TAKE HOME

LEARNING KIT
Try these activities with your
family during half term break!
 CONTENTS PAGE
LEARNING KIT

ENGLISH
- ISLAND PROJECT
- THE TV ADVERTISEMENT
- CREATIVE WRITING
- DESIGNING A DYSTOPIA
SCIENCE
MATH
- TORNADO IN A BOTTLE
- SQUARE RECTANGLES - UNDERWATER CANDLE
- POCKET MONEY - TEA BAG ROCKET
- CONSECUTIVE NUMBERS - SELF INFLATING BALLOON
- POLYOMINOES - RAINBOW PAPER
- WATER XYLOPHONE
- EASY WINNINGS
- UNPOPPABLE BALLOON
SEQUENCES - MAKE YOUR OWN LAVA LAMP
ENGLISH
 Island Project
• Work in your group to complete each of these tasks. It is up to
you how you arrange to get the work done – will you all work on the
same thing at once are split the tasks up between your group
members?
• Talk about the tasks as a group and treat each other fairly and
equally.
• It should take two hours to complete.

Task 1 (Must be done first of all) Task 2

- Draw a map of your island on A3
paper.
- Name it.
- Label all the areas of beauty and
interest.
- Write a brief history of the
island on A4 paper. Include things
like where it is, who lives there,
what plants and animals can be
found there, etc.
- Create a tribe to live on your
island, through a spider diagram or
mind map, explaining what they look
like, their personalities, their
beliefs and their jobs. Use A3
paper. Give them a name.
- Design costumes for a male and
female tribesperson on the island.
Label them.
- Create a character profile for the
chief of the tribe.

Task 3 Task 4 (Must be done last of all)

- Create a travel brochure for the
island, using pictures and
descriptions, prices for hotels,
activities, etc. that will appeal to
adults with families. Use folded A3
paper.
- Storyboard an advert to be shown
on TV to persuade people to visit
your island. Focus on all the good
things the island has to offer. Use
A3 paper and make it colourful.
- Prepare a presentation that shows
all the wonderful things about your
island.
- Be imaginative – show us the
island’s national dance, sing an
island song, be tour guides telling us
how lovely it is there, give
interviews with the tribe chief, act
out your storyboarded advert –
anything you like – just make it
convincing and fun to watch.
 Voting Card Voting Card Voting Card
Name of island: Name of island: Name of island:

Reason: Reason: Reason:

Voting Card Voting Card Voting Card

Name of island: Name of island: Name of island:

Reason: Reason: Reason:

Voting Card Voting Card Voting Card

Name of island: Name of island: Name of island:

Reason: Reason: Reason:

 THE TELEVISION ADVERTISEMENT

Today’s world is filled with PROPOGANDA! Everywhere you look there are Adverts on
Billboards, Flyers, Television, Radio, Magazines, Newspapers, Dustbins, at the gym, in toilet
stalls, on cars and blimps, all over the internet, spam mail, lampposts, and basically anywhere
there is space in open view! Most of the time we ignore these, or so we believe! But in fact
adverts work on our SUBCONSCIOUS mind and send us SUBLIMINAL messages ALL THE TIME!

The role of advertising in our day-to-day living cannot be ignored, and is an important part of
our economy. Companies will spend billions of their money to convince you, the target
market, to buy MORE of their product. Will they stop at anything for more sales?! As a class
spend some time discussing all the best adverts you’ve seen lately, and note the clever
subliminal ways they try to persuade you to ‘buy-into’ their product or service or ‘idea’.

Some suggestions for viewing (try Youtubing them) are Old Spice and master-card adds.
(Try “The Best Advertisement in the World!” ; “Award winning… Glycodin” ; “funny cigaratte
India video” ; “best commercial ever” ; “Nice Advertisement”; etc.)

Your task for this project will be to “pitch” a television advertisement to a committee of your
teachers and peers. You and a group of your fellow students will be expected to use ALL your
SKILLS OF PERSUASION, and knowledge of ADVERTISEMENT & FILM TECHNIQUES to create a
television advertisement that will sell a product, company or ‘idea’ [such as anti-smoking, or
promoting paying for TV licences] of your group’s choice. Take a look at the notes you have
been given on advertising and film over the year to help you; these should be used as
assistance to your group’s planning and must be thought of when looking at the rubric.

Below is an outline of the project:

Point of task:
Set-up of task:

You will be put into groups of three or more for this assignment. There will be some
time given in class to brainstorm and work on your story board. You must explain your
idea and the rough outline of your group’s storyboard to your teacher before you
begin filming.

Pre-Filming & Story Board:

Before an advertising firm begins the actual filming of the advert there must first be a
storyboard of the entire advert’s progression. A storyboard should involve drawn
pictures that need not be beautiful, but must be accurate in terms of the filming
 techniques, setting, characters and action of every scene in the advert. This way there
is no confusion when it comes to filming, the idea only needs to be captured. There is
no point wasting time & money walking around with a camera and no clear plan!

