Creative Teaching & Learning

Activity 5 Resource Pack: Medieval maths

Mysteries of the Middle Ages: Activity 5 Resource Pack. Students work together to solve Medieval themed maths and logic problems.

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      string(396) "... considering the diversity of African climates and the implications of their findings in relation to the way of life in that country.Curriculum FocusGeography, ICT, maths, thinking skillsMaterialsIncluded in this resource pack:Activity sheet 5a – Temperature and rainfall in the Sahara DesertActivity sheet 5b – Temperature and rainfall in the Congo ..."
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      string(5057) "Activity 5 instructionsExploring AfricaActivity 5: Comparing climatesKey words: geography, maths, climate, Africa, desert, rainforest, temperature, rainfall, comparisons, data, graphs, charts, average, culture, countriesKey stages 2-3DescriptionStudents compare average temperature and rainfall in the Sahara Desert and the Congo Rainforest, considering the diversity of African climates and the implications of their findings in relation to the way of life in that country.Curriculum FocusGeography, ICT, maths, thinking skillsMaterialsIncluded in this resource pack:Activity sheet 5a – Temperature and rainfall in the Sahara DesertActivity sheet 5b – Temperature and rainfall in the Congo RainforestActivity sheet 5c – Comparing temperature and rainfallGroupingsPairs, then groups of fourProcedureGive each pair of students all three activity sheets. Ask them to label themselves A or B.Student A takes the first section from Activity sheet 5a (the first two pages), which requires them to plot two graphs depicting rainfall and temperature in the Sahara Desert, using the information shown in the chart.Student B takes the second section from Activity sheet 5a (the final two pages). They fill in the two empty charts using the information provided in the graphs on average rainfall and temperature in the Sahara.Students compare the completed graphs and charts to ensure they are the same.They repeat the activity with average rainfall and temperature in the Congo Rainforest, using Activity sheet 5b. As in the previous activity, Student A takes the first section and Student B takes the second. This time, though, the roles are swapped – Student A fills in charts and Student B plots graphs.The students now work together to complete the charts for the Sahara and the Congo using Activity Sheet 5c. They draw one graph to show the temperatures for both the Sahara and the Congo, and one graph to show rainfall, allowing them to make direct comparisons.Group workPut two pairs together and ask them to compare and contrast the temperature and rainfall graphs and try and work out how temperatures and rainfall affect the lives of the people who live in these countries.The children may find it helpful to create headings under which they can discuss temperature and then rainfall, for example: housing, clothes, leisure, food, work, animals, and so on.Temperature and Rainfall in the Sahara DesertSTUDENT AComplete the graphs for temperature and rainfall using the information provided in the charts below.TemperatureMonthTemperature (°C)Jan11Feb13Mar16.5April21.5May25.5June30July35Aug33.5Sept29.5Oct23.5Nov16.5Dec13RainfallMonthRain (mm)Jan7.5Feb5Mar7.5April7.5May5June2.5July0Aug0Sept5Oct7.5Nov12Dec2.5*Weather details from Ghardaia, AlgeriaTemperature and Rainfall in the Sahara DesertSTUDENT BComplete the charts for temperature and rainfall below using the information provided in the graphs.MonthTemperature (°C)JanFebMarAprilMayJuneJulyAugSeptOctNovDecMonthRain (mm)JanFebMarAprilMayJuneJulyAugSeptOctNovDec*Weather details from Ghardaia, AlgeriaTemperature and Rainfall in the Congo RainforestSTUDENT AComplete the charts for temperature and rainfall below using the information provided in the graphs.MonthTemperature (°C)JanFebMarAprilMayJuneJulyAugSeptOctNovDecMonthRain (mm)JanFebMarAprilMayJuneJulyAugSeptOctNovDec*Weather details from Brazzaville, the Republic of CongoTemperature and Rainfall in the Congo RainforestSTUDENT BComplete the graphs for temperature and rainfall using the information provided in the charts below.TemperatureRainfallMonthTemperature (°C)Jan26Feb26.5Mar27April26.5May25.5June23July22Aug23Sept25.5Oct26Nov26Dec26MonthRain (mm)Jan150Feb150Mar150April150May150June18July2.5Aug2.5Sept45Oct150Nov200Dec150*Weather details from Brazzaville, the Republic of CongoComparing Temperature and RainfallRain (mm)MonthSaharaCongoJanFebMarAprilMayJuneJulyAugSeptOctNovDecTemperature (°C)MonthSaharaCongoJanFebMarAprilMayJuneJulyAugSeptOctNovDecNow you are going to compare the average temperature and rainfall in the Sahara Desert and the Congo Rainforest. Use the information from your other worksheets to fill in the two charts below.Now use the above information to plot two graphs. The first should show the average temperature in the Sahara and the Congo. The second should show average rainfall. Make sure to use one colour line for the Sahara and another for the Congo, and to provide a key.TemperatureRainfallRainfallTemperatureRainfallTemperatureAverage temperature in the Sahara DesertAverage rainfall in the Sahara DesertAverage rainfall in the Sahara DesertAverage temperature in the Sahara DesertAverage temperature in CongoAverage rainfall in CongoAverage temperature in CongoAverage rainfall in CongoAverage rainfall in the Sahara Desert and the Congo RainforestAverage temperature in the Sahara Desert and the Congo Rainforest© Imaginative Minds Ltd."
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Creative Teaching & Learning

