Dice can be to develop understanding of numbers and children s ability to perform simple calculations.

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1 Practical activities using dice (Reception) Dice can be to develop understanding of numbers and children s ability to perform simple calculations. Who s got the most? 2-3 players and dice each. All throw the dice at the same time. The one with the highest number wins a point. The first to 10 points is the winner. Can play the lowest number thrown..or the number closest to 3.. Dotty counting 10 sided dice. Play in pairs with small sheet of dotted paper. Take turns to throw the dice, count the same number of dots on the paper and draw a loop around them. The winner is the first player to loop all the dots on their paper. Give away Each child needs a saucer/bowl/tub with 10 counters. Children take turns to roll the dice, say the number and give that number of counters to the child on the right. If they don t have enough counters to do this, they have to miss a go. The winner is the first person to get rid of all their counters. Practical activities using dice (Year 1) Dice can be to develop understanding of numbers and children s ability to perform simple calculations. Differences and doubles 2 players take turns to throw 2 dice. Score a point for 2 numbers with a difference of 1 and 2 points for every double thrown. The first player to reach 10 is the winner. Which other differences could you get when you throw the 2 dice? What is the highest difference you could get? Adding Numbers Play in pairs. Two 6-sided dice and a number track either 4-10 or Take turns to throw the dice and add the numbers thrown. Cross out the total on the track if its showing. The winner is the player who crosses out the last number showing. Addition grid Play in pairs with a grid and coloured pencils.

2 Take turns to throw two 6-sided dice and add the numbers thrown. Cross out the total on the grid, using a different colour for each player. The winner is the first to cross out 4 numbers in a line, in any direction. Number frustration Play in 2 s or 3 s. Write the numbers 1-6 on a piece of paper. Take turns to throw a 6-sided dice. The 1 st player to throw a one can cross it off their list. Keep throwing the dice to throw the next number on the list to cross it out. The winner is the first player to cross off all their numbers, but they must be thrown in order. You could try the game crossing off the largest number first, or use a dice with more numbers. Subtract from 10 Use a number track 1-10 and 10-sided dice. Roll the dice and subtract the number shown from 10. Cover that number on the number track. Continue to play until one player has covered all their numbers. Practical activities using dice (Year 2) Dice can be to develop understanding of numbers and children s ability to perform simple calculations. Multiplication grid game. Use 0-9 dice and dice labelled 2, Multiply numbers shown on the dice and cover product with a counter. First to get 4 in a row is the winner. Number sentences 3 dice. Each player writes down the numbers 1 to 10 on a piece of paper. Take turns to throw the dice and use addition and/or subtraction and all the numbers thrown to make one of the numbers 1 to 10. Cross the number made off your list, and write the number sentence next to it. The winner is the first player to cross off all their numbers. Snake pit Children begin with a score of 0. The aim is to add numbers together to reach 50 without falling in the snake pit. These numbers are in the snake pit: If a child scores a total of one of these numbers at any point in the game they fall in the snake pit and lose a point. The children take it in turns to roll two dice and choose one of the numbers and add it to their current score. If they land in the snake pit they lose a point; if they manage to cross the next multiple of 10 without falling in the snake pit they gain an extra point. The game ends when anyone reaches 50 or beyond. Children need to keep a running total. Variations Start with 50 and aim to reach 0. Roll 2 dice and this time choose one to subtract.

3 Practical activities using dice (Year 3 & 4) Dice can be to develop understanding of numbers and children s ability to perform simple calculations. 3-digit number Play in pairs Both players throw a dice 3 times and make 6 different 3-digit numbers with the numbers thrown. EG Throw 1, 2, The player who can make the biggest (or smallest, or nearest to a target) 3- digit number wins a point. The winner is the 1 st player to collect 5 points. Place it well Draw box with 3 sections. Play in pairs. Throw a 0-9 dice and place number thrown in one of the boxes. Once the number is placed it cannot be changed. Continue taking turns to throw dice and write the numbers into the boxes. The winner is the player with the largest (or smallest, or nearest to a target) number. Differences Take turns to throw the dice and subtract the number thrown from 10. Your score is the difference between the number thrown and 10. The first player to reach 50 is the winner. (Need to keep running total ) What s the difference? A game from 2 or 3 players. Take turns to throw two 6-sided together and make two 2-digit numbers. Then find the difference between the 2-digit numbers you have made and 30. EG throw 2 & = = 7 You score the largest difference you can make. The first to score a total of 50 or more is the winner. (Play with a 0-9 dice and change 30 to a higher number) Fair throws Throw a 6-sided dice 30 times and keep a tally of the numbers thrown. Draw a block graph to show how often each number was thrown. Which number came up most often? Compare results with a friend. Are there any differences?