This storyboard must be presented at the pitching of your advert, so there should be a
rough outline to start (when initially showing your tutor) and a neater version in the
“pitch” presentation itself. Look at the rubric to get a better idea of what is expected.

Filming:

This is not as easy as some would think. Filming can be the most fun part of your
project or the worst, it really depends on your team work and preparation. Do not
leave this for the last minute! Think carefully of your location and ambiance.
Remember, you will be marked on your effective use of film technique. Think of these
questions when doing your storyboard and when on location: [Discuss these as a
group carefully]

• Will music be involved?

• Does the cameraman know what type of shot/angle to use in each scene?
• Is there going to be panning or tilting?
• Will the action take centre frame or will it be background to something else?
• Do the actors come in from the side of the frame or are they going to start
centre frame?
• Time span? How long is too long? How short is too short?

Time given for task:

The ‘pitching’ of your advertisement will be done as a group on .

There will be no extensions as the whole mark for this project will be decided on that
day. You will be given time in class to plan and create a rough storyboard as a group.
The actual filming will, if need be, have to done in your own group’s scheduled time.
Preparation time for your final presentation will be given.

What we are looking to assess:

o Film techniques for effect

o AIDA principles
o Advertisement ‘tricks of the trade’
o The actual “PITCHING of the advert”:

The PITCH involves a short write-up on your advert’s merits, by showing an

understanding of its effectiveness in targeting the specific audience and its use
of various advertisement ‘tricks’. This will be done like a presentation, so be
 well prepared: this pitch is meant to convince the committee that you have
succeeded in gripping your target market.

You will have to present this filmed advert to a room of your peers and tutors,
so be prepared to convince them that you thought of all the necessary factors
to affect your specific audience effectively.

This pitch should include a discussion of:

• Idea formation
• Your ‘product’
• Target Market
• Film techniques and effects
• Advertisement techniques (in terms of AIDA, for example)

STEP-BY-STEP BREAKDOWN OF TASK

Time is going to be a problem in this project if you do not use your time wisely, and there will
be NO extensions of deadlines for ANY reason.

Tick these steps off as you get through them (add more if you feel it necessary):

Step 1: What is your product?

Step 2: Research of target market.

Step 3: Relate product to target market (how to ‘draw in’ the target market).

Step 4: Developing concept of advert (brainstorming ideas for selling).

Step 5: Story board and final pre-filming write-up (pre-filming understanding of

advert).

Step 6: Show your story board write-up to your teacher for approval.

Step 7: HAVE FUN FILMING!! :D

Step 8: Edit raw film into advertisement.

Step 9: Draw up a sales pitch that your group will present with your advert to your
peers.

Step 10: Pitch advert to a group of your peers and educators.

 Designing a Dystopia
Project

Over the next week, you will complete a project that will require you to design
your own dystopia. Complete each of the tasks in this booklet to build a
complex and detailed dystopian world.

Task 1: The Downfall of a Society

Select a modern social issue from the list below:

● Crime
● Natural disasters
● Poverty
● Pollution
● Racism
● Terrorism
● War

Explain how your chosen social issue led to the collapse of your society. Did this
issue result in an obviously dystopian society or the illusion of a utopia?
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Task 2: The Nature of Control

Select a method of control from the list below:

● Corporate
● Government
● Military
● Religion
● Philosophy
● Technology

Explain how the citizens of your society are controlled.

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Task 3: Dystopian Features

● Propaganda used to control ● Fear of the outside world

● Freedom and information are ● Dehumanisation
restricted ● Natural world banished
● Figurehead or concept is ● Conformity
worshipped ● Illusion of a utopia
● Constant surveillance

Create a mind map that outlines how dystopian features appear in your society.
Task 4: The Power of Symbols

Design a symbol for those who rule your society.

Explain how this symbol represents those who rule your society.
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Design a symbol for those who rebel against those in power.

Explain how this symbol represents those who defy the ruling classes.
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Task 5: A Dystopian World

Create visual representations of what your dystopian world looks like. The
environment should reflect the social issue that caused your society to collapse.
Task 6: Dystopian Characters

Create visual representations of the characters who inhabit your dystopian

world. Consider how their clothing and appearance reflects their class and the
types of environments that they inhabit.
Task 7: Propaganda

Create a propaganda poster or pamphlet distributed by the ruling power.

Remember to use the symbols that you have created and propaganda
techniques.
Task 8: Language is Power

Create a song, poem or diary entry written by an individual who is rebelling

against the ruling power.

You should include poetic techniques and references to all the elements of the
dystopian society that you have created such as social issues, methods of
control, symbols of power etc.

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MATH
Ma3 Task Sheet (L3-6) Teacher’s Guide
Square Rectangles

This investigation allows pupils to explore formula for finding areas and
perimeters of rectangles and squares. This may begin initially with using
straightforward measurement or simple addition, and can be extended to
identifying and using formulae. There are also opportunities for the use of
ICT to quickly identify patterns, and apply formulae.

