Maths Kit
Key Stage 2
BOOK II: Curriculum Links
and Risk Assessments to go with the Activities
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2
Maths Kits
Book II: Curriculum Links and Risk Assessments
TABLE OF CONTENTS: CURRICULUM LINKS,
HISTORY, RISK ASSESSMENTS
How to use the Key Stage 2 Maths Kits.......................... 4
3D Noughts and Crosses......................7
4x4 ..............................................9
Birthday Cake....................................13
Cola Crate........................................15
Crazy Paving.....................................17
Dominoes..........................................19
Garden Path......................................21
Handshakes.......................................23
Matchsticks........................................25
NIM ............................................27
Packing Balls.....................................29
Packing Parcels..................................31
Pentominoes......................................33
Pyramids...........................................35
Pythagoras Puzzle..............................37
Reach the Goal..................................39
Spheres............................................41
Tetra Solid.........................................43
Times Table........................................45
Towers of Brahma...............................47
Towers of Hanoi.................................49
Follow up Session Curriculum Links ......51
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3
(PAR)
Risk
Initial Risk
Existing Control Measures
Low
Final Risk
Risk Assessment: “Lifting and Transporting the Maths Kit”
Significant Hazard
Grab handles present. Instructions on lifting pro-
vided. Weights on units over 10kg are marked.
Appropriate lifting measures should be used.
Casters fitted. Route needs to be clear before
transport. Not to be pushed over uneven or sloping
ground
Cases are designed to stack with interlocking parts.
Cases should be strapped in pairs before stack-
ing, as shown on stacking instructions. Long straps
should be fastened around the completed stack be-
fore moving. Ensure route is clear of pupils, adults
or obstructions.
Assessment Date: 10 March 2008
Low
Low
Med
Med
Med
Backstrain
Crush
Backstrain
UE
UE
UE
Lifting frames
Pushing the stacked
cases.
Exhibits falling during transport
(PAR) Persons at Risk: (U) Users, (E) Employees
Beth Evans
Additional references, tasks, etc: Please reassess on site and check for cracking before use.
RA
Assessor:
Assessment no:
4
How to use the Key Stage 2 Maths Kit
Setting up the Kit
Place the Maths Kit trays on work tables and it is ready to use.
What to do
• Using the Kit: The Key Stage 2 Maths Kit comprises self-contained activities, with built-in easy-tofollow instructions. The kit is designed to be used in a session of about an hour. Children work in
pairs, spending five minutes on each activity.
• Optional Follow Up Activities:
There are three follow-up activities of increasing difficulty for each kit activity. These follow-up
activities can be completed independent of the kit itself, but extend the maths concepts they
demonstrate. These follow-up activities are fully photocopiable and help children further develop
their maths skills.
Support Material
BOOK I: Lesson Plans and Teachers’ Quick Reference Notes
• Session with the Maths Kit: about an hour.
For each activity, the book gives:
– Maths Concepts: Key Stage 2 National Curriculum points.
– The Activity: a description and photograph.
– Background: a brief explanation of the relevant maths.
– Extensions: suggestions for additional activities for use with the kit.
• What I Learned Sheet: a fill-in sheet to help children to assess their session with the Maths Kit.
• Optional Follow-Up Activities: three extension activities for each kit activity.
BOOK II: National Curriculum (DCELLS), History
• National Curriculum (DCELLS): assessment criteria are defined for each activity and a check list
provided.
• Applications: information is provided on real-life applications of the maths concepts, where
appropriate.
• History: The origins of the activity are provided, where appropriate.
• Risk Assessments are provided for each element of the Maths Kit.
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6
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3D Noughts and Crosses
National Curriculum (DCELLS) Links:
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Understanding number and number notation.
• Investigating patterns and relationships. Measures and Money
• Understanding and using measures. Shape, Position and Movement
• Understanding and using the properties of shape.
• Understanding and using the properties of position and movement. Handling Data
• Collecting, representing and interpreting data. R
R
R
R
R
R
R
R
R
History
This is a 3D variant of the classic noughts and crosses game, whose history, despite being sketchy, is
known to go back a number of centuries. It is thought to be similar to a Roman game - Tern Lapili.
Tic Tac Toe is another name for the 2D version of noughts and
crosses. This version, using a 3 x 3 grid, offers over 26,800
possible games. 2D noughts and crosses is a game that is
finite - that is, it has a definite end. There is no element of
chance, and it is played with perfect information; all moves
are known to each player. If each player plays a perfect
game, then it will always end in a draw. A positive result can
only be achieved due to a lack of concentration.
The study of noughts and crosses has formed an important
part of game theory - the mathematical analysis of any conflict
situation.
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7
Significant Hazard
U
(PAR)
Falling
Can be thrown
Risk
Med
Low
Initial Risk
Ensure that exhibit is displayed on sufficiently large
Made of light plastic. Supervision required.
Existing Control Measures
Low
Low
Final Risk
Risk Assessment: “3D Noughts and Crosses”
Small balls
UE
table.
Exhibit stand
(PAR) Persons at Risk: (U) Users, (E) Employees
Assessment Date: 10 March 2008
Additional references, tasks, etc: Please reassess on site and check for cracking before use.
Beth Evans
RAMCK01-10
Assessor:
Assessment no:
8
4x4
National Curriculum (DCELLS) Links:
Mathematical Skills
R
R
R
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
R
R
R
• Understanding number and number notation.
• Understanding methods of calculation.
• Investigating patterns and relationships. Shape, Position and Movement
• Understanding and using the properties of shape.
• Understanding and using the properties of position and movement. Handling Data
• Collecting, representing and interpreting data.
R
R
R
Applications
This is a short version of the logic puzzle, Sudoku. The aim of Sudoku is to fill a 9 x 9 grid so that each
column, each row and each of the nine 3 x 3 boxes contains the digits 1 to 9, only once. In each case,
the puzzle deviser provides a partially filled grid. Sudoku puzzles do not need to use the digits 1 to 9,
any distinct symbols could be included; for example, variations include using images of the Sun and
eight planets.
History
This Four by Four puzzle forms a “magic square”.
A magic square is a square array of numbers
consisting of distinct positive integers 1, 2,...
arranged so that the sum of the numbers in any
horizontal, vertical, or main diagonal line always
adds up to the same number.