4 Practical activities using dice (Year 5 & 6) Dice can be to develop understanding of numbers and children s ability to perform simple calculations. Approximate multiplication Play in pairs. Throw two 0-9 dice and multiply the numbers thrown. The player with the biggest product scores a point. The first person to collect 10 points is the winner. (To make it more challenging, score the value of the product each time. Then the winner will need to be the first to reach 500.) Fractions number line. Throw two 6-sided dice and make a vulgar fraction with the numbers thrown. Eg ¾ Draw an empty number line from 0 to 1 and mark the place where the fraction should go. Throw the dice again and make more fractions to mark on the number line. Possibilities Two 6-sided dice of different colours and pens of those colours. Write down all the different possible combinations that you could get if you threw the dice together. 3, 2 3, 4 5, 6 etc What are the possible totals you would get if you added these different combinations? Which total comes up most often? Throw the dice 30 times and see if this total comes up the most. 3, 2 total of 5 Likely or not? See how many times you need to throw a dice to get. A number 6 An even number A multiple of 3 A number less than 3 A number more than 2 Why do some of these take longer than others? Does it make a difference if you use a dice with more faces?

5 Investigations with Dominoes 1) Dominoes can be placed together to add to certain numbers. These all add to 6. Can you use a whole set of dominoes with every join adding to 6? Can you use the whole set if the joins all add to 5 or 7? If not, which ones do you have to leave out? 2) Choose a domino at random and work out the other dominoes that go in this family. For example, show 7-4: now find and list all the dominoes in the 7 family and all those in the 4 family. Now using this information work out how many spots are in the whole set. 3) Squares: Spread the dominoes face up on the floor. Choose four dominoes to arrange in a square so that touching ends match. Record your square on the sheet provided, writing the numbers. Add up the spots on all four dominoes and write the total in the middle of the square. Now make three more squares like this. Make a square with the highest total you can manage, and a square with the lowest total always with matching ends. What numbers do you need to match? So which domino(es) could you choose next? Can you think of a quick way to add those numbers? What is the lowest total you managed? Is that the lowest total possible? How do you know? Try to make a square where touching ends match and the square totals are all multiples of 5

6 Using digit cards Providing a variety of ways of generating numbers is an important part of teaching within the Numeracy strategy. Reception Count and move Play in pairs. Spread a set of digit cards face down on the table. Take turns to turn over a card and do something the same number of times as the number on the card. EG 6 -- clap 6 times etc. What s missing Play in pairs. Lay out the numbers in a line in front of you with the numbers facing upwards. Close your eyes. Your partner turns over one card. Open your eyes. Write down or tell your partner which number has been turned over. Turn the card back over so you can see the number. Take it in turns to turn over the cards. Repeat the game turning over two cards, three cards etc. Ups and downs Shuffle 2 sets of digit cards and deal them out between 2 players. Each player looks at their cards. Take turns to place the next card (if you have it) in order in the row, aiming to build up the numbers from0-9 in ascending and descending order in 2 rows or 7 needed next Whoever gets rid of all their cards 1st is the winner. One more, one less Play in pairs. Each person needs a number track from 0 to 10. Spread the cards face down. Take turns to look at a card and cross out a number that is one more or one less than the number on the card. Put the card back. The winner is the first person to cross out all the numbers on their number track. What s missing Play in pairs. Spread a set of digit cards out on the table with the numbers facing upwards. One player takes one (or more) cards face down while their partner closes their eyes. When they open their eyes, can they guess which numbers are missing?