Less able pupils will probably focus on the initial task, drawing out
accurate squares, and measuring areas and perimeters using taught
methods, such as counting squares, or measuring with a ruler. They should
find, fairly quickly, that the relevant square is that of 4 x 4 units.

Middle range pupils should quickly find the relevant square, and can show
that this is unique by drawing a graph to compare increasing perimeter to
increasing area. They may also derive a formula to describe the
relationships and relate this to the methods for calculating area/perimeter.

More able pupils should resolve the original problem relying largely on
data rather than drawings. They may complete graphs/formulae to describe
the relationships. They should then move on to consider alternative
variations on the theme.

Suggested variations:
♦ Find a rectangle which is twice as high as it is wide, that has equal
value area & perimeter - one solution
♦ Explore right-angled triangles to find one with area equal to length of
two adjacent sides (i.e. excluding hypotenuse) – 2 solutions
♦ Explore the largest possible area achievable from a rectangle of any
given perimeter
♦ Gifted pupils may extend this to identify largest possible volume
from a cuboid of any given surface area.

This investigation is limited in its range of achievement to the central 3-6

band, since level 2 pupils are not expected to be able to calculate
area/perimeter
Ma3 Task Sheet (L3-6)
Square Rectangles
Focus: Shape, Space & Measures
In this investigation you will be looking at 2-dimensional shapes. The aim is to explore
the relationship between the area and perimeter of shapes – particularly different
types of rectangle.
It’s useful to remember that a square is just a special type of rectangle which has 4
sides of the same length. You might want to talk with your class to discuss the main
features of different shapes – particularly quadrilaterals.

Your Task:
• Try to find a square which has the same measurement around its perimeter as
it does for its area (remembering that area is measured in cm2)
• Draw the shape you’ve found, and record any other shapes you tried
• Explore other options – can you find a rectangle with one length twice as long as
the other which also has perimeter equal to area?

Things to think about:

• Can you show how you calculated these measurements?
• What other investigations could you try? What other shapes?
• How can you record your observations?
• Is there any easy way of finding solutions?

Remember to use the level ladder to help you to achieve your target level.

Key words
rectangle, square, perimeter, area
table, length, width
Ma3 Task Sheet (L3-6)
Square Rectangles
Now use the Level Ladder to achieve your target.

To get You should:

level
3 Accurately draw out some squares to investigate
Measure the perimeter of squares
With help, count squares to find the area of squares

4 Use your own methods for finding perimeters and areas of squares
Record your results in a suitable way, checking for errors
Use a method to find an answer to the original problem, noting any patterns

5 Record findings from some initial sketches in a suitable form

Use calculations (using ICT as appropriate) to explore relationships
Draw some conclusions, using diagrams or graphs

6 Use a calculation method to solve the initial problem, i.e. without drawing all
shapes
Find a solution to the original problem, explaining whether it is unique – using
graphs or diagrams as appropriate
Explore further variations of the investigation, based on other shapes or
relationships

Now use the Level Ladder to assess your work and decide on improvement targets.
Ma4 Task Sheet (L2-7) Teacher’s Guide
Pocket Money

This investigation is intended to allow children to demonstrate their

understanding of the full cycle of data handling investigations. It would be
best preceded with a reminder of the processes involved from setting a
question to providing an answer.

The task itself requires pupils to devise their own question based on the
topic of pocket money. It would be useful for teachers to guide pupils on
the basis of ability to the most appropriate task to allow them to
demonstrate their abilities. Of course, more able pupils may start with a
simpler task before moving onto something more complex. If they then
need to collect further data they can begin to discuss the benefits of broad
surveys in data collection.

Less able pupils may focus on tasks such as who earns the most money in a
class group, or how much money is given in total for their class.

Middle range pupils can investigate tasks which require the calculation of
averages, such as finding the average pocket money earned in a particular
group

More able pupils (L5+) should investigate questions which require a

comparison between two sets of data, for example comparing whether boys
earn more or less pocket money than girls, or whether older pupils earn
significantly more than younger ones.

Gifted pupils aiming at high L6, into L7 should incorporate grouped data
into their investigation, and be supported to identify limitations on their
research, such as small sample sizes, or narrow sample groups.

It will often be useful for teachers to remind pupils of an agreed data

handling cycle as they work through their investigations.

The level ladder focuses mainly on the skills required for Ma4, although
many of these overlap with the ‘Using and applying’ requirements of Ma1
by nature.
Ma4 Task Sheet (L2-7)
Pocket Money
Focus: Handling Data
In this investigation you will design your own investigation which will require you to
collect some data, and find out some information about it to answer a question. The
questions you ask are up to you, but you need to make sure that it is a question you
can answer by collecting some data.
Your focus for the investigation should be on pocket money.

You need to decide on your question, carry out some research, and then record and
present your data and your findings in the form of a report.

