Course Information

Title Crystal Maze (in-centre) A

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Aim: Use Crystal Maze game show to highlight that learning maths can be fun, and that improving their maths skills is achievable.

Objectives:

Identify, discuss and work with fractions

Use standard units to estimate and measure length and time

Solve two problems using mathematical processes

Identify numeracy skills they have used during the session

State one personal development activity they plan to do to improve their numeracy.

Young Person Details

Max No.: 12

Age Range: 16+

Gender: Mixed

Staff Requirements

Qualifications: First Aid

Risk Asmt? Site specific and activity

SSRA Date:

Ext. Provider?

Competency Checklist?

Centre resources

Mini white boards and markers

Task briefs

Crystals (Crystals)

Biros, Markers, Felt tips

Giants, Wizards, Elves (flip board/white board, markers)

Crystal ball run (pipes, crystal, bucket, stop watch, measuring tape or trundle)

Sequencing codes (5 x 5 different coloured cones or shaped objects, grid/masking tape)

Heads and Legs (objects to represent legs and heads, flip board/white board, markers), sand timers

Code breaker - Bananagram tiles (or scrabble tiles) padlocks, treasure chest, clue sheets, sand timers.

Water irrigation (jug, water, food dye, 8 measuring cylinders)

Ticket grab finale (Teams to develop)

Best Practise Checklist

Met individual needs?

Made YPs aware of opportunities to develop numeracy skills?

Catered for a range of learning styles?

Linked numeracy learning to everyday life or employment?

Planned a numeracy skills review?

Opportunities

Opportunities

Structures Numeracy – Welcome: Introduce fractions and percentages (this can be used to initially gage individuals knowledge and confidence in relation to numeracy

Movement Reading – Task brief

Forces Numeracy – Giants, Wizards, Elves: fractions /percentages of participants on each side after each round.

Numeracy – Crystal ball Run: estimating and measuring length and time; addition; multiplication; using a calculator or stop watch.

Numeracy - Heads and Legs problem. Problem solving using basic operations including division; trial and error.

Numeracy - Code Breaker: operations; recognizing number patterns; problem solving; reading time and dates

Numeracy - Water irrigation: fractions; estimation; measuring using metric units (ml, litres)

NEW ZONE: to be completed by teams

Additional STEM / LLN Ideas

Course Plan Day / Time

LLN/STEM

Aims Activities Venue

10:00-10:10

Say Hello. Find out how everyone’s feeling. Gage YP knowledge and confidence with numeracy

Welcome Name, how they are feeling as a percentage or fraction (100% or 10/10 being brilliant) and if they could host any TV game show what would it be and why. Use this opportunity to brief that that 100 out of 100 is the same as 10/10. Peoples responses can form an initially assessment of individual’s confidence and knowledge around numbers. See numeracy Key Areas of Numeracy support pack for definitions.

Centre

10:10 -10:25

Feel energised Communicate Work together Continued assessment of YP’s knowledge in relation to counting and fractions.

Energiser- Giants / Wizards / Elves Giant rock paper scissors with actions (Wizards “zap”, Giants “roar”, Elves “Tickle feet”). Both teams choose one option, all come to central base line and both teams perform selected action at once, winning team chases losing team to convert them to their team. With flipchart write up or allocate a YP to write fraction of people per team to start activity e.g.5/10 and 5/10, ask YP to simply fraction to ½ and ½, continue doing this each round writing up the fraction of YP on each side. This activity can be used to assess the level individuals are working at. Make links to everyday life. Why are fractions important? Where do we see fractions in everyday life? How are they used? If appropriate, explain how to simply a fraction and make links to percentages and decimals. *It is a Low Floor High Ceiling (LFHC) activity from counting people, writing fractions and simplifying or simplifying fractions, where possible.