7 Year 1 Doubles Work in pairs. Each person needs a coloured pencil and a grid. Shuffle a set of digit cards and place them in one pile face down. Take turns to look at the top card, double the number shown and cross out the answer on the grid if it is showing. The put the card on the bottom of the pile. The winner is the first player to get 4 crosses in a row. Ten more Play in pairs. Each person needs a coloured pencil and a grid. Shuffle a set of digit cards and place them in one pile face down. Take turns to look at the top card, add 10 to the number and cross out the answer on the grid. Put the card on the bottom of the pile. The winner is the first player to get 4 crosses in a row. What a mess. In pairs the children lay out he digit cards face up on the table. One of the pair closes their eyes. The other player mixes up the numbers, keeping them in a straight line on the table. One move is to swap one number for another. They are allowed up to 5 moves. When the moves are completed, the first player tries to put the numbers back in the correct order, but must only take the same number of moves as the first player took to muddle them up. Guess the number. Play the game initially with the whole class, and then in pairs. Lay out the cards face up in front of you. Choose a number, but don t tell anyone what it is. The rest of the class, or your partner has to guess which number you have chosen by asking questions about it. They are only allowed three questions and to have one direct guess at the correct number, if they guess incorrectly they lose a point. Children need to be encouraged to ask appropriate questions about the properties of the chosen number e.g. Is it odd? Is it a multiple of 3? Is it smaller than 5? Etc

8 Year 2 Make ten Place the digit cards face down. Turn up the top card. player has to say the number bond to make 10. Children can be encouraged to record what they have done. Playing the game as a race against the clock gives children practice in learning number bonds to 10. How long did you take? Shuffle the cards and try to write the number sentences in a shorter time. The difficulty of the task can be increased by altering the target number. Does it take you longer if you write how many you would need to make 20?.or 30?..or 50?.. My rule Display the digit cards on a washing line or attached to the board in a line. The teacher initially thinks of a rule e.g. add 3 or subtract 2. Choose a child to come out and point to a number on the line. The teacher applies the rule and tells the children the result. Repeat with other children until someone thinks they have guessed the rule. Test out, by pointing at other numbers on the line, whether or not the children have understood the rule. In pairs using their own digit cards, the children take it in turns to make up a rule whilst the other child tries to guess the rule. 100 square Children will need one 100 square and two sets of digit cards and counters in two colours. Shuffle the digit cards, divide them into two piles and place them face down on the table. Children take it in turns to turn over a digit card from each pile. The children then cover with a counter (or colour) any number they can make with the 2 digits shown using any operation. e.g. If 2 and 7 are revealed, can cover 2, 7, 9 (2+7), 5 (7-2), 14 (7 x 2), 27 and 72. The winner is the first player to cover 4 squares in a row vertically, horizontally or diagonally. Snap to 10 Players in a group, or in pairs, play as for the traditional snap game using three or four sets of digit cards shuffled together. When two cards, which when added together make 10 are played consecutively, the first player to shout snap wins the pack of cards. Play the game with number totals other than 10. Take it Play in pairs. Use number cards Lay out the cards in order, face up. Roll two dice and add the numbers together. Take the number card. The person who collects the most cards is the winner. Variation: Use 0-12 cards, and let children add or subtract the two numbers. Use a ten-sided dice and number cards up to 20

9 Year 2 continued Make 20 Use two sets of 0-10 cards. Shuffle the cards and divide them between two children. The aim is to make as many rows as possible that add to 20. Score 5 points for every row that adds to 20. Tricksy Use Number cards 0 to 100 ( the pack need not be complete.) Play with 3 or more players. Shuffle the cards and deal six to each player. Players may look at their cards. The first person chooses one of their cards, says the number and puts it in the middle of the table. The other players in turn choose a card, say the number and put it in the middle of the table. Whoever puts down the highest number wins the trick (i.e the set of cards laid in that turn). Go on until all the cards are played. Variation: Make the game easier by using the numbers 0-20 or Make the game harder by looking at your cards and decide how many tricks you think you will win. Write down your guess and see if you can make it come true. Year 3 Magic squares Using 1-9 digit cards an you place them in a 3 by 3 grid formation on the table so that each row, column and diagonal add to 15? How many different magic squares can you make? Do they always total 15? What else do you notice about the properties of a magic square? Nearly magic Play in pairs. The aim of the game is to make straight lines of three cards which add up to 15, horizontally, vertically or diagonally, by placing cards 1-9 in a 3 by 3 grid formation. Shuffle the cards and put them in a pile face down. The first person takes the top card and decides where to put it on the grid. The second person does the same thing, and so on until all the cards are used up. Together they decide how many lines add to 15. Play again and this time try to make more lines add to 15. Number squares Use digit cards 1-9 and set them out as a 3 by 3 square, in any order. Find the total for each column and row. Rearrange the cards and find the totals again. How many different answers can you make? That s 15 You will need five counters each of your own colour. Lay out digit cards 1-9 in a straight line. The first player places 2 counters of their colour on top of two cards. Take it in turns to place two counters. The winner is the first player to make 15 using 3 or more of their counters.