Activity 5 Resource Pack: Comparing climates

15 Aug 2014

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      string(361) "... of her death, claimed they had been murdered. From ‘The Princes in the Tower’ by David Ross. Available at � HYPERLINK “http://www.britainexpress.com/History/medieval/princes-tower.htm” �/www.britainexpress.com/History/medieval/princes-tower.htm�.Who Murdered the Princes in the Tower?Richard III?Henry VII?Henry Stafford ..."
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      string(1610) "III Really Kill The Princes in the Tower?’ by Teresa Eckford. Available at � HYPERLINK “http://www3.telus.net/hilferdine/Riii2.htm” �www3.telus.net/hilferdine/Riii2.htm�.Source TDid the princes survive? �It seems unlikely, but Elizabeth Woodville certainly seems to think they did. The former queen testified before Parliament that she believed the boys to be legitimate, but she would not agree to the assumption that they were dead. She never, to the day of her death, claimed they had been murdered. From ‘The Princes in the Tower’ by David Ross. Available at � HYPERLINK “http://www.britainexpress.com/History/medieval/princes-tower.htm” �/www.britainexpress.com/History/medieval/princes-tower.htm�.Who Murdered the Princes in the Tower?Richard III?Henry VII?Henry Stafford 2nd Duke of Buckingham?Sir James Tyrell?Source L‘Henry Stafford, Duke of Buckingham – Richard’s brother in law, but also cousin to Henry Tudor and third in the Lancastrian succession behind Henry and his mother. Stafford supported Richard, while secretly plotting with Tudor. Stafford may have killed the boys to discredit Richard, thus furthering his cousin’s ambitions, and his own eventual rise to power. Or, Richard may have ordered Buckingham to kill the princes in order to solidify his own claim to the throne.’From ‘The Princes in the Tower’ by David Ross. Available at � HYPERLINK “http://www.britainexpress.com/History/medieval/princes-tower.htm” �/www.britainexpress.com/History/medieval/princes-tower.htm�.© Imaginative Minds Ltd"
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Creative Teaching & Learning

Activity 5 Resource Pack: Who murdered the princes?