Overleaf, is a picture of Lo Shu, the oldest known
magic square. Here it is drawn on the back of a
turtle. It originates in China and dates from 2800 BC.
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9
10
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(PAR)
Falling
Risk
Med
Initial Risk
Ensure that exhibit is displayed on sufficiently large
Existing Control Measures
Low
Final Risk
Risk Assessment: “4x4”
Significant Hazard
UE
table.
Exhibit stand
(PAR) Persons at Risk: (U) Users, (E) Employees
Assessment Date: 10 March 2008
Additional references, tasks, etc: Please reassess on site and check for cracking before use.
Beth Evans
RAMCK01-10
Assessor:
Assessment no:
11
12
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Birthday Cake
National Curriculum (DCELLS) Links:
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Investigating patterns and relationships. Measures and Money
• Understanding and using measures. Shape, Position and Movement
• Understanding and using the properties of shape.
• Understanding and using the properties of position and movement. Handling Data
• Collecting, representing and interpreting data. R
R
R
R
R
R
R
R
History
The kaleidoscope was invented by Scottish scientist, Sir David Brewster in 1816. Sir David Brewster
(1781-1868) was exceptional as a child; he built a telescope when he was only 10 years old and
went to university at the age of 12.
Brewster chose the name kaleidoscope himself - it is derived from the Greek words kalos meaning
beautiful, edos meaning form, and scope meaning to view. Essentially, the kaleidoscope shows the
image-forming properties of an arrangement of mirrors.
www.techniquest.org
13
(PAR)
Falling
Risk
Med
Initial Risk
Ensure that exhibit is displayed on sufficiently large
Existing Control Measures
Low
Final Risk
Risk Assessment: “Birthday Cake”
Significant Hazard
UE
table.
Exhibit stand
(PAR) Persons at Risk: (U) Users, (E) Employees
Assessment Date: 10 March 2008
Additional references, tasks, etc: Please reassess on site and check for cracking before use.
Beth Evans
RAMCK01-05
Assessor:
Assessment no:
14
Cola Crate
National Curriculum (DCELLS) Links:
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Understanding number and number notation.
• Investigating patterns and relationships. Shape, Position and Movement
• Understanding and using the properties of shape.
• Understanding and using the properties of position and movement. Handling Data
• Collecting, representing and interpreting data. www.techniquest.org
R
R
R
R
R
R
R
R
15
Significant Hazard
U
(PAR)
Falling
May be thrown
Risk
Med
Low
Initial Risk
Ensure that exhibit is displayed on sufficiently large
Made of light plastic. Supervision required.
Existing Control Measures
Low
Low
Final Risk
Risk Assessment: “Cola Crate”
Bottles
UE
table.
Exhibit stand
(PAR) Persons at Risk: (U) Users, (E) Employees
Assessment Date: 10 March 2008
Additional references, tasks, etc: Please reassess on site and check for cracking before use.
Beth Evans
RAMCK01-04
Assessor:
Assessment no:
16
Crazy Paving
National Curriculum (DCELLS) Links:
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Investigating patterns and relationships. Measures and Money
• Understanding and using measures. Shape, Position and Movement
• Understanding and using the properties of shape.
• Understanding and using the properties of position and movement. Handling Data
• Collecting, representing and interpreting data. www.techniquest.org
R
R
R
R
R
R
R
R
17
(PAR)
Risk
Initial Risk
Existing Control Measures
Low
Final Risk
Risk Assessment: “Crazy Paving”
Significant Hazard
No sharp edges, low weight, passed choke test.
Supervision required.
Ensure that exhibit is displayed on sufficiently large
table.
Assessment Date: 10 March 2008
Low
Low
Med
May be thrown
Falling
U
UE
Small parts
Exhibit stand
(PAR) Persons at Risk: (U) Users, (E) Employees
Beth Evans
Additional references, tasks, etc: Please reassess on site and check for cracking before use.
Assessor:
18
Dominoes
National Curriculum (DCELLS) Links:
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Understanding number and number notation.
• Understanding methods of calculation.
• Investigating patterns and relationships. Measures and Money
• Understanding and using measures. Shape, Position and Movement
• Understanding and using the properties of shape.
Handling Data
• Collecting, representing and interpreting data. R
R
R
R
R
R
R
R
R
History
In the traditional game of dominoes, two players must take it in turns to match the dots on their
dominoes to the dominoes laid down. The winning player is the first to place all of their dominoes
down and shouts “out” or “domino”. The most common game is with a pack of double six dominoes,
where this is the highest value. However, double 9, double 12 and even double 18 dominoes are
available enabling up to 15 people to play in a game.
Dominoes are sometimes referred to as “bones”, as this what they used to be made from.
www.techniquest.org
19
Significant Hazard
U
(PAR)
Falling
May be thrown
Risk
Med
Low
Initial Risk
Ensure that exhibit is displayed on sufficiently large
Made of carpet-like material. Supervision required.
Existing Control Measures
Low
Low
Final Risk
Risk Assessment: “Dominoes”
Small parts
UE
table.
Exhibit stand
(PAR) Persons at Risk: (U) Users, (E) Employees
Assessment Date: 10 March 2008
Additional references, tasks, etc: Please reassess on site and check for cracking before use.
Beth Evans
RAMCK01-02
Assessor:
Assessment no:
20
Garden Path
National Curriculum (DCELLS) Links:
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Understanding methods of calculation.
• Investigating patterns and relationships. Shape, Position and Movement
• Understanding and using the properties of shape.
• Understanding and using the properties of position and movement. Handling Data
• Collecting, representing and interpreting data. R
R
R
R
R
R
R
R
History
In a numeric progression, the value of each number depends on one or more of the previous values.
In an arithmetic progression, the next number is determined by addition. For example, 2, 4, 6, 8, 10,
etc. The difference is 2.
In a geometric progression, the next number is determined by multiplication. For example, 2, 4, 8, 16,
etc. The difference is x 2.
In Garden Path, the next number is the sum of the previous two numbers: 0, 1, 1, 2, 3, 5, etc. This
sequence was first discovered by Leonardo Fibonacci of Pisa, and it is now called the Fibonacci
series. Fibonacci discovered this series in 1225 AD
when he entered a maths tournament ordered
by Emperor Frederick II. He was asked to
calculate how fast rabbits could breed in ideal
circumstances. The answer follows the Fibonacci
series.