Centre

10:25-10:40

Brief the group explaining the Crystal Maze show

Introduction to the Crystal Maze Brief what the game show is about; explain the different areas and different challenges. For every successfully completed challenge they will gain a one or more crystals. After all the challenges are completed the crystals get converted into time. The length of time determines how long the team has to collect gold tickets. The more tickets the bigger the prize! The Crystal Maze can either be done in one team or split into two teams dependant on how many YP are on the session. https://www.youtube.com/watch?v=FXVpZZTVEow https://www.youtube.com/watch?v=nKFv5mcHuEE Explain that each challenge will have an element of maths or numeracy at varying levels. It is

Centre

the team’s responsibility to ensure everyone participates and chooses challenges appropriate to individual’s level. Some challenges will be for the whole team and others they will have to pick one individual to complete the challenge. Split into 2 teams, if applicable. Teams will carry out different challenges at different times. Led by separate tutors. As the team/s which zone they would like to start in: Futuristic, Aztec, Industrial or Medieval. This will inform which activities to get ready first.

10:40-10:50

BREAK

10:50 – 11:50

Crystal ball run (Medieval) Team to transport a crystal over a set distance (determined by you). We recommend between 3 – 5 metres. Team must transport the crystal without dropping it on the floor using half gutter pipes. YPs must estimate or measure the amount of pipe required to make it across the distance unaided. Team can use chairs, desks, tape and other apparatus to fix pipe in place. YP cannot hold or touch the pipes once the crystal is in motion. Once the crystal has been released, it needs to move unaided through the pipes and drop into the collection bucket at the end of the course. Low floor, high ceiling activity. Award x1 crystal for completing the course. Numeracy: estimation (selecting pipes of the correct length); measuring, problem solving, addition. To win a bonus crystal, the team must calculate the speed the crystal has travelled. Provide mini white boards and calculators for group to work out speed. Working out Average speed.

When an object moves in a straight line at a steady speed, you can calculate its average speed if you know how far it travels and how long it takes. The following equation shows the relationship between average speed, distance moved and time taken:

where:

average speed is measured in metres per second, m/s

distance moved is measured in metres, m

time taken is measured in seconds, s

For example, a car travels 300 m in 20 s. Its average speed is:

300 ÷ 20 = 15 m/s

Make comparisons to speeds of a car, the fastest person on ear etc. Make links to real life: using measurements and units, calculating speed and distance, what jobs might require you to use these skills?

11:50– 12.20

Sequencing codes (Futuristic) The team are presented with a 5x5 grid, and 5 sets of 5 colour cones. Every cone must be used, and they must be laid out in the grid so that no cone of the same colour is in line horizontally, vertically or diagonally. Links show patterns https://nrich.maths.org/1090 Math patterns. This can be used to acknowledge the different process to get to the same end point. Discuss patterns in life: patterns in nature, design, architecture, rhythm and music. Visualisation.

11:50 – 12:10

Heads and Legs (Aztec part 1) Give the brief: ‘In the pyramid there were human and cow carcasses’ Altogether there were 8 heads and 22 legs. How many human were carcasses?’ Offer skeleton heads and legs, or similar or provide tactile instruments to aid the working out. The answer is 5 humans and 3 cows. Discuss what maths is used in this problem? Highlight the various strategies and problem solving techniques used to reach the answer. Discuss why visualization can be helpful in solving the problem. Numeracy skill used: problem solving using basic operations including division; trial and error.

12:10 – 12:40

LUNCH

12:40 – 13.00

Water Irrigation (Aztec part 2) To gain a crystal the group have to irrigate the water into equal parts. The challenge is split into 3 phases. The team has to choose 3 different people to complete each phase of the challenge. Provide a measuring jug of water coloured with food dye. Provide enough pots or vessels to pour water into during each phase. A minimum of 8 is required for the challenge below. Phase 1 – Separate the water into this fraction ½ Phase 2 – Separate the water into this fraction ¼ Phase 3 – Separate the water into this fraction 1/8 Visualisation activity. Fractions and phases can be adapted to fit the ability level of the challengers. Discuss links between each phase, recognising that fractions can mean the same, just simplified 2/4 = ½. Link to fractions in everyday life. Ask exploratory questions: which fraction is the smallest or largest? There is also an opportunity to look a measures: ml, litres and make links with fractions and percentages. 0.5 litre = 500ml = 50% of a litre.