10 Year 3 Continued Whatever next? Take four sets of digit cards 0-9 and shuffle them together. Divide them into two packs and place them face down. Children take it in turns to take a card from each pack, they add the two numbers together and between them decide what needs to be done next to make a final score of 7, 15, etc Use a variety of vocabulary What is the sum of you two numbers? What is their total? What numbers do they make altogether? What is the difference between your total and the target number? Will you have to add or subtract? How did you work it out? Two-digit chains Shuffle a set of digit cards and place them face down on table. Choose any 2- digit number less than 50 and write it down. Turn over the top digit card. Make a number chain by repeatedly adding this number to your 2-digit number. Make your chain five numbers long. EG Choose another 2-digit number and use the number on the next digit card, adding to make another chain. Keep going until you have used all the digit cards to make chains. Try starting with a number between 50 and 100, then repeatedly subtracting to make your chain. Hundred square bash Play in pairs with 2 sets of digit cards, a 0-99 square and a coloured pencil each. Mix up the 2 sets of digit cards and place them face down in a pack. Take turns to turn over two cards and make a 2-digit number. Cross out a number on the grid that is 10 more or less than your number. The winner is the first to cross out 4 numbers in a row. EG 4 & 7 make 47 or 74 cross out 37, 57, 64 or 84 Making multiples Use any of the numbers from a set of digit cards to make a 2 or 3-digit multiples of 5. EG How many can you make? What will the last digit in the number be? Try using the digit cards to make multiples of 2, or 10. Pick me up The aim of the game is to make 15. You can make 15 by adding one of your numbers to one or more of the numbers on the table. You will need two sets of cards 1-9. Shuffle the cards and share them between two or three players. The first person puts a card face up on the table. The second player chooses a card to put down. If the numbers on the table now add to 15 tell the other players and pick up the cards that make 15, leaving the other cards on the table. Take it in turns to put down the first card. The winner is the person with the most cards at the end of the game.

11 Fill the grid Use a set of number cards 0-10 and Each child needs a blank 3 x 3 grid. Shuffle the cards and place them face down in their two separate piles. Children take it in turns to pick a card from each pile, add or subtract the two numbers and write the answer in ant space on the grid. Carry on until the grid is full. Children then take turns to pick a card from each pile, they add or subtract the numbers and if the answer is on the grid they cross it out. The winner is the person with most squares crossed out. Variation Easier:- Use a 2 by 2 grid and two sets of number cards 0-10 Harder :- Allow subtraction only or use cards to 100 Use two sets of 1-10 cards and use multiplication. Year 4 Move it Select any 3 digit cards. What is the highest number you can make putting the digits in any order? What is the lowest number? Using 4 digit cards, how many numbers can you make which are between the highest and lowest numbers you can make with those cards. How can you be sure you have found all the numbers that can be made? How many different numbers can you make using 5 digits, 6 digits etc is there a pattern? Can you read all the numbers you have made to your partner? Can you write them in words? Adding small numbers Spread a set of digit cards face down. Turn over 3 or 4 cards and see how quickly you can add the numbers and write down the answer. Replace the cards, mix them up and try again =17 Score a point for correct answers. How many points can you get in two minutes? Number squares Use a set of 0-20 cards. Each Child chooses 9 cards and set them out as a 3 by 3 square. Find the total of each column and row. Rearrange the cards and find the totals again. How many different answers can you make? Generator Shuffle the digit cards and lay them face down. Turn over the top two cards. What is the sum of the two numbers shown? What is the difference between them? What is the product of the two numbers? Turn over the next two cards and answer the same questions about them. The cards can be used in a similar way to generate 2, 3 or 4 digit numbers.