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21
(PAR)
Risk
Initial Risk
Existing Control Measures
Low
Final Risk
Risk Assessment: “Garden Path”
Significant Hazard
No sharp edges, low weight, passed choke test.
Supervision required.
Ensure that exhibit is displayed on sufficiently large
table.
Low
Low
Med
Can be thrown
Falling
U
UE
Small parts
Exhibit stand
(PAR) Persons at Risk: (U) Users, (E) Employees
Assessment Date: 10 March 2008
Additional references, tasks, etc: Please reassess on site and check for cracking before use.
Beth Evans
RAMCK02-01
Assessor:
Assessment no:
22
Handshakes
National Curriculum (DCELLS) Links:
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Understanding methods of calculation.
• Investigating patterns and relationships. Shape, Position and Movement
• Understanding and using the properties of shape.
• Understanding and using the properties of position and movement. Handling Data
• Collecting, representing and interpreting data. www.techniquest.org
R
R
R
R
R
R
R
R
23
Significant Hazard
U
(PAR)
Falling
Firing
Risk
Med
Med
Initial Risk
Ensure that exhibit is displayed on sufficiently large
Supervision required.
Existing Control Measures
Low
Low
Final Risk
Risk Assessment: “Handshakes”
Elastic bands
UE
table.
Exhibit stand
(PAR) Persons at Risk: (U) Users, (E) Employees
Assessment Date: 10 March 2008
Additional references, tasks, etc: Please reassess on site and check for cracking before use.
Beth Evans
RAMCK01-08
Assessor:
Assessment no:
24
Matchsticks
National Curriculum (DCELLS) Links:
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Understanding number and number notation.
Measures and Money
• Understanding and using measures. Shape, Position and Movement
• Understanding and using the properties of shape.
• Understanding and using the properties of position and movement. Handling Data
• Collecting, representing and interpreting data. www.techniquest.org
R
R
R
R
R
R
R
R
25
Significant Hazard
U
(PAR)
Falling
Can be thrown
Risk
Med
Low
Initial Risk
Ensure that exhibit is displayed on sufficiently large
Light wood, no sharp edges,. Supervision required.
Existing Control Measures
Low
Low
Final Risk
Risk Assessment: “Matchsticks”
Small sticks
UE
table.
Exhibit stand
(PAR) Persons at Risk: (U) Users, (E) Employees
Assessment Date: 10 March 2008
Additional references, tasks, etc: Please reassess on site and check for cracking before use.
Beth Evans
RAMCK01-07
Assessor:
Assessment no:
26
Nim
National Curriculum (DCELLS) Links:
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Understanding number and number notation.
• Understanding methods of calculation.
• Investigating patterns and relationships. Shape, Position and Movement
• Understanding and using the properties of position and movement. Handling Data
• Collecting, representing and interpreting data. R
R
R
R
R
R
R
R
History
It is thought that the game Nim originated in China. A similar game has been linked to an Italian
mathematician, Luca Pacioli in the 1500s. A typical game of Nim consists of a number of piles of
sticks, pebbles or coins.
Nim was given its name by Charles Brouton at the turn of the last century. It is derived from an archaic
English word, meaning to steal or take away. Brouton published a full analysis and proof containing a
winning strategy for Nim. It was based on the binary number system.
In 1951 a Nim playing robot was exhibited at the Festival of Britain where it was so popular the police
had to be called in to control the crowds.
www.techniquest.org
27
Significant Hazard
U
(PAR)
Falling
Can be thrown
Risk
Med
Low
Initial Risk
Ensure that exhibit is displayed on sufficiently large
Light plastic, no sharp edges. Supervision required.
Existing Control Measures
Low
Low
Final Risk
Risk Assessment: “Nim”
Small parts
UE
table.
Exhibit stand
(PAR) Persons at Risk: (U) Users, (E) Employees
Assessment Date: 10 March 2008
Additional references, tasks, etc: Please reassess on site and check for cracking before use.
Beth Evans
RAMCK01-11
Assessor:
Assessment no:
28
Packing Spheres
National Curriculum (DCELLS) Links:
Mathematical Skills
R
R
R
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
R
• Investigating patterns and relationships. Measures and Money
R
• Understanding and using measures. Shape, Position and Movement
• Understanding and using the properties of shape.
• Understanding and using the properties of position and movement. Handling Data
• Collecting, representing and interpreting data.
R
R
R
History
Problems relating to spheres date back to Elizabethan times. In 1611, Sir Walter Raleigh asked his
mathematical assistant, Thomas Harriot, how he could calculate the number of cannonballs in a stack.
Although he solved this particular problem, Harriot began thinking about what arrangement of spheres
might take up the least amount of space. He wrote to a colleague, astronomer Johannes Kepler, and
put the problem to him.
Following a number of experiments, Kepler stated that the best arrangement known as face-centred
cubic packing was the best. This became known as
Kepler’s Conjecture. Proving this became one of
the biggest mathematical challenges for the next
four centuries. Eventually, the proof was found by
Thomas Hales in 1998.
Incidentally, face-centred cubic packing is the
same arrangement favoured by grocers for
centuries.
www.techniquest.org
29
(PAR)
Risk
Initial Risk
Existing Control Measures
Low
Final Risk
Risk Assessment: “Packing Spheres”
Significant Hazard
Balls made of light, soft plastic. Supervision required.
Ensure that exhibit is displayed on sufficiently large
table.
Low
Low
Med
Can be thrown
Falling
U
UE
Balls
Exhibit stand
(PAR) Persons at Risk: (U) Users, (E) Employees
Assessment Date: 10 March 2008
Additional references, tasks, etc: Please reassess on site and check for cracking before use.
Beth Evans
RAMCK01-03
Assessor:
Assessment no:
30
Packing Parcels
National Curriculum (DCELLS) Links:
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Shape, Position and Movement
• Understanding and using the properties of shape.
• Understanding and using the properties of position and movement. Handling Data
• Collecting, representing and interpreting data. R
R
R
R
R
R
History
This puzzle was devised by English mathematician, John Conway (born in Liverpool in 1937). Conway
has contributed to the theory of finite groups, knot theory, number theory, combinatorial game theory
and coding theory. He is also well known as the creator of “The Game of Life”.
