooses:
Apple
Carrot
Cabbage
Potato
300g
140g
140g
90g
We say:
“the ratio of apple : carrot : cabbage : potato is 300 : 140 : 140 : 90”
In each of the boxes below:
a) write the food mix as a ratio of apple : carrot : cabbage : potato
b) decide which are in the same ratio as the food mix above (what we call
equivalent ratios) and explain your thinking
Apple
Carrot
Cabbage
Potato
30g
14g
14g
9g
Apple
Carrot
Cabbage
Potato
90g
52g
52g
90g
Apple
Carrot
Cabbage
Potato
a)
a)
a)
b)
b)
b)
Apple
Carrot
Cabbage
Potato
6g
2g
2g
1g
Apple
Carrot
Cabbage
Potato
52g
90g
52g
27g
Apple
Carrot
Cabbage
Potato
a)
a)
a)
b)
b)
b)
600g
280g
280g
180g
3kg
1.4kg
1.4kg
0.9kg
33
In addition to the apple, carrot, cabbage and potato, Karina chooses 2 extra
vegetables each day.
Last week Karina chose the following vegetables:
Ratio in its
lowest terms
Monday
Swede 150g
Broccoli 150g
Tuesday
Broccoli 150g
Wednesday
Parsnips 100g
Sweet potato
70g
Swede 150g
Thursday
Broccoli 150g
Peppers 65g
Friday
Swede 150g
Cauliflower
100g
Match the ratios below to the food mixes in the table. Watch out – there is
one spare ratio that doesn’t have a match!
30:17
15:7
3:2
2:3
30:13
1:1
Saturday and Sunday’s choices are shown below. Write the ratios in their
lowest terms.
Saturday
Peppers 65g
Sunday
Cauliflower
100g
Sweet potato
70g
Swede 150g
Explain what an equivalent ratio is, and how to write a ratio in its
lowest terms:
34
Porcupine pie charts
Every evening Karina the zookeeper
feeds the porcupines apple, carrot,
cabbage and potato.
For each porcupine she weighs out:
Apple
Carrot
Cabbage
Potato
300g
140g
140g
90g
Which of the pie charts below represents this feed?
1st Qtr
2nd Qtr
3rd Qtr
4th Qtr
Apple
Carrot
Cabbage
Potato
Match each of the feeds A - F to a pie chart. Some feeds match the same
pie chart. One feed and one chart do not have any matches!
Apple
Carrot
Cabbage
Potato
300g
100g
100g
90g
Pie chart number:
Apple
Carrot
Cabbage
Potato
300g
280g
280g
90g
Pie chart number:
Apple
Carrot
Cabbage
Potato
150g
140g
140g
45g
Pie chart number:
Apple
Carrot
Cabbage
Potato
600g
280g
280g
180g
Pie chart number:
Apple
Carrot
Cabbage
Potato
350g
200g
200g
150g
Pie chart number:
Apple
Carrot
Cabbage
Potato
30g
10g
10g
9g
Pie chart number:
35
Look at the feeds which match to the same pie charts. What do you notice
about the matching quantities of apple, carrot, cabbage and potato?
Explain your answer.
Star challenge!
On the previous page, there is one set of feed weights and one pie chart
which don’t have a match.
Can you draw the pie chart to match the extra feed?
And can you fill in some possible feed weights for the pie chart that had no
match?
Apple
Carrot
Cabbage
Potato
g
g
g
g
Why is this only a possible feed?
What other possible feeds could you have for this pie chart?
Apple
Carrot
Cabbage
Potato
g
g
g
g
Apple
Carrot
Cabbage
Potato
g
g
g
g
36
Porcupine pie charts
CUT OUT
Every evening Karina the zookeeper
feeds the porcupines apple, carrot,
cabbage and potato.
For each porcupine she weighs out:
Apple
Carrot
Cabbage
Potato
300g
140g
140g
90g
Cut out the pie charts 1-4. Which one represents the feed above?