Your Task:
• Decide on a question that you could ask in relation to the main topic
• Select a way of collecting and recording information
• Investigate the data you collect to find some answers to questions
• Present your findings neatly and clearly

Things to think about:

• What questions could you ask?
• What data would you need to collect? What might be useful?
• How can you present your data clearly?
• What can you do with the data you have collected?

Remember to use the level ladder to help you to achieve your target level.

Key words
table, graph, average, range, median
mean, mode, maximum, minimum
Ma4 Task Sheet (L2-7)
Pocket Money
Now use the Level Ladder to achieve your target.

To get You should:

level
2 With help, decide what you are going to find out
Collect some information from your class
Explain what you have found out

3 Devise an appropriate question to ask

Collect some data using an appropriate chart or table
Present your findings in writing, perhaps using graphs

4 Identify the necessary data to collect to answer your question

Collect and present your data in a clear and organised way
Calculate the mode and/or range of your collected data

5 Devise a question which requires comparing two sets of data

Calculate averages and/or the range of collected data to draw comparisons
Present your findings using grouped data and frequency charts

6 Collect data using grouped frequency sets to draw comparisons

Present findings using grouped frequency charts, or scattergraphs
Explain and justify your findings in response to your original question

7 Devise a question, and make a hypothesis about your study

Collect appropriate data in a suitable format
Calculate averages of grouped data, for example finding the modal class
Identify limitations of your investigation

Now use the Level Ladder to assess your work and decide on improvement targets.
Ma2 Task Sheet (L2-6)
Consecutive Numbers

This extendable investigation commences with very simple calculations

involving addition and subtraction, and can be extended to explore
relationships between positive and negative numbers and to the use of
letters to represent unknown or variable values. It is based on a problem
submitted by Bernard Bagnall to the Cambridge enrich website -
www.nrich.maths.org

Pupils commence by exploring a selection of 4 consecutive numbers –

normally starting with single-digit values. These can be picked at random,
or an agreed class set used to begin investigations. The first aspect of the
task is to identify all the possible permutations of calculations achievable
keeping the digits in order, and using only + and – signs. (There are 8).
Then children explore the answers given by their calculations.

Less able pupils will need support to carry out calculations, particularly
where these result in negative values. They may take some time to discover
the full range of permutations, but will calculate answers for a range of
questions, and make some simple observations, e.g. that all answers are
even

Middle range pupils should employ a strategy for finding all the
permutations of calculations (e.g. starting with +++, leading to ---) and will
calculate accurately, including negative values. They should explore
different input values, and be able to make general statements about the
outputs, e.g. that one solution is always 0. They may begin to devise a test
for this statement.

More able pupils will recognise patterns in their results, and should begin
to explore representations of the general case, e.g. by using n, n+1, n+2… to
represent the consecutive numbers. They will begin to manipulate the
algebra to identify the rules behind some of their generalisations.

Once pupils have exhausted the given problem, they may investigate
alternatives, such as placing numbers in reverse order, using consecutive
even numbers, or using consecutive negative numbers as the starting point.
Ma2 Task Sheet (L2-6)
Consecutive Numbers
Focus: Positive & Negative Numbers
You probably use consecutive numbers all the time. In fact, you’ve probably been using
them since you first learnt to count 1, 2, 3…
In this investigation you will be investigating the patterns you get when you add and
subtract consecutive numbers. To do this, you need to choose a set of numbers first
of all, and set them out with space in between, like this:

3 4 5 6
The first step of the investigation is to find as many ways as possible of making
addition & subtraction sums using the four consecutive digits, like these:

3 + 4 - 5 - 6
3 + 4 - 5 + 6
Once you’ve found all the possible combinations, you can explore the answers to the
sums you’ve created. It is probably a good idea to write down everything you notice.

Your Task:
• Select your 4 consecutive numbers.
• Try to find all the possible ways of arranging sums using the + and – signs.
• Write down your observations of your answers.
• Investigate other combinations of consecutive numbers.

Things to think about:

• Do you notice any patterns in the answers you get to your sums?
• Do you notice any patterns when you change the consecutive numbers?
• What other variations of the investigation could you try?
• How can you collect and show your findings?

Remember to use the level ladder to help you to achieve your target level.

Key words

combination, pattern, positive, negative

Ma2 Task Sheet (L2-6)
Consecutive Numbers
Now use the Level Ladder to achieve your target.

To get You should:

level
2 Set out your sums clearly
Explain anything you notice about the numbers which result
Calculate problems using both addition and subtraction

3 List as many possible combinations of problems as possible

Check your data for errors, such as repeated problems
Record any patterns you notice

4 Use a strategy to list the possible combinations of problems

Present results in a clear way, checking for errors
Make at least one general statement

5 Systematically represent all the possible combinations of problems

Devise a method to represent any sequence of consecutive numbers
Make at least one general statement, and support it with examples

6 Devise a method to represent the results of all possible problems

Use a generalisation to explain or justify your findings
Devise a further investigation

Now use the Level Ladder to assess your work and decide on improvement targets.
Ma3 Task Sheet (L3-7) Teacher’s Guide
Polyominoes

This is a common and popular investigation based on 2-dimensional shapes

made up of squares. The term polyominoes is best linked to dominoes for
pupils’ understanding. They should begin to understand that poly- means
many, and should recognise the common prefixes for other units, e.g. tri-,
pent-, hex-, etc.