Solving puzzles of any type enhances logical thinking and problem solving skills, needed for both
mathematical and scientific thought processes.
www.techniquest.org
31
(PAR)
Risk
Initial Risk
Existing Control Measures
Low
Final Risk
Risk Assessment: “Packing Parcels”
Significant Hazard
Parcels made of heavy plastic, no sharp edges.
Supervision required.
Ensure that exhibit is displayed on sufficiently large
table.
Assessment Date: 10 March 2008
Low
Med
Med
Can be thrown
Falling
U
UE
Parcels
Exhibit stand
(PAR) Persons at Risk: (U) Users, (E) Employees
Beth Evans
Additional references, tasks, etc: Please reassess on site and check for cracking before use.
Assessor:
32
Pentominoes
National Curriculum (DCELLS) Links:
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Shape, Position and Movement
• Understanding and using the properties of shape.
• Understanding and using the properties of position and movement. Handling Data
• Collecting, representing and interpreting data. R
R
R
R
R
R
History
Pentominoes are said to have been introduced by Solomon W. Golomb in 1953 at a talk he gave to
the Harvard Mathematics Club. Although he coined the name, pentominoes are an ancient Chinese
game.
The first published pentomino problem was written by the great English inventor of puzzles, Henry
Ernest Dudeney (1857-1930).
www.techniquest.org
33
(PAR)
Risk
Initial Risk
Existing Control Measures
Low
Final Risk
Risk Assessment: “Pentominoes”
Significant Hazard
No sharp edges, low weight, passed choke test.
Supervision required.
Ensure that exhibit is displayed on sufficiently large
table.
Low
Low
Med
Can be thrown
Falling
U
UE
Small parts
Exhibit stand
(PAR) Persons at Risk: (U) Users, (E) Employees
Assessment Date: 10 March 2008
Additional references, tasks, etc: Please reassess on site and check for cracking before use.
Beth Evans
RAMCK01-01
Assessor:
Assessment no:
34
Pyramid
National Curriculum (DCELLS) Links:
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Shape, Position and Movement
• Understanding and using the properties of shape.
• Understanding and using the properties of position and movement. Handling Data
• Collecting, representing and interpreting data. R
R
R
R
R
R
History
In 1983, R. Buckminster Fuller wrote:
“Nature’s simplest structure in the universe is the tetrahedron. The regular tetrahedron does not fill
space by itself. The octahedron and tetrahedron complement one another to fill all space. Together they
form the simplest, most powerful structural system in the universe.”
We learn from a very early age that cubes pack together perfectly to fill space and this shape is
commonly seen in building. Builders know that the square is not a strong shape and either needs to be
made with strong materials or needs to be cross-braced. Buckminster Fuller discovered and developed
the “octet truss”, a construction system that uses the tetrahedron and octahedron. Shortly after
developing the system, he then discovered that Alexander Graham Bell had used the same construction
when developing a man-carrying kite.
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35
(PAR)
Risk
Initial Risk
Existing Control Measures
Low
Final Risk
Risk Assessment: “Pyramid”
Significant Hazard
No sharp edges, low weight, passed choke test.
Supervision required.
Ensure that exhibit is displayed on sufficiently large
table.
Low
Low
Med
Can be thrown
Falling
U
UE
Small parts
Exhibit stand
(PAR) Persons at Risk: (U) Users, (E) Employees
Assessment Date: 10 March 2008
Additional references, tasks, etc: Please reassess on site and check for cracking before use.
Beth Evans
RAMCK02-03
Assessor:
Assessment no:
36
Pythagoras Puzzle
National Curriculum (DCELLS) Links:
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Investigating patterns and relationships. Measures and Money
• Understanding and using measures. Shape, Position and Movement
• Understanding and using the properties of shape.
• Understanding and using the properties of position and movement. Handling Data
• Collecting, representing and interpreting data. R
R
R
R
R
R
R
R
Applications
We can use Pythagoras’ theorem to calculate areas or distances in surveying, astronomy, engineering,
etc.
History
This puzzle illustrates one of the most important ideas in geometry, discovered by Pythagoras in 540 BC. His theorem states that the area of the big square can be split up into the area of the two
smaller squares for any right-angled triangle.
“The square on the long side (hypotenuse) of any
right-angled triangle is equal to the sum of the
squares of the other two sides.”
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37
(PAR)
Risk
Initial Risk
Existing Control Measures
Low
Final Risk
Risk Assessment: “Pythagoras Puzzle”
Significant Hazard
No sharp edges, low weight, passed choke test.
Supervision required.
Ensure that exhibit is displayed on sufficiently large
table.
Low
Low
Med
Can be thrown
Falling
U
UE
Small parts
Exhibit stand
(PAR) Persons at Risk: (U) Users, (E) Employees
Assessment Date: 10 March 2008
Additional references, tasks, etc: Please reassess on site and check for cracking before use.
Beth Evans
RAMCK02-07
Assessor:
Assessment no:
38
Reach the Goal
National Curriculum (DCELLS) Links:
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Investigating patterns and relationships. Shape, Position and Movement
• Understanding and using the properties of shape.
• Understanding and using the properties of position and movement. Handling Data
• Collecting, representing and interpreting data. R
R
R
R
R
R
R
History
This is an example of a sliding puzzle. characterised by a grid of tiles with one space free. The most
famous version of this is called the Fifteen Puzzle, created by New Yorker, Noyes Plamer Chapman,
around 1874. In the original puzzle, the numbered tiles were placed in ascending order from 1 to 15
in a 4 x 4 grid, with the positions of 14 and 15 reversed. The aim is to slide the tiles around the grid
until all numbers are in ascending order. This problem is famously unsolvable!
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39
(PAR)
Risk
Initial Risk
Existing Control Measures
Low
Final Risk
Risk Assessment: “Reach the Goal”
Significant Hazard
No sharp edges, low weight, passed choke test.
Supervision required.
Ensure that exhibit is displayed on sufficiently large
table.
Low
Low
Med
Can be thrown
Falling
U
UE
Small parts
Exhibit stand
(PAR) Persons at Risk: (U) Users, (E) Employees
Assessment Date: 10 March 2008
Additional references, tasks, etc: Please reassess on site and check for cracking before use.