1st Qtr
2nd Qtr
3rd Qtr
4th Qtr
Apple
Carrot
Apple
Carrot
Apple
Carrot
Apple
Carrot
Cabbage
Potato
Cabbage
Potato
Cabbage
Potato
Cabbage
Potato
Now cut out each of the feeds A-F and see if you can match them to a pie
chart. Some feeds will match the same pie chart. One feed and one chart do
not have any matches!
Apple
Carrot
Cabbage
Potato
300g
100g
100g
90g
Apple
Carrot
Cabbage
Potato
150g
140g
140g
45g
Apple
Carrot
Cabbage
Potato
350g
200g
200g
150g
Apple
Carrot
Cabbage
Potato
300g
280g
280g
90g
Apple
Carrot
Cabbage
Potato
600g
280g
280g
180g
Apple
Carrot
Cabbage
Potato
30g
10g
10g
9g
37
38
Look at the feeds which match to the same pie charts. What do you notice
about the matching quantities of apple, carrot, cabbage and potato?
Explain your answer.
Star challenge!
On the previous page, there is one set of feed weights and one pie chart
which don’t have a match.
Can you draw the pie chart to match the extra feed?
And can you fill in some possible feed weights for the pie chart that had no
match?
Apple
Carrot
Cabbage
Potato
g
g
g
g
Why is this only a possible feed?
What other possible feeds could you have for this pie chart?
Apple
Carrot
Cabbage
Potato
g
g
g
g
Apple
Carrot
Cabbage
Potato
g
g
g
g
39
40
Feeding the giraffes
Giraffe
Giraffa camelopardalis
Distribution: sub-Saharan Africa
Giraffes are the world’s tallest land
animals – even a new-born baby
giraffe can measure up to 2m tall!
Questions
The daily feed ratio for the giraffes consists of:
Giraffe nuts
scoop
Alpha-A (dried alfalfa)
scoops
Oats
scoop
Flaked maize
scoop
1) David wants to make up a bucketful of giraffe feed. A bucket holds 15
scoops.
How much of each ingredient should David put in the bucket?
2) David only has 3 scoops of oats left.
a) How many scoops of the other ingredients will he need to make up
the feed in the correct ratio?
b) How many buckets can he fill with that number of scoops? Give your
answer as a mixed number.
41
Star challenge!
David has the following ingredients:
Giraffe nuts
10 scoops
Alpha-A
15 scoops
Oats
5 scoops
Flaked maize
2 scoops
a) Using your answer from Question 1, how many bucketfuls of giraffe
feed can he make up? Give your answer as a mixed fraction.
Remember to show your working!
b) How many scoops of each ingredient will be left over?
42
The next day David has the following ingredients:
Giraffe nuts
Alpha-A
5 scoops
10 scoops
Oats
5 scoops
Flaked maize
3 scoops
c) How many bucketfuls of giraffe feed can he make up this time? Give
your answer as a mixed fraction. Remember to show your working!
d) How many scoops of each ingredient will be left over?
43
44
Monitoring the pythons
The Education department at Marwell
keeps some animals to use for handling
purposes during school workshops.
In 2005, Baobab the royal python laid
some eggs. The babies were given the
African names of Zulu, Ibos, Bemba, Bobo
and Mandinka.
Felicity helped to look after the baby pythons, and measured their weights
and lengths to make sure they were healthy.
Length
Name
Zulu
Ibos
Bemba
Bobo
Mandinka
4th
Royal python length (cm)
November 2005 18th November 2005 16th December 2005
76
77
78.3
59
60.5
61
67.5
68
71
60
60.5
65.3
77.2
78
80
1) How long was Bemba on 18th November?
2) Which python was the longest on 4th November?
3) Look at the pythons’ lengths on 16th December. Put them in order of
length, starting with the shortest python.
4) How much did Mandinka grow between 4th November and 18th
November?