The activity can be easily introduced with the use of resources to represent
the construction of polyominoes – 2d versions if possible, although
multilink or unifix will also work. Pupils can make dominoes together,
then explore triominoes. This will allow opportunities for the teacher to
explain the rules of constructing polyominoes and recognising that
different polyominoes can be formed, but that some are reflections or
rotations of existing designs.

Less able pupils will explore tetrominoes, finding all 5 designs, and
recognising why other variations are not permitted. They will begin to
explore other features of tetrominoes, for example identifying those which
have reflective symmetry.

Middle range pupils will explore pentominoes, identifying all 12 designs.

They will explore other aspects of the designs, and may begin to identify
generalisations, such as having a common area. They may also identify the
differences in perimeter and begin to explain these.

More able pupils will work with pentominoes and may look at the 36
hexomino designs. They will explore the symmetries of the shapes, and
may begin to look at issues such as tessellation in the plane. They may also
explore other variations, such as using 5 multilink cubes to make 3-
dimensional shapes.

This investigation can be well supported with the use of physical resources
throughout, and can be used to allow pupils to begin to explore 2-
dimensional representations of 3D shapes, for example by identifying
which pentominoes can be made into an open box, or which hexominoes
are nets of cubes.
Ma3 Task Sheet (L3-7)
Polyominoes
Focus: Shape, Space & Measures
In this investigation you will begin by looking at combinations of 2-dimensional shapes.
Of course, once you’ve done this, it’s up to you to devise your own extensions to the
problems to make the mathematics more interesting & challenging for you!
Lets start first of all with something you know: a domino. We can think of a domino as
being made up of two squares:

There is only one way in which two squares can be put together to make a shape by
joining edges – you will always get a rectangle. You can turn it, or reflect it, but it will
still be the same shape: there is only one type of domino.

Now you can explore other combinations of squares to make shapes.

Your Task:
• Start by investigating triominoes. How many of them can you find?
• What about tetrominoes?
• Are there any methods you can use to find all the possible combinations?
• Extend your investigation yourself in some way.
Things to think about:
• How can you record your findings?
• Is there a limit on the number of shapes?
• Can you transfer your work into three dimensions?
• What else could you investigate about the properties of these shapes?

Remember to use the level ladder to help you to achieve your target level.

Key words
domino, triomino, tetromino, pentomino, hexomino, polyomino
reflection, rotation, symmetry, area, perimeter
Ma3 Task Sheet (L3-7)
Polyominoes
Now use the Level Ladder to achieve your target.

To get You should:

level
3 Draw out all the varieties of triomino
Find as many different types of triomino
Explain why there are no more triominoes, or which triominoes didn’t count

4 Find all the varieties of tetromino

Check that you have no duplicated tetrominoes, explaining where you do
Present your results clearly
Explore one other aspect of tetrominoes, for example, reflection

5 Use a strategic approach to finding all tetrominoes and pentominoes, explaining

why some have to be discounted
Identify other features of tetrominoes, or pentominoes, including reflectional
and rotational symmetry
Explore the relationships between perimeter and area in different tetrominoes
or pentominoes

6 Use a strategic approach to find all pentominoes, explaining where some have
been discounted using mathematical language
Systematically record all varieties of pentomino, and may extend this to
hexominoes
Explore other features of pentominoes or hexominoes, such as those which can
be used to create nets of 3D shapes

7 Extend your investigation beyond the framework set for pentominoes &
hexominoes, perhaps by considering 3D arrangements, or using other starting
shapes
Investigate other aspects of shapes produced, for example surface area, or
volume
Seek to explore general statements about some aspects of your work

Now use the Level Ladder to assess your work and decide on improvement targets.
Ma4 Task Sheet (L3-7) Teacher’s Guide
Easy winnings

This investigation allows pupils to demonstrate their understanding of

probability as a form of comparison of success. It is based on the idea of
comparing the performance of a pair of dice to a spinner. Teachers may
choose to introduce the unit by playing with dice & spinners to allow
children to get a grasp on the games played, and a sense of the fairness &
inequalities involved.

Less able pupils will begin by randomly recording possible combinations

from dice throws. They may begin to organise their results, and spot
duplications. This should lead to them devising a strategy for recording
results. They may then begin to explain why the probability of rolling a
double-six is not the same as spinning a 12.

Middle range pupils will record outcomes from dice rolls systematically,
perhaps listing in order. They will quickly identify the reason for the
inequality, and may be able to describe it using mathematical language in
terms of probability. They may find a way to address the problem.