19 Dec 2013

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      string(5673) "Activity 6: InstructionsMysteries of the Middle AgesActivity 6: Medieval castlesDescriptionStudents make decisions about defending and attacking castles based on knowledge and research, and consider what it was like to live in a medieval castle.Activities include designing a suitably protected castle, writing a siege diary and creating a job advertisement. Curriculum FocusCommunication – Speaking and listening, reading, writing.History – Place people and events in chronological order.ICT – Research using the internet.DT – Planning and designing.Thinking Skills – Labelling, identify the problem and set the questions to resolve it, build on existing skills, knowledge and understanding required for the task, suggest a range of options as to where and how to find relevant information and ideas, consider others’ views to inform opinions and decisions, develop and combine a variety of imaginative ideas, possibilities and alternatives. MaterialsIncluded in this pack:Activity sheet 6a: Defending a castleActivity sheet 6b: Attacking a castleActivity sheet 6c: Living in a castleYou will also need:Internet, A4/3 paper, drawing tools GroupingsFour or five ProcedureGive the pupils Activity sheet 6a and discuss the importance of castles as buildings. After the discussion, look at the castle diagrams and discuss the importance of various parts of the castle. Ask the pupils to match the labels to the parts of the castle and why they were important. The pupils may need to research the castle parts and the internet or books need to be available for this.The pupils draw a plan of a castle they would like to build and consider various safety features that need to be included.Move to Activity sheet 6b. Pupils now focus on the importance of attacking the castle and the best way to defeat the local lord and break into the castle. They investigate various methods for this.When they have done this, the pupils write a diary as someone who is besieging a castle. They need to think about what life would be like and how they would attack the castle. Finally, they need to decide if their siege is successful or not.In Activity sheet 6c, pupils then look at the jobs people would do in a castle. They can also research their own if they wish. They work in their groups to perform a drama based on people’s jobs. The other groups watch and try and guess which jobs are done by each group member.Finally, the pupils imagine they are the baron of the castle. The baron is responsible for employing the people who work for him. They write a job advertisement for a position in the castle. This should contain a job description and the skills that would be necessary for the job. Teacher’s NoteThese activities will cover a number of lessons. They can be added to by research. The Middle Ages covers the period in history from AD500 to AD1500. This period is also known as the medieval times. Many interesting changes took place during this period in history.William the Conqueror became King of England in 1066. He was crowned in Westminster Abbey on Christmas day. William was the first Norman king to rule in England. To strengthen his kingship upon the defeat of Harold Godwinson, William set about building wooden castles in strategic positions. This was to help secure the land surrounding the wooden castles for the Norman lords who had travelled from Normandy with him. The Saxons who had ruled England for some years were not too happy with this state of affairs. The ordinary people of England did not want to be ruled by foreigners either.The building of the castles helped William to quickly establish himself as the King of England. However, the castles were built of wood and as such, were easy to destroy, particularly by fire. More castles needed building and these needed to be made of stone which meant that, although they took longer to build, these castles were stronger and easier to defend. However, castles could still come under siege and did so up until the invention of the canon when the castle became redundant.One of the earliest stone castles that William the Conqueror built as a royal residence, as well as fortress and prison, was the Tower of London, which was begun in 1078.Another reason for building a stone castle was that it created an impression. As William took greater control of the country, he gave land to his barons and nobles to hold for him. A stone castle showed everyone that the baron was in charge while providing the baron with a safe base to rule the local area. Each baron built his castle to his own plan depending on what he wanted in his design. No matter what the design was, the castle had to be difficult to break in to. Castle designers had to be resourceful to try and ensure they used as many tricks as possible to keep the enemy out.1. Look at the diagram of a Norman castle. See if you can find and label the following builders’ tricks to prevent an enemy getting into the castle.The KeepIts walls were usually about 2.5 m thick and this was the strongest part of the castle. It was the place where if the castle was taken, the soldiers and lord would retreat in the hope of bargaining their way out.Wall TowersHad splayed bottoms. Arrow SlitsAlso called embrasures.MoatThe only way across was over a drawbridge.MerlonsRaised stonework.HoardingsA temporary wooden construction with a leather cover to protect towers and walls when being attacked.CrenelsGaps in the castle wall, used for shooting or firing missiles through.BaileyA safe place to shelter when under"
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Creative Teaching & Learning