Beth Evans
RAMCK02-05
Assessor:
Assessment no:
40
Spheres
National Curriculum (DCELLS) Links:
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Shape, Position and Movement
• Understanding and using the properties of shape.
• Understanding and using the properties of position and movement. Handling Data
• Collecting, representing and interpreting data. www.techniquest.org
R
R
R
R
R
R
41
Significant Hazard
U
(PAR)
Falling
Can be thrown
Risk
Med
Low
Initial Risk
Ensure that exhibit is displayed on sufficiently large
Supervision required at all times.
Existing Control Measures
Low
Low
Final Risk
Risk Assessment: “Spheres”
Heavy balls
UE
table.
Exhibit stand
(PAR) Persons at Risk: (U) Users, (E) Employees
Assessment Date: 10 March 2008
Additional references, tasks, etc: Please reassess on site and check for cracking before use.
Beth Evans
RAMCK02-02
Assessor:
Assessment no:
42
Tetra Solid
National Curriculum (DCELLS) Links:
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Shape, Position and Movement
• Understanding and using the properties of shape.
• Understanding and using the properties of position and movement. Handling Data
• Collecting, representing and interpreting data. www.techniquest.org
R
R
R
R
R
R
43
(PAR)
Risk
Initial Risk
Existing Control Measures
Low
Final Risk
Risk Assessment: “Tetra Solid”
Significant Hazard
No sharp edges, low weight, passed choke test.
Supervision required.
Ensure that exhibit is displayed on sufficiently large
table.
Assessment Date: 10 March 2008
Low
Low
Med
Can be thrown
Falling
U
UE
Small parts
Exhibit stand
(PAR) Persons at Risk: (U) Users, (E) Employees
Beth Evans
Additional references, tasks, etc: Please reassess on site and check for cracking before use.
Assessor:
44
Times Table
National Curriculum (DCELLS) Links:
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Understanding number and number notation.
• Understanding methods of calculation.
• Investigating patterns and relationships. Handling Data
• Collecting, representing and interpreting data. R
R
R
R
R
R
R
History
John Napier was a mathematician who lived in the 16th century. His biggest achievement was the
invention of logarithms, but he also invented a calculating device to perform multiplications. The device
was in use until the 20th century.
The device was made of rods but the most expensive examples of these rods were made of horn or
ivory - hence they became known as Napier’s Bones. In the 1600s, bone was often used to carve
tally sticks or counting sticks. By arranging the rods and doing some simple additions it is possible to
perform multiplications.
John Napier was so clever it was rumoured that he was “in league with the devil”.
www.techniquest.org
45
(PAR)
Risk
Initial Risk
Existing Control Measures
Low
Final Risk
Risk Assessment: “Times Table”
Significant Hazard
No sharp edges, low weight, passed choke test.
Supervision required.
Ensure that exhibit is displayed on sufficiently large
table.
Assessment Date: 10 March 2008
Low
Low
Med
Can be thrown
Falling
U
UE
Small parts
Exhibit stand
(PAR) Persons at Risk: (U) Users, (E) Employees
Beth Evans
Additional references, tasks, etc: Please reassess on site and check for cracking before use.
Assessor:
46
Towers of Brahma
National Curriculum (DCELLS) Links:
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning.
Number
• Investigating patterns and relationships.
Shape, Position and Movement
• Understanding and using the properties of shape.
• Understanding and using the properties of position and movement. Handling Data
• Collecting, representing and interpreting data. R
R
R
R
R
R
R
History
This is a variation of a classic puzzle first created in 1883 by French mathematician, Edouard Lucas. It
is based around a legend that in India, there was a temple with a dome which marked the centre of the
world. Within the dome, the priests of Brahma moved golden disks between diamond needle-points, a
cubit (the length of a forearm) high and as thick as the body of a bee.
64 gold disks were placed on one needle at the time of creation. The priests were to move one disk
at a time, and were never to put a larger disk on top of a smaller one. It was said that when they
completed their task, the universe would come to an end.
It would take at least 264 -1 moves to complete the task. Assuming one move is made per second,
it would take almost 585,000 million years to
complete. So we are safe for now!
www.techniquest.org
47
(PAR)
Risk
Initial Risk
Existing Control Measures
Low
Final Risk
Risk Assessment: “Towers of Brahma”
Significant Hazard
Plastic rings, no sharp edges, low weight. Supervision required.
Ensure that exhibit is displayed on sufficiently large
table.
Assessment Date: 10 March 2008
Low
Low
Med
Can be thrown
Falling
U
UE
Small parts
Exhibit stand
(PAR) Persons at Risk: (U) Users, (E) Employees
Beth Evans
Additional references, tasks, etc: Please reassess on site and check for cracking before use.
Assessor:
48
Towers of Hanoi
National Curriculum (DCELLS) Links:
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Investigating patterns and relationships. Shape, Position and Movement
• Understanding and using the properties of shape.
• Understanding and using the properties of position and movement. Handling Data
• Collecting, representing and interpreting data. R
R
R
R
R
R
R
History
This is a classic puzzle first created in 1883 by French mathematician, Edouard Lucas. It is based
around a legend that in India, there was a temple with a dome which marked the centre of the world.
Within the dome, the priests of Brahma moved golden disks between diamond needle-points, a cubit
(the length of a forearm) high and as thick as the body of a bee.
64 gold disks were placed on one needle at the time of creation. The priests were to move one disk
at a time, and were never to put a larger disk on top of a smaller one. It was said that when they
completed their task, the universe would come to an end.
It would take at least 264 -1 moves to complete the task. Assuming one move is made per second, it
would take almost 585,000 million years to complete. So we are safe for now!
www.techniquest.org
49
(PAR)
Risk
Initial Risk
Existing Control Measures
Low
Final Risk
Risk Assessment: “Towers of Hanoi”
Significant Hazard
Plastic rings, no sharp edges, low weight. Supervision required.
Ensure that exhibit is displayed on sufficiently large
table.
Low
Low
Med
Can be thrown
Falling
U
UE
Small parts
Exhibit stand
(PAR) Persons at Risk: (U) Users, (E) Employees
Assessment Date: 10 March 2008
Additional references, tasks, etc: Please reassess on site and check for cracking before use.