More able pupils should quickly resolve the initial problem, referring to it
in mathematical terms, and using a two-way table to record results. They
should devise fairer ways of playing the game, referring to equal
probabilities, and may suggest designing a new spinner. They should go on
to explore other aspects of the game – for example whether the spinner
allows one player to move further forward more frequently than the dice.

The investigation allows pupils to explore theoretical probability. It also

allows an opportunity for the key comparison between theoretical and
experimental probability. Pupils could play a simple game in pairs which
involves moving around a board, and record how often each type of
counting device wins. This could lead to discussions as to whether the
theoretical probability is always right, and of the usefulness of
experimental probability to model situations.
Ma4 Task Sheet (L3-7)
Easy winnings
Focus: Probability
James and Sasha play a board game online which uses two dice to move around the
board. Sasha doesn’t have two dice, but uses a 12-sided spinner. The rules say that
each player moves along the board the number of spaces shown on the two dice
together. For example, throwing a 3 and a 6 means the player can move 9 spaces. An
extra go is awarded each time the player rolls a double-six – James and Sasha agree
that Sasha earns her extra ‘roll’ if she spins a ‘12’.

After playing several games, James claims that Sasha must be cheating because she
gets many more extra ‘rolls’ than him on every game.

Your Task:
• Try to decide whether James is right. Must Sasha be cheating, or is there
some other explanation for her luck?
• Use probability to explain why this problem has arisen
• Try to devise a fairer way to play the game.

Things to think about:

• What is the chance that each player will score a bonus point?
• What difference does using the spinner make?
• Are there any other problems which might occur?
• How can you collect and show your findings?

Remember to use the level ladder to help you to achieve your target level.

Key words

bias, equal, event, fair, unfair,

chance, outcome, possible, probability
Ma4 Task Sheet (L3-7)
Easy winnings
Now use the Level Ladder to achieve your target.

To get You should:

level
3 List as many possible outcomes of the dice throws as possible
Check your data for errors
Describe the number of chances each player has of earning an extra ‘roll’

4 List all the possible outcomes of the dice throws

Include all variants of the dice throw outcomes
Give a reason for Sasha’s apparent success

5 Systematically list all the possible outcomes of dice throws

Represent probabilities as either a fraction, decimal or percentage
Explain a reason for Sasha’s apparent success
Devise a fairer way of allocating extra ‘rolls’

6 Use a two-way table to record all the possible outcomes of dice throws
Check probabilities by totalling for all outcomes, and compare the resulting
probabilities for the two methods
Devise a fairer way of running the game with the existing tools
Consider how the spinner could be made more fair

7 Compare the probabilities of getting an extra ‘roll’ with both methods

Examine another aspect of the game, for example, whether both players can
expect to achieve the same number of moves over the course of a game
Consider how the spinner could be made to ‘mimic’ the behaviour of the die
Conduct an experiment with a mock-up spinner to see if you have created an
improved product

Now use the Level Ladder to assess your work and decide on improvement targets.
Ma2 Task Sheet (L2-7) Teacher’s Guide
Sequences
This investigation allows pupils to develop their understanding of sequences, and to
demonstrate their use of algebra to describe and explain a sequence.

Most pupils will be able to start with the pattern given on the introductory sheet, although
teachers may choose to cover simpler patterns in earlier lessons. The task given requires pupils
to recognise and continue a pattern and then to develop their understanding of the sequences
involved.

Less able pupils will continue the pattern by drawing 4th and 5th diagrams, before collecting
some simple information, perhaps in a table.

Middle range pupils should record data based on the sequence, and begin to identify patterns.
Many will be able to describe these relationships using simple algebra, e.g. T=4d+1 for total
number of squares.

More able pupils will create formulae to explain each aspect of the sequence, leading to an
overall formula. They should draw the graph of their formula, and will begin to connect the
structure of the formula to the form of the graph (y=mx+c). They should also justify their
findings referring back to the original diagram.

Pupils can choose to investigate further patterns. Low & middle ability pupils should initially
focus on patterns of a similar structure, where the number of blocks increases by a common
value (e.g. adding 5 blocks each time). More able pupils should move to look at sequences
which lead to quadratic equations, for example:

B A A A A A B
B A A A B A B A A A B A
B A B A B A B A A A B A B A A
A C A A A C A A A A A C A A A
B A B A B A B A A A B A B A A
B A A A B A B A A A B A
B A A A A A B
Diagram 1 Diagram 2 Diagram 3

for which the final formula can be derived: T=4d2+4d+1

Pupils working at this level may recognise that the formula for the total area could also be
calculated using T=(2d+1)2. Gifted pupils working at level 7 may be able to manipulate the
algebra to confirm that the two equations are equal using expansion of brackets, or less
commonly, factorisation.
Ma2 Task Sheet (L2-7)
Sequences
Focus: Sequences, Functions & Graphs
In this investigation you will be looking at patterns in sequences that you will
construct yourself. You will be given one to start you off, and then some ideas you may
choose to pursue if you like.
Remember, with all investigations you should clearly show all your drawings,
explanations, graphs & charts for the reader. Firstly, look at this sequence:
B
B B
B B B
B A B B B A B B B B B A B B B
B B B
B B
B
Diagram 1 Diagram 2 Diagram 3

Your Task:
• You may choose to continue the sequence in your book
• You should try to find a way to record any patterns in the sequence
• You should try to describe any patterns you find in words
• You may be able to describe patterns using algebra

Things to think about:

• How can you record all the details of the sequence?
• How could you represent any patterns you spot?
• Can you find any links, or rules?
• How can you collect and show your findings?

