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Dinosaur Discoveries Resources: Interlocking cubes of different colours, such as multilink. Possible Approach: This activity works well as a collaborative task, with children working in pairs or small groups. Listening to the peer talk will provide useful information on what children are thinking. Watching what children do, what they use to support their learning and the methods they use for calculating are important assessment indicators . It is very easily adapted to assess all children in your class by varying the approach, the colour values etc. You could scaffold the challenge or you could present the challenge without any lead in, depending on the children. For assessment purposes it will be important to note which approach you used, any support provided etc. Scaffolding: • A good starting point is to ask the children to make a small model using a handful of cubes of different colours. (Slide 2) When they have done this they can discuss their models: how many legs, does it have a tail, size in relation to their partner’s model etc • Then tell the children that you have a secret code for the values of the cubes and at this point display the code. You will need to decide on the appropriate values depending on the children in the group, e.g for children at a very early stage of mathematical development you may choose to provide only two different colours cubes with values of 1 and 2 or for the high attaining children you may include 2 digit numbers. • Ask the children to calculate the value of their own model. Ask them to compare this with the value of others in their group. You could ask them to order the values and place the dinosaurs in a line (the use of a number line on which to place the dinosaurs on may be appropriate at this stage, for some children). • You can then present the dinosaur ‘challenge’ (Slide 3) which asks the children to reach a given target number. (you may not want to move on to this stage for some children).The dinosaur challenge can be adapted by changing the colour values, the number of different values, the target number etc. The example slide will provide the opportunity for children working at higher levels to demonstrate their number skills but you can easily change these for different groups. Assessment focuses This task provides a good opportunity for assessing Using & Applying (Ma1) and Number (Ma2) but also provides a context for observing children’s understanding of shape space and measure (Ma3) The possible indicators for children working within level 3 have been provided. Make your own Dinosaur Build a dinosaur with the coloured cubes. If each colour cube has a special value how much is your dinosaur worth? Dinosaur Challenge CODE Red = 15 Blue = 10 Green =20 Black = 1 Brown = 5 Using the code, your challenge is to build a dinosaur with the coloured cubes. Your dinosaur must be worth 540. Assessment focuses: (Possible indicators for Level 3) Ma 1 – Using & Applying Can the children: Try different approaches and find ways of overcoming difficulties e.g. decide that the cubes give a total higher/lower than target number and begin to look for patterns in results to find other possible combinations Begin to organise their own work and check results e.g. showing signs of developing an organised approach such as working out the value of legs first and then thinking about the target number for the body or grouping cubes of the same colour to reach a particular target number . e.g. beginning to develop a way to record their work by showing the tally of values Discuss their mathematical work and begin to explain their thinking e.g. use mathematical vocabulary to talk about how they calculated the target number , ‘I knew that one leg was worth 15 so I doubled it to make 30 then doubled again and that made 60.’ Ma 2 – number Can the children: Use mental recall of +/- facts to 20 in solving problems involving larger numbers. e.g. ‘16+4 is 20 so if I have 160 I need 40 more to get to 200.’ Add and subtract 2 digit numbers mentally e.g. mentally adds value of cubes Multiply a 2 digit number by 2, 3, 4 or 5 e.g. know that if one leg is worth 22 then 2 legs will be worth 44 or 4 legs will be worth 88 Derive associated ÷ facts from known x facts e.g. ‘4x25 is 100 so we need to make each leg worth 25 to get to 100.’ Solve whole-number problems involving x & ÷, including those that give rise to remainders e.g. ‘I’ve got 42 left so I need to use 4 blues and I’ll have two left so I need to get 2 blacks.’ Ma 3 – Understanding shape Can the children: Describe position and movement e.g. use terms such as left/right, clockwise/anticlockwise, quarter turns when discussing the construction of their model Can the children classify 3-D and 2-D shapes in various ways using mathematical properties e.g. demonstrate and describe understanding of symmetry in constructing their model or talk about the names and properties of the shapes as they work.