Beth Evans
RAMCK01-06
Assessor:
Assessment no:
50
Optional Follow-up Session
3D Noughts and Crosses
National Curriculum (DCELLS) Links:
Activity One: Barrier Game (Book 1, page 51)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Shape, Position and Movement
• Understanding and using the properties of shape.
• Understanding and using the properties of position and movement. Handling Data
• Collecting, representing and interpreting data. R
R
R
R
R
R
Activity Two: Viewing Shapes (Book 1, page 53)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Shape, Position and Movement
• Understanding and using the properties of shape.
• Understanding and using the properties of position and movement. Handling Data
• Collecting, representing and interpreting data. www.techniquest.org
R
R
R
R
R
R
51
52
www.techniquest.org
Optional Follow-up Session
4x4
National Curriculum (DCELLS) Links:
Activity One: Magic Squares (Book 1, page 55)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Understanding number and number notation.
• Understanding methods of calculation. • Investigating patterns and relationships. Handling Data
• Collecting, representing and interpreting data. R
R
R
R
R
R
R
Activity Two: Magic Squares (Book 1, page 57)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Understanding number and number notation.
• Understanding methods of calculation. • Investigating patterns and relationships. Handling Data
• Collecting, representing and interpreting data. www.techniquest.org
R
R
R
R
R
R
R
53
Activity Three: Magic Squares (Book 1, page 59)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Understanding number and number notation.
• Understanding methods of calculation. • Investigating patterns and relationships. Handling Data
• Collecting, representing and interpreting data. • Understanding and using probability
54
R
R
R
R
R
R
R
R
www.techniquest.org
Optional Follow-up Session
Birthday Cake
National Curriculum (DCELLS) Links:
Activity One: Rangoli Patterns (Book 1, page 61)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Shape, Position and Movement
• Understanding and using the properties of shape.
• Understanding and using the properties of position and movement. Handling Data
• Collecting, representing and interpreting data. R
R
R
R
R
R
Activity Two: Making 2D Shapes (Book 1, page 63)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Shape, Position and Movement
• Understanding and using the properties of shape.
• Understanding and using the properties of position and movement. Handling Data
• Collecting, representing and interpreting data. www.techniquest.org
R
R
R
R
R
R
55
Activity Three: Rotational Symmetry (Book 1, page 65)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Shape, Position and Movement
• Understanding and using the properties of shape.
• Understanding and using the properties of position and movement. Handling Data
• Collecting, representing and interpreting data. 56
R
R
R
R
R
R
www.techniquest.org
Optional Follow-up Session
Cola Crate
National Curriculum (DCELLS) Links:
Activity One: Coordinate Shapes (Book 1, page 69)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Understanding number and number notation.
Shape, Position and Movement
• Understanding and using the properties of shape.
• Understanding and using the properties of position and movement. Handling Data
• Collecting, representing and interpreting data. R
R
R
R
R
R
R
Activity Two: Coordinate Puzzles (Book 1, page 71)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Understanding number and number notation.
Shape, Position and Movement
• Understanding and using the properties of shape.
• Understanding and using the properties of position and movement. Handling Data
• Collecting, representing and interpreting data. www.techniquest.org
R
R
R
R
R
R
R
57
Activity Three: Coordinate Picture (Book 1, page 75)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Understanding number and number notation.
Shape, Position and Movement
• Understanding and using the properties of shape.
• Understanding and using the properties of position and movement. Handling Data
• Collecting, representing and interpreting data. 58
R
R
R
R
R
R
R
www.techniquest.org
Optional Follow-up Session
Crazy Paving
National Curriculum (DCELLS) Links:
Activity One: A Tight Fit! (Book 1, page 77)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Shape, Position and Movement
• Understanding and using the properties of shape.
• Understanding and using the properties of position and movement. Handling Data
• Collecting, representing and interpreting data. R
R
R
R
R
R
Activity Two: Making Shapes (Book 1, page 79)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Shape, Position and Movement
• Understanding and using the properties of shape.
• Understanding and using the properties of position and movement. Handling Data
• Collecting, representing and interpreting data. www.techniquest.org
R
R
R
R
R
R
59
Activity Three: Tangrams (Book 1, page 81)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Shape, Position and Movement
• Understanding and using the properties of shape.
• Understanding and using the properties of position and movement. Handling Data
• Collecting, representing and interpreting data. 60
R
R
R
R
R
R
www.techniquest.org
Optional Follow-up Session
Dominoes
National Curriculum (DCELLS) Links:
Activity One: Odd and Even Totals (Book 1, page 85)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Understanding number and number notation.
• Understanding methods of calculation. • Investigating patterns and relationships. Handling Data
• Collecting, representing and interpreting data. R
R
R
R
R
R
R
Activity Two: Domino Probability (Book 1, page 87)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Understanding number and number notation.
• Understanding methods of calculation. • Investigating patterns and relationships. Handling Data
• Collecting, representing and interpreting data. • Understanding and using probability
www.techniquest.org
R
R
R
R
R
R
R
R
61
Activity Three: Domino Fractions (Book 1, page 89)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Understanding number and number notation.
• Understanding methods of calculation. • Investigating patterns and relationships. Handling Data
• Collecting, representing and interpreting data. 62
R
R
R
R
R
R
R
www.techniquest.org
Optional Follow-up Session
Garden Path
National Curriculum (DCELLS) Links:
Activity One: Stacking Blocks (Book 1, page 91)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Investigating patterns and relationships. Shape, Position and Movement
• Understanding and using the properties of shape.
• Understanding and using the properties of position and movement. Handling Data
• Collecting, representing and interpreting data. R
R
R
R
R
R
R
Activity Two: Buying a Garden Path (Book 1, page 93)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Investigating patterns and relationships. Measures and Money
• Understanding and using money. Shape, Position and Movement
• Understanding and using the properties of shape.
• Understanding and using the properties of position and movement. Handling Data
• Collecting, representing and interpreting data. www.techniquest.org
R
R
R
R
R
R
R
R
63
Activity Three: Golden Rectangle (Book 1, page 95)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Understanding number and number notation.
• Investigating patterns and relationships. Shape, Position and Movement
• Understanding and using the properties of shape.