Remember to use the level ladder to help you to achieve your target level.

Key words
sequence, pattern, equation, formula, graph
axis, gradient, y-intercept, position, term
Ma2 Task Sheet (L2-7)
Sequences
Now use the Level Ladder to achieve your target.

To get You should:

level
2 Continue the sequence by drawing the next 2 or 3 diagrams
Make at least on statement about any patterns you notice
With help from your teacher, use a table to record some information

3 Use a table to record some information about the sequence

Describe any patterns you notice in the sequence
Test your statements by extending the pattern

4 Use a table to help you to identify patterns

Present your results in another form, such as a graph
Try to describe in words any patterns you’ve found in the table

5 Explore different ways of representing your findings

Investigate another sequence
Write your own statements based on what you have found

6 Investigate a more complex sequence

Relate your graph to the formula found, or sequence used
Begin to explain why your formula works

7 Investigate a more complex sequence, including square numbers

Explain the link between the sequence, the algebra & its graphical form
Explain how you know that your formula will always be true

Now use the Level Ladder to assess your work and decide on improvement targets.
SCIENCE
You will need:

• Two empty plastic

bottles (same size)
• Either a metal washer
or a sharp knife
• Strong tape
• Water
• Glitter (optional)

1. Fill 1 bottle about two thirds

full of water.
2. You have two options here.
Either place a metal washer
between the two bottles and THE SCIENCE
use strong tape to join the
If you’ve ever watched the
bottles together. Alternatively,
water drain from the bath,
ask an adult to use a sharp
you’ve seen a vortex. A
knife to cut a hole in the plastic
vortex is a type of motion
lid of one bottle before taping
that causes liquids to travel
the bottles together.
in spirals around a centre
3. Tip the bottles so the full bottle
line. The vortex in this
is on top.
experiment is created when
5. Quickly move the top gravity pulls the water
bottle in a swirling through the opening to form
motion to create your a rotating tornado.
tornado.
4. You can also add glitter to the water to
make your tornado stand out.
@MrsBpriSTEM
 You will need:

• Plate
• Candle
• Water
• Food colouring
• Glass

1. Add a couple of drops of

food colouring to about half
a glass of water. This will
make the movement of THE SCIENCE
water later on easier to see.
When air heats up, it expands - so
2. Pour the coloured water
warmer air takes up more space
onto the plate.
than cooler air. At first, the flame
3. Put the candle in the middle
heats the air inside the glass and
of the plate then light it
this hot air expands quickly.
(ADULT SUPERVISION
Eventually the flame goes out
NEEDED)
because it runs out of oxygen. The
4. Turn the glass over and
air in the container then cools and
lower it over the candle.
cooler air contracts or takes up less
Place it on the plate in the
space. This means the air pressure is
water and let go.
higher outside the glass than in, so
Try with different sizes air tries to enter the glass (bringing
of glass to see if this the water with it). The water stops
affects the amount of rising when the air outside the glass
water. is of the same pressure as inside.

@MrsBpriSTEM
You will need:

• A tea bag (the folded

type with a string and
label)
• Matches or a lighter
• Plate
• Scissors

1. Cut the top off your tea bag and

empty out the tea leaves.
2. Unfold the tea bag and hollow it
out using your finger.
3. Stand your tea bag upright onto
the plate and light both sides (at
the top) with the
lighter/matches.
4. Stand back as the flame burns
down your rocket then ‘takes
off’!
THE SCIENCE
Hot air rises! Lighting the top
of the teabag cylinder heats the
air inside - the hot air then rises
above the cooler air. As the tea
bag burns, it turns to ash which
is light and doesn't require
much force to lift it. As the hot
air rises, it has enough force to
lift the ash of the teabag.

Does the rocket work with different

types of tea bag?

@MrsBpriSTEM
You will need:

• Empty bottle
• Balloon
• Bicarbonate of soda
• Vinegar
• Funnel (or make one
from card!)

1. Stretch the balloon a few times

first. You may want to blow it
up then release the air as well.
2. Use the funnel (or make one by
bending a piece of card into a
cone) to fill the balloon with a
couple of tablespoons of
bicarbonate of soda. THE SCIENCE
3. Rinse all the bicarb off the The reaction between the bicarb
funnel then use it to fill a third
and vinegar creates carbon
of the bottle with vinegar.
dioxide gas that bubbles up from
4. Carefully, stretch the balloon the mixture. The gas expands up
over the opening - making sure and out of the bottle and inflates
the bicarb doesn’t fall in. the balloon. The carbon dioxide
5. Tip the bicarb into the
is heavier than air so, when you
bottle and watch it inflate.
drop the balloon, you’ll notice
Hold on to the balloon at that it falls to the ground faster
the opening so it doesn’t than a regular balloon filled with
pop off the bottle!
air!