FB team challenge: please extend this activity to make it more interactive and dynamic!

13.00 – 13.30

Code breaker (industrial) Young people must break the code to unlock the padlock and release. YP must identify the mystery person, calculate their age (from their DOB provided by you) and unlock the padlock by entering the correct 2 numbers (ages). To make this more challenging and extend the activity add more locked boxes with further clues or use two padlocks. The code breaker clue sheet provided uses x 3 timetable, but please adapt to challenge different groups. Select two famous people or fictional characters to kick off the game. Do not reveal them to the group. Give young people their names in number code and ask them to crack it using the code breaker clue sheet (adapt this to suit). Use banagram or scrabble tiles opposed to writing letters down. Next provide them with their D.O.B. Next, young people must work out their age (as of today)

For example: 36, 18 , 6 , 16, 2, 36, 8 30, 4 , 36, 18, 26 R I C H A R D O’B R I E N DOB: 25th March 1942 = 74 years old (Dec 16). Once young people have both ages enter them into the combination pad lock to release the crystal (or further clues). Review numeracy used and link to everyday life.

13.30 14.00

Your OWN Crystal Maze ZONE Plan your own Crystal Maze Zone. Your zone activity should last between 15-30 minutes and must:

Address a key area of numeracy – please see Key Areas of numeracy support pack for ideas.

Include either: a low floor high ceiling (LFHC) activity, visualisation or both.

Promote growth mindsets and positive attitude towards numeracy.

Allow young people to make links with how numeracy is used in everyday life or work.

Opportunity for young people to review the numeracy skills used – make it explicit.

Be fun and interactive.

13.50 – 14.30

THE DOME FB Team Challenge! Please recreate Dome or a similar challenge in centres In the official game show each crystal = 5 seconds in the Dome, but we’ll leave you to decide on this. In the dome young people need to collect gold tickets to win points. Gold tickets are worth 10 points. Silver tickets are worth -5 points. Young people must avoid silver tickets. Young people to count tickets and add up scores! Offer a prize once completed. Add scores to a centre leader board. 100 bonus points can be awarded if each person in the team can give one area of numeracy worked on during the day. Counting; addition, subtraction, negative numbers.

Low floor, high ceiling activity.

14.30 – 15.00

Review Draw out the numeracy and maths learning from the day. Ask if anyone has learnt something new about maths they didn’t already know? Ask if anyone has revisited something they have learnt in the past but not used recently? Complete numeracy focused PDP.

Tidy Up!

Course Review Action to share good practice / rectify problems

Additional notes

See below for prompts and support material

Programme Leader Zone Guide

Futuristic - Sequencing codes Start:

Solution:

Aztec - Heads and Legs

You can use the laminated heads and legs provided, or provide young people with paper and pen. Please adapt to suit the group. Solution

Problem

In the pyramid there were human and cow carcasses.

Altogether there were 8 heads and 22 legs.

How many human were carcasses?

Industrial – code breaker Before session – choose 2 (or 4 if using 2 padlocks) celebrities or individuals young people are interested in. Write their names in numerical form using the clues below. You can adapt the difficulty level of this pattern to suit your group. You also need to set the combination locks.

3 A

6 B

9 C

12 D

E

18 F

21 G

24 H

I

30 J

K

36 L

39 M

N

O

P

Q

R

S

T

U

V

W

X

Y

Z

Industrial – codebreaker Once YP work out who the celebrities are, provide them with their date of birth. They must now work out their age and enter it into the combination. Age must be correct on the day. Provide pens and paper for young people to work this out.

Some young people may benefit from using a normal line to work this out.