Handling Data
• Collecting, representing and interpreting data. 64
R
R
R
R
R
R
R
www.techniquest.org
Optional Follow-up Session
Handshakes
National Curriculum (DCELLS) Links:
Activity One: Number Triangles (Book 1, page 97)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Understanding number and number notation.
• Understanding methods of calculation. • Investigating patterns and relationships. Handling Data
• Collecting, representing and interpreting data. R
R
R
R
R
R
R
Activity Two: Number Pyramid (Book 1, page 99)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Understanding number and number notation.
• Understanding methods of calculation. • Investigating patterns and relationships. Handling Data
• Collecting, representing and interpreting data. www.techniquest.org
R
R
R
R
R
R
R
65
Activity Three: Mystic Roses (Book 1, page 101)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Understanding number and number notation.
• Understanding methods of calculation. • Investigating patterns and relationships. Handling Data
• Collecting, representing and interpreting data. 66
R
R
R
R
R
R
R
www.techniquest.org
Optional Follow-up Session
Matchsticks
National Curriculum (DCELLS) Links:
Activity One: Square Patterns (Book 1, page 105)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Understanding number and number notation.
• Understanding methods of calculation. • Investigating patterns and relationships. Handling Data
• Collecting, representing and interpreting data. R
R
R
R
R
R
R
Activity Two: Function Machines (Book 1, page 107)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Understanding number and number notation.
• Understanding methods of calculation. • Investigating patterns and relationships. Handling Data
• Collecting, representing and interpreting data. www.techniquest.org
R
R
R
R
R
R
R
67
Activity Three: Matchstick Patterns (Book 1, page 109)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Understanding number and number notation.
• Understanding methods of calculation. • Investigating patterns and relationships. Shape, Position and Movement
• Understanding and using the properties of position and movement. Handling Data
• Collecting, representing and interpreting data. 68
R
R
R
R
R
R
R
R
www.techniquest.org
Optional Follow-up Session
Nim
National Curriculum (DCELLS) Links:
Activity One: Using an Abacus (Book 1, page 111)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Understanding number and number notation.
• Understanding methods of calculation. • Investigating patterns and relationships. Handling Data
• Collecting, representing and interpreting data. R
R
R
R
R
R
R
Activity Two: Roman Numerals (Book 1, page 113)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Understanding number and number notation.
• Understanding methods of calculation. • Investigating patterns and relationships. Handling Data
• Collecting, representing and interpreting data. www.techniquest.org
R
R
R
R
R
R
R
69
Activity Three: Roman Numerals (Book 1, page 115)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Understanding number and number notation.
• Understanding methods of calculation. • Investigating patterns and relationships. Handling Data
• Collecting, representing and interpreting data. 70
R
R
R
R
R
R
R
www.techniquest.org
Optional Follow-up Session
Packing Spheres
National Curriculum (DCELLS) Links:
Activity One: Number Patterns (Book 1, page 117)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Understanding number and number notation.
• Understanding methods of calculation. • Investigating patterns and relationships. Handling Data
• Collecting, representing and interpreting data. R
R
R
R
R
R
R
Activity Two: Dot Patterns (Book 1, page 119)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Understanding number and number notation.
• Understanding methods of calculation. • Investigating patterns and relationships. Handling Data
• Collecting, representing and interpreting data. www.techniquest.org
R
R
R
R
R
R
R
71
Activity Three: Pascal’s Triangle (Book 1, page 121)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Understanding number and number notation.
• Understanding methods of calculation. • Investigating patterns and relationships. Handling Data
• Collecting, representing and interpreting data. 72
R
R
R
R
R
R
R
www.techniquest.org
Optional Follow-up Session
Packing Parcels
National Curriculum (DCELLS) Links:
Activity One: Finding the Volume (Book 1, page 123)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Understanding number and number notation.
• Understanding methods of calculation. • Investigating patterns and relationships. Measures and Money
• Understanding and using measures. Shape, Position and Movement
• Understanding and using the properties of shape.
Handling Data
• Collecting, representing and interpreting data. R
R
R
R
R
R
R
R
R
Activity Two: Volume of Cuboids (Book 1, page 125)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Understanding number and number notation.
• Understanding methods of calculation. • Investigating patterns and relationships. Measures and Money
• Understanding and using measures. Shape, Position and Movement
• Understanding and using the properties of shape.
www.techniquest.org
R
R
R
R
R
R
R
R
73
Handling Data
• Collecting, representing and interpreting data. R
Activity Three: Making Boxes (Book 1, page 127)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Understanding number and number notation.
• Understanding methods of calculation. • Investigating patterns and relationships. Measures and Money
• Understanding and using measures. Shape, Position and Movement
• Understanding and using the properties of shape.
Handling Data
• Collecting, representing and interpreting data. 74
R
R
R
R
R
R
R
R
R
www.techniquest.org
Optional Follow-up Session
Pentominoes
National Curriculum (DCELLS) Links:
Activity One: Tetrominoes (Book 1, page 129)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Investigating patterns and relationships. Measures and Money
• Understanding and using measures. Shape, Position and Movement
• Understanding and using the properties of shape.
• Understanding and using the properties of position and movement. Handling Data
• Collecting, representing and interpreting data. R
R
R
R
R
R
R
R
Activity Two: Pentominoes (Book 1, page 131)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Investigating patterns and relationships. Shape, Position and Movement
• Understanding and using the properties of shape.
• Understanding and using the properties of position and movement. Handling Data
• Collecting, representing and interpreting data. www.techniquest.org
R
R
R
R
R
R
R
75
Activity Three: Investigating Pentominoes (Book 1, page 133)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Investigating patterns and relationships. Measures and Money
• Understanding and using measures. Shape, Position and Movement
• Understanding and using the properties of shape.
Handling Data
• Collecting, representing and interpreting data. 76
R
R
R
R
R
R
R
www.techniquest.org
Optional Follow-up Session
Pyramid
National Curriculum (DCELLS) Links:
Activity One: Making Pyramids (Book 1, page 135)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Shape, Position and Movement
• Understanding and using the properties of shape.
Handling Data
• Collecting, representing and interpreting data. R
R
R
R
R
Activity Two: Making Pyramids (Book 1, page 137)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Shape, Position and Movement
• Understanding and using the properties of shape.