5) How much did Zulu grow between 18th November and 16th December?
6) How much did Bobo grow between 4th November and 16th
December?
45
Star challenge!
Here is a graph of the pythons’ growth. Match each line to the correct
python.
Which python grew the most between 4th November and 16th December?
How many mm did Ibos grow between 4th November and 18th November?
46
Weight
Royal python weight (g)
Name
04/11/05 16/12/05 16/06/06 27/10/06 25/05/07 21/05/08
Zulu
262
349
487
611
919
1270
Ibos
150
207
346
475
687
749
Bemba
232
277
373
385
682
867
Bobo
156
220
330
404
548
675
Mandinka
279
330
448
448
636
797
1) The graph below shows the weight of one of the pythons. Which python is
it?
2) On the axes below draw graphs to show the other pythons’ weight.
Remember to label the lines.
Which python do you think Felicity might have been worried about in
October 2006? Why?
47
48
Gestation times challenge!
The gestation time of an animal is how long it is pregnant for. It can range from just
12-13 days in Virginia opossums, to nearly 2 years in African elephants!
Your challenge is to decide which of the following variables gives you the best
indication of what an animal’s gestation time will be:
 Number of young produced
 Lifespan
 Age of sexual maturity
Use the information in the Marwell animal database to justify your answer.
49
Marwell animal database
Animal species
Gestation/
incubation time
Age of sexual
maturity
Number of
young
produced
Lifespan
Amur leopard
100 days
3 years
2 or 3
23 years
Amur tiger
Black and white ruffed
lemur
Bongo
105 days
2 or 3
26 years
90 -102 days
2 to 6
19 years
250 days
3 - 5 years
20 months female,
608 days male
20 months
1
19 years
Capybara
150 days
15 months
5
8 -10 years
Cheetah
90 - 95 days
2 years
3 or 4
19 years
Collared peccary
145 days
12 months
2
24 years
Congo buffalo
340 days
3.5 - 5 years
1
26 years
Crested porcupine
112 days
8 -18 months
2
15 years
Dama gazelle
156-224 days
12 months
1
18 years
Giraffe
489 days
1
20 years
Grey kangaroo
30 days
4 years
20-36 months
female, 20-72
months male
1
20 years
Hartmann's mountain
zebra
365 days
3 - 6 years
1
29 years
Meerkat
77 days
1 year
2 to 5
13 years
Mishmi takin
200 - 220 days
30 months
1
19 years
Ocelot
70 days
18 - 22 months
3
21 years
Okapi
425 - 491 days
2 years
1
33 years
Ostrich
42 days
3 - 4 years
up to 11
30 - 40 years
Pygmy hippo
184 - 204 days
4 - 5 years
1
40 years
Ring-tailed lemur
138 days
2 - 3 years
2
33 years
Roan antelope
280 days
2 years
1
17 years
Sable antelope
268 - 280 days
2 years
1
22 years
Sand cat
66 days
14 months
3
13 years
Scimitar-horned oryx
225 - 253 days
11 months
1
20 years
Seba's short-tailed bat
105 – 125 days
1 - 2 years
1
6 years
Serval
74 days
1 year
1 to 4
19 years
Siamang gibbon
230 days
8 years
1
40 years
Siberian chipmunk
31 days
1 - 2 years
1
8 years
Sitatunga
Sulawesi crested
macaque
Warthog
240 - 250 days
2 - 3 years
1
19 years
160 days
4 - 6 years
1
25 years
175 days
18 - 20 months
1 to 8
18 years
White rhinoceros
16 months
females 6 years,
males 10 - 12 years
1
50 years
8
TASC Wheel
START HERE!
1
7
What do I
know
What have
I learned? about this?
Let’s tell
someone!
What is
the task?
GESTATION
TIMES
6
How well
did I do?
Which is
Let’s do it! the best
idea?
2
How many
ideas can I
think of?
3
5
4