12 Year 4 continued. Negativity Play in Pairs. Each person needs a number track from 10 to +10 and a counter. Place the counter on 0. Shuffle the digit cards and place them face down in a pile. Each take a card, add the number to the number your counter is on and move the counter. Put cards at bottom of pile. On next go both subtract the number on card and move the counter. Keep adding a number and subtracting a number until one player reaches the end of the number track. Make a square Two sets of digit cards are needed. The children place digit cards in a square. Each side of the square must add up to either 13, 17 or 20. How many solutions can you find? My place This game can be played with the whole class or in pairs as appropriate. Agree a target number. Lay out the shuffled digit cards in a pile face down. Turn over the cards one at a time, placing them in any of the positions on your table as shown. - = X X + Y = - = Y When two subtractions have been made, work them out and add the answers together. Compare this total with the target number. Who can get closest to the target number? To make estimation easier, restrict the number of digit cards used to 6. Year 5 Simply multiply Play in pairs. Shuffle digit cards and place face down in a pile. Take turns to turn over 2 cards, multiply the numbers showing and score the product. When all the cards have been used shuffle them again. Keep a running total of the score. The winner is the first to reach 250 or more. Simply divide Play in pairs. Shuffle a set of digit cards and place them face down. Take turns to turn over 2 cards. Divide the larger number by the smaller number and score the remainder. The winner is the 1 st person to collect 25 points. (Play again and score the remainder when dividing a 2-digit number by a 1- digit number)

13 Decimal rounding Play in pairs. Shuffle two sets of digit cards and place them face down on the table in a pile. Take turns to turn over two cards and use the digits to make 2 decimal numbers (to one decimal place) Add the two decimal numbers and round your answer up or down to the nearest whole number. This is your score. The 1 st player to score a total of 25 is the winner. (Instead of adding the decimal numbers you could try finding the difference between them and then rounding to get the score.) Make 24 The game can be played with the whole class, small groups or pairs. Two sets of digit cards are shuffled and laid in a pile face down. Turn over the first four cards. The whole group compete to make 24. Children must use all the numbers once only. They can use any operation. The first player to do so wins a point. Play continues until all the cards have been used = = 2 12 x 2 = x 2 = = 3 8 x 3 = 24 Missing signs The teacher thinks of a target number for the whole class. The children, individually or in teams, combine their digit cards using any operation to make that number. The first child or team to combine the numbers in a correct sequence wins a point. TARGET = x 2 = x 3 = 34 Year 6 Bigger fractions Play in pairs. Shuffle the digit cards and deal out 3 each. Use any 2 of the numbers to make the biggest vulgar fraction you can. The player with the biggest vulgar fraction wins a point. 1st to 10 points is the winner. Instant recall? One person plays and the other times and checks. Shuffle digit cards and hold them in a pile in the palm of your hand. Turn over the top card, multiply the number by 7 and try to answer in only 5 seconds. If you can do this put the card in a can do pile, if not put it on one side. Once you have tried this with all the cards, look at any you were unable to do and write them down. Then try again or try multiplying by a different number.

14 Activities using cubes Reception Doubles Use up to 10 cubes of the same colour to make a tower. Make another tower the same size in a different colour. Join towers together. How many cubes have you used altogether? 3 and 3 makes 6 etc How many different numbers up to 20 can you make in this way? Make your own counting stick Use cubes in two colours Fit four cubes the same colour in a row, with another cube in a second colour on the end. Keep adding four cubes of the first colour followed by one of the 2 nd colour, until you have 20 altogether. Use the row of cubes as a counting stick to count forwards or backwards, Shout out the number when the cube is a different colour Activities using cubes Year 1 Look for mathematical patterns and connections to discuss with the children. Doubles Use up to 10 cubes of the same colour to make a tower. Make another tower the same size in a different colour. Join towers together. How many cubes have you used altogether? 3 and 3 makes 6 etc How many different numbers up to 20 can you make in this way? Make your own counting stick Use cubes in two colours Fit four cubes the same colour in a row, with another cube in a second colour on the end. Keep adding four cubes of the first colour followed by one of the 2 nd colour, until you have 20 altogether. Use the row of cubes as a counting stick to count forwards or backwards, Shout out the number when the cube is a different colour The counting stick can also be used to measure length. Halves Use one colour to make a tower with up to 20 cubes in it. Break your tower in half as near as you can. Do you have two towers the same size or not? Which numbers up to 20 give you two the same? Which give you different sized towers?