Handling Data
• Collecting, representing and interpreting data. www.techniquest.org
R
R
R
R
R
77
Activity Three: Pyramids (Book 1, page 139)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Shape, Position and Movement
• Understanding and using the properties of shape.
Handling Data
• Collecting, representing and interpreting data. 78
R
R
R
R
R
www.techniquest.org
Optional Follow-up Session
Pythagoras Puzzle
National Curriculum (DCELLS) Links:
Activity One: Area (Book 1, page 141)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Understanding number and number notation.
• Understanding methods of calculation. • Investigating patterns and relationships. Measures and Money
• Understanding and using measures. Shape, Position and Movement
• Understanding and using the properties of shape.
Handling Data
• Collecting, representing and interpreting data. R
R
R
R
R
R
R
R
R
Activity Two: Investigating Area (Book 1, page 143)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Understanding number and number notation.
• Understanding methods of calculation. • Investigating patterns and relationships. Measures and Money
• Understanding and using measures. Shape, Position and Movement
• Understanding and using the properties of shape.
www.techniquest.org
R
R
R
R
R
R
R
R
79
Handling Data
• Collecting, representing and interpreting data. R
Activity Three: Investigating Cubes (Book 1, page 145)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Understanding number and number notation.
• Understanding methods of calculation. • Investigating patterns and relationships. Measures and Money
• Understanding and using measures. Shape, Position and Movement
• Understanding and using the properties of shape.
Handling Data
• Collecting, representing and interpreting data. 80
R
R
R
R
R
R
R
R
R
www.techniquest.org
Optional Follow-up Session
Reach the Goal
National Curriculum (DCELLS) Links:
Activity One: Collecting Carrots (Book 1, page 147)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Understanding number and number notation.
Measures and Money
• Understanding and using money. Shape, Position and Movement
• Understanding and using the properties of position and movement. Handling Data
• Collecting, representing and interpreting data. R
R
R
R
R
R
R
Activity Two: Frogs (Book 1, page 145)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Understanding number and number notation.
• Investigating patterns and relationships. Shape, Position and Movement
• Understanding and using the properties of position and movement. Handling Data
• Collecting, representing and interpreting data. www.techniquest.org
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Activity Three: Moving Counters (Book 1, page 153)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Understanding number and number notation.
• Investigating patterns and relationships. Shape, Position and Movement
• Understanding and using the properties of position and movement. Handling Data
• Collecting, representing and interpreting data. 82
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Optional Follow-up Session
Spheres
National Curriculum (DCELLS) Links:
Activity One: Drawing Circles (Book 1, page 155)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Shape, Position and Movement
• Understanding and using the properties of shape.
• Understanding and using the properties of position and movement. Handling Data
• Collecting, representing and interpreting data. R
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Activity Two: Investigating Circumferences (Book 1, page 157)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Understanding number and number notation.
• Understanding methods of calculation.
• Investigating patterns and relationships. Measures and Money
• Understanding and using measures.
Shape, Position and Movement
• Understanding and using the properties of shape.
• Understanding and using the properties of position and movement. Handling Data
• Collecting, representing and interpreting data. www.techniquest.org
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Optional Follow-up Session
Tetra Solid
National Curriculum (DCELLS) Links:
Activity One: Tetrahedra (Book 1, page 159)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Shape, Position and Movement
• Understanding and using the properties of shape.
• Understanding and using the properties of position and movement. R
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Activity Two: Tetrahedra Game (Book 1, page 161)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Shape, Position and Movement
• Understanding and using the properties of shape.
• Understanding and using the properties of position and movement. R
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Activity Three: Polyhedra Puzzle (Book 1, page 163)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Investigating patterns and relationships. Shape, Position and Movement
• Understanding and using the properties of shape.
• Understanding and using the properties of position and movement. Handling Data
• Collecting, representing and interpreting data. www.techniquest.org
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Optional Follow-up Session
Times Tables
National Curriculum (DCELLS) Links:
Activity One: Dice Probability (Book 1, page 165)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Understanding methods of calculation. • Investigating patterns and relationships. Handling Data
• Collecting, representing and interpreting data. • Understanding and using probability. R
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Activity Two: Number Patterns (Book 1, page 167)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Understanding number and number notation.
• Understanding methods of calculation. • Investigating patterns and relationships. Handling Data
• Collecting, representing and interpreting data. www.techniquest.org
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Activity Three: Money Multiplication (Book 1, page 169)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Understanding number and number notation.
• Understanding methods of calculation. • Investigating patterns and relationships. Measures and Money
• Understanding and using money.
Handling Data
• Collecting, representing and interpreting data. 88
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Optional Follow-up Session
Towers of Brahma
National Curriculum (DCELLS) Links:
Activity One: Dice Doubles (Book 1, page 171)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Understanding number and number notation.
• Understanding methods of calculation. • Investigating patterns and relationships. Handling Data
• Collecting, representing and interpreting data. R
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Activity Two: Doubles (Book 1, page 173)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Understanding number and number notation.
• Understanding methods of calculation. • Investigating patterns and relationships. Handling Data
• Collecting, representing and interpreting data. www.techniquest.org
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Activity Three: Probability Doubles (Book 1, page 175)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Understanding number and number notation.
• Understanding methods of calculation. • Investigating patterns and relationships. Handling Data
• Collecting, representing and interpreting data. • Understanding and using probability.
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Optional Follow-up Session
Towers of Hanoi
National Curriculum (DCELLS) Links:
Activity One: Square Patterns (Book 1, page 177)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Understanding number and number notation.
• Understanding methods of calculation. • Investigating patterns and relationships. Handling Data
• Collecting, representing and interpreting data. R
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Activity Two: Square Number Addition (Book 1, page 179)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Understanding number and number notation.
• Understanding methods of calculation. • Investigating patterns and relationships. Handling Data
• Collecting, representing and interpreting data. www.techniquest.org
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Activity Three: Investigating Square Numbers (Book 1, page 181)
Mathematical Skills
• Developing mathematical problem solving.
• Developing mathematical communication.
• Developing mathematical reasoning. Number
• Understanding number and number notation.
• Understanding methods of calculation. • Investigating patterns and relationships. Handling Data
• Collecting, representing and interpreting data. 92
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