Activity 6 Resource Pack: Medieval castles

15 Jan 2014

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      string(491) "... multiplication, division, addition, subtraction, three-digit numbers, four-digit numbersHistory – Stone Age, early humans, hunting, gathering, gender roles, family lifeScience – early humans, evolutionMaterialsIncluded in this resource pack:Activity sheet 14a – Maths questionsActivity sheet 14b – AnswersGroupingsPairsProcedureHand out Activity sheet 14a, which features a range of maths questions related to hunting and ..."
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      string(4333) "Activity 15 instructionsScience goes pop!Activity 15: Caveman maths Key words: maths, word problems, multi-step, multiplication, division, addition, subtraction, one-digit, two-digit, three-digit, four-digit, mental calculations, working out, history, early humans, Stone Age, hunting, gathering, everyday life, gender roles, family life Upper Key Stage 2DescriptionPupils solve a series of mathematical word problems related to the hunting and gathering habits of early man.Curriculum focusMaths – word problems, multi-step problems, multiplication, division, addition, subtraction, three-digit numbers, four-digit numbersHistory – Stone Age, early humans, hunting, gathering, gender roles, family lifeScience – early humans, evolutionMaterialsIncluded in this resource pack:Activity sheet 14a – Maths questionsActivity sheet 14b – AnswersGroupingsPairsProcedureHand out Activity sheet 14a, which features a range of maths questions related to hunting and gathering. Pupils may work in pairs, but will need to note down their working and the answers to the question in their maths books.To finish, the pupils focus on the thinking skills they have used and any subject knowledge or skills they have used to help them. Discussing the thinking skills used and subject knowledge learnt will help the pupils’ metacognition.Teacher’s noteThe maths questions in Activity sheet 14a are aimed at children in Years 5 and 6, and involve addition, subtraction, multiplication and division of one, two, three and four-digit numbers. A number of the questions are multi-step – pupils will need to use answers from previous questions to solve them. Pupils will also need some basic knowledge of decimals.The question may be used as part of a cross curricular exploration of the Stone Age, as they contain historical information about the family life, gender roles and hunting/gathering habits of people in the Stone Age.Caveman maths1. Early man, Tam, lives in the Stone Age around 250,000 years ago. He hunts animals to provide his family with meat to eat, and uses many types of hunting tools, such as arrows and spears made from wood and stone.Before hunting, each man must make sure he has the right tools. That means searching for pieces of flint to use as spear and arrow heads.a. If it takes Tam 12 minutes to find 8 pieces of flint, how many will he find in 30 minutes?b. Tam finds 56 pieces. How long has he searched for? Write your answer in hours and minutes.2. There are 11 men, including Tam, in his hunting group. The men share out the flint they have found. Each man uses his flint to make 38 arrows. How many arrows do the group have in total?3. On their first day hunting, Tam and the other men kill 6 wild pigs. It takes 18 arrows to kill each pig. How many arrows do the men have left in total?4. Tam’s wife, Tinka, doesn’t hunt. She spends her time gathering berries for her family to eat.a. If Tinka gathers 1152 berries every day, how many berries will she have after one week?b. If Tinka’s family only manage to eat 865 berries each day, how many will they have left over at the end of the week?5. Tinka’s family also likes to eat nuts and leaves, so she gathers them too. She gathers half the amount of leaves a day as she does berries, and she gathers three times the amount of nuts a day as she does leaves.a. How many leaves does she gather each day?b. How many nuts does she gather each day?6. Tinka’s son, Tock, likes to help her gather berries. He’s not as quick as his mum and likes to eat them as he goes, so he only manages to pick a third of the amount of berries Tinka does each day.a. How many berries does Tock gather in 1 day?b. How many berries will Tock and Tinka gather in 1 day?c. How many berries will Tock and Tinka gather in 5 days?7. On top of what his mother gathers, Tock manages to pick 144 leaves in one day, and twice that amount of nuts. If divided equally between Tinka, Tock and Tam, how many a) berries, b) leaves, and c) nuts does each person receive?Caveman mathsAnswer sheet1a. 201b. 1hr 24mins2. 4183. 3104a. 80644b. 20095a. 5765b. 17286a. 3846b. 15366c. 76807a. 5127b. 2407c. 672© Imaginative Minds Ltd."
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Creative Teaching & Learning

Activity 15 Resource Pack: Caveman maths

27 Mar 2015