Developing reasoning and language Pyramid activity Lines of enquiry – Year 3 Complete the grid. What mental calculation strategies did you use? Repeat the activity with larger numbers What mental calculation strategies did you use? Complete the grid. Did you use any different mental calculation strategies? Investigate: Does the order of the consecutive numbers in the bottom row make a difference to the total in the top row? What arrangements of these four numbers (1 2 3 4) make the greatest and smallest totals in the top row? What is the arrangement for this? Why does it work? What other top-row totals can be made? Is it possible to make totals that match all the numbers between the smallest and biggest totals? What patterns can you see in the pyramid? What would the effect be on the top number if we added 1 to each of the four numbers in the bottom row? What would happen if we made the numbers in the bottom row all odd numbers or all even numbers? How many pyramids can you make that have the top number as 20 using 1 2 3 and 4 on the bottom row? How do you know when you have them all? Investigate children’s theories using different sets of consecutive numbers on the bottom row.