### Shapes in a Grid

Can you find which shapes you need to put into the grid to make the totals at the end of each row and the bottom of each column?

### Order, Order!

Can you place these quantities in order from smallest to largest?

### Order the Changes

Can you order pictures of the development of a frog from frogspawn and of a bean seed growing into a plant?

# In Order

## In Order

Have a look at the sets of four quantities below.

Can you rank them in order from smallest to largest? To help you decide, you may need to find extra information or carry out some experiments.

Can you convince us that your order is right?

 Temperature Of a kettle of boiling water Of the centre of the sun On a thermometer when you are quite well Of the water in a school pond Speed Of a rocket going up on bonfire night Of a train Of a ladybird walking along a leaf  Of a ball being thrown to your friend Time Taken for a puddle of water to evaporate on a hot day Taken for frogspawn to grow into a frog Taken to walk across the playground Taken for the moon to orbit the earth Sound Of a clap of thunder  Of a teacher blowing a whistle Of a tap running Of a recorder being played by a friend

### Why do this problem?

This activity offers an opportunity to combine skills from mathematics and science. Learners are required to make estimates, understand and use appropriate units, and find information to draw conclusions.

This problem highlights the fact that in science it is rather hard to calculate anything without making some sort of assumptions. Good science will clearly state and be aware of these assumptions; bad science will ignore them.

### Possible approach

Give each pair of children a copy of this sheet which has all the quantities on it. Invite the pupils to try and rank the quantities but at this stage, make it clear that it doesn't matter if they are unsure.  You may like to have a brief discussion about their thoughts.

Then, organise pairs into small groups and allocate two of the sets of quantities (i.e. two from temperature, speed, time and sound) to each group. The aim now is for each group to come up with an order for the quantities they have been given, together with a convincing presentation of evidence to justify their order. Allow pupils access to reference materials, measuring equipment, and anything else that might be useful, and give them plenty of time for research and experiment.

Once they have finished, take each set of quantities and invite the different groups to present their rankings and reasoning. Ask the rest of the class to judge the different presentations on the strength of the evidence they have offered and the assumptions they have made.  There might not be just one 'right' answer.

### Key questions

What is stated precisely and what details are missing?
Do you have an idea of what order they might go in?
What could you do to find out how hot/how fast/how long/how loud that is?

### Possible extension

Place Your Orders uses a similar idea with more advanced scientific content.

### Possible support

Order, Order! uses a similar idea but with slightly less advanced content.