@MrsBpriSTEM
 You will need:

• Black paper/card
(or try other
colours!)
• Clear nail polish
• Bowl
• Water

1. Cut your black paper or card into a
small rectangle. Start small until
you get the hang of it then you can
experiment with bigger pieces!
2. Fill a bowl with water.
3. Drop 1 drop of clear nail polish on
top of the water.
4. Quickly dip a piece of black paper
into the water and pull it out again.
5. Leave it a few minutes to dry.
You can also try placing the
paper under the water first and
then dripping one drop of clear
nail polish on top of it. Once
the nail polish disperses across
the surface, it’s safe to pull the
paper out of the water, coating
it with a thin film of polish.
THE SCIENCE
When you dip the paper into
the water, it gets coated with
a thin layer (or film) of nail
polish. The rainbow colours
you see are caused by thin-‰ilm
inter‰erence. Normal ‘white’
light is actually made up of
lots of different colours. When
light hits the film of nail
polish, the individual colours
disperse and the reflected
waves interfere with each
other to create the beautiful
colours.
This is the same as when you
can see a rainbow in spilt oil
on tarmac!

@MrsBpriSTEM
 You will need:
• Glass jars or bottles
• Water
• Measuring jug
• Metal or wooden
spoon
• Food colouring
optional!
1. Carefully measure different
quantities of water and
pour them into each jar or
bottle. The amount will depend
on how many you have and
their size but make sure each
has slightly more than the last.
Experiment with this as much
as you like!
2. If you want to, at this point
add food colouring.
3. Use your spoon to play your
xylophone. Experiment with
how hard to beat the glass
(safely) to get the best
sound.
Pitch = how high
or low a sound is
THE SCIENCE
Sound waves can travel through
water and when the amount of
water in a container changes, the
sound you hear changes as well.
When you tap each glass, the
sound you hear starts out as a
vibration of the glass and quickly
transfers to vibrating through the
water inside the glass as well. The
glass with more water has more
for the sound to travel through,
causing the vibrations to become
larger and produce a sound with a
lower pitch. The glass with the
least amount of water has shorter
vibrations and creates a sound
with a higher pitch.
@MrsBpriSTEM
You will need:
• Balloon
• Skewer
• Oil or liquid
soap
1. Inflate the balloon until it’s
nearly full size and then let
about one-third of the air out.
2. Tie a knot in the end of the
balloon.
3. Look at the balloon – there’s a
thick area of rubber at both
ends of it (where you tied the
knot and at the opposite end).
4. Coat the wooden skewer with a
few drops of vegetable oil or
dish soap.
5. Push the skewer through the
thicker area of rubber at each
end of the balloon – your
family and friends will be
amazed with your magic!
How full can you blow the balloon and
still get the skewer through?
THE SCIENCE
Think back to the polymers in
the Leakproof Bag activity.
The balloon is made of a
similar polymer which contains
molecules attached in long,
flexible chains. Blowing up the
balloon stretches these strands
of polymer chains. At either
end of the balloon, the rubber
molecules are under the least
amount of stress or strain so
they are flexible enough to
push apart by the skewer. The
polymer chains at any other
part of the balloon are under
too much strain to be pushed
apart without breaking.
@MrsBpriSTEM
 Make your own lava lamp

Brief summary:

In this activity you will make your own lava lamp.

You will need:

A clean 1 litre clear soft drink bottle

3/4 cup of water
Vegetable oil
Antacid tablets (such as Quick-Eze or Mylanta)
Food colouring

What to do:

Step 1. Pour the water into the bottle.

Step 2. Use a measuring cup to slowly pour the

vegetable oil into the bottle until it’s almost full. You may have to wait a few minutes for the oil and
water to separate.

Step 3. Add 10 drops of food coloring to the bottle; the drops will pass through the oil and then mix
with the water below.

Step 4. Break an antacid tablet in half and drop it into the bottle. Watch it sink to the bottom and
watch the lava start to flow.

Step 5. To keep the effect going, just add another piece of antacid tablet. For a true lava lamp effect,
shine a flashlight through the bottom of the bottle.

Note: You can simply add more antacid tablets to restart the lava lamp.

Take it further:

Repeat the experiment using water of different temperatures (very cold or very hot - get an adult
to help you) or using antacid tablets of different sizes. How do these changes affect the lava lamp?

Big questions:

What is an oil spill and how do they happen?

How do ice and water interact during an oil spill?
How does oil affect marine life during an oil spill?

For more information on how you can help our environment, or to make
some suggestions of your own, please go to www.coolaustralia.org