15 One minute race How many cubes can you fit together in exactly one minute? Try again to see if you can beat your score. Can you double your score if you double the time? Or halve the score in half the time? Does it make any difference if you make a row or just join the cubes together in any way? Does it take the same time to take the cubes apart? Activities using cubes Year 2 Look for mathematical patterns and connections to discuss with the children. Bonds to 20 Join up 20 cubes in a row, with 10 of one colour at one end and 10 of another at the other end. Break the row once wherever you like. How many do you have in each piece? Which other numbers can you make by breaking the row in a different place? (This can also be done by using 4 colours arranged in groups of 5 to make 20 to emphasise the significance of 5.) Twos Make some blocks of two cubes in different colours (eg. 2 red, 2 green.) Now fit some of your blocks together in a row. How many cubes do you have in the row? e.g. 3 blocks, 6 cubes Which numbers up to 20 can you make by fitting the blocks of 2 together? Which numbers cannot be made? Why? Pick an even number card (8) and make a tower 8 cubes high by pairing up cubes of the same colour as build (2 red, 2 blue, 2 green) count in 2s to check number. How many colours of cubes were needed to make their tower. Favourite colours Ask the children to choose a cube of their favourite colour. Fix the cubes into rows of the same colour and use them to draw a block graph. Which is the most popular colour? Would the cubes of their 2 nd choice of colour produce a similar graph? Right angles all around Join nine cubes together to make an L shape. Use as a right angle measure. How many different right angles can you find around the room? Use your measure to check? Cube towers Each player takes 2 handfuls of cubes and joins them to make a tower. Count cubes and record number. Roll 1-6 dice. Roll again if 1 is thrown.. Everyone repeatedly subtracts the number thrown from their tower. If anyones tower is divisible by the number thrown i.e no left overs they score a point. The first to 5 points is the winner.

16 Activities using cubes Year 3 & 4 Look for mathematical patterns and connections to discuss with the children. Blocks of 3 Make some blocks of 3 cubes using a different colour for each one. Use you blocks to make rectangles. How many blocks do you use in each rectangle? How many cubes in each rectangle? Can you write what you see as a number sentence? 3 x 5 = 15 Mirror image Play in pairs. You each need to use half of the same piece of 2cm squared paper. Draw a thick line down the middle of the page. Take turns to choose a cube to put on a square on your side of the line. Partner needs to place a cube of the same colour on their side of the line, making a symmetrical pattern. Try putting 2 or 3 cubes at a time or by playing the game in reverse, by taking cubes off once the symmetrical pattern has been made. Letter shapes Make a letter shape with cubes. Draw the letter shape on a grid with letters on the horizontal axis and numbers on the vertical. Write down a list of the squares you have coloured using the letters and numbers eg B2 C2 D2 etc Call these out to a friend to see if they can colour the same letter shape on a new grid. Fractional parts Use cubes of only two colours. Take a small handful and fix them together in a row. Write how many you have in each colour as a fraction. Can you write a number sentence linking the two fractions? 3 red 3 blue 6 altogether 3/6 + 3/6 = 1 or 1 3/6 = 3/6

17 Activities using cubes Year 5 & 6 Look for mathematical patterns and connections to discuss with the children. Ratio patterns Make a flat pattern using cubes of three different colours. For every 1 of the first colour you have, use 2 of the 2 nd colour and 3 of the 3 rd. Make different variations of the pattern using the ratio 1 : 2 : 3 (This works well if you image you are building a patio and the cubes represent the paving slabs.) Percentage links Use cubes in two colours to start with. Fix any 10 cubes together in a row. Write how many you have of each colour as a percentage. 4 red 6 white 40% red 60% white Can you write how many you have as a decimal and a fraction /10 6/10 Try this with a different set of 10 cubes, or 5 cubes, or more than two colours. Pentomino patterns Make a flat shape with five cubes of the same colour. Use you shape to draw a tessellating pattern. Try with a different 5-cube shape. Can you make a tessellating pattern using two different 5-cube shapes? Or even three? Rotating patterns Make a flat shape with four cubes of the same colour. Using the lines, draw a large cross on 2cm squared paper. Put your shape on the paper in one of the four areas, making sure it touches the point where the lines cross. Draw around it. Now rotate the shape through a quarter turn and draw it again in the next area. Keep going until you have rotated the shape and drawn it four times, once in each area. Try with different 4-cube shapes, or larger shapes. What next? Build the next shape in this pattern. (Triangle towers 1, 1, 3, 1, 3, 5 etc) How many more cubes do you need to add for the next shape in the pattern? How many cubes would you need for the tenth shape in the pattern? Can you rearrange the cubes in each shape in the pattern to make a square?