Skip over navigation
Cambridge University Faculty of Mathematics NRich logo
menu search
  • Teachers expand_more
    • Early years
    • Primary
    • Secondary
    • Post-16
    • Events
    • Professional development
  • Students expand_more
    • Primary
    • Secondary
    • Post-16
  • Parents expand_more
    • Early Years
    • Primary
    • Secondary
    • Post-16
  • Problem-Solving Schools
  • About NRICH expand_more
    • About us
    • Impact stories
    • Support us
    • Our funders
    • Contact us
  • search

Or search by topic

Number and algebra

  • The Number System and Place Value
  • Calculations and Numerical Methods
  • Fractions, Decimals, Percentages, Ratio and Proportion
  • Properties of Numbers
  • Patterns, Sequences and Structure
  • Algebraic expressions, equations and formulae
  • Coordinates, Functions and Graphs

Geometry and measure

  • Angles, Polygons, and Geometrical Proof
  • 3D Geometry, Shape and Space
  • Measuring and calculating with units
  • Transformations and constructions
  • Pythagoras and Trigonometry
  • Vectors and Matrices

Probability and statistics

  • Handling, Processing and Representing Data
  • Probability

Working mathematically

  • Thinking mathematically
  • Developing positive attitudes
  • Cross-curricular contexts

Advanced mathematics

  • Decision Mathematics and Combinatorics
  • Advanced Probability and Statistics
  • Mechanics
  • Calculus

For younger learners

  • Early Years Foundation Stage

Sea Level

Age 7 to 11
Challenge Level Yellow star
Primary curriculum
  • Problem
  • Getting Started
  • Submit a Solution
  • Teachers' Resources

Sea Level printable sheet

What can you see in this picture? You can click on it to make it bigger if you would like a closer look.

 
 
There are black markings all the way up the lighthouse right to the very top, and on the rock that the lighthouse is built on, going down to the sea bed. These markings are 1 metre apart.

We will call sea level '0' and then we could think of the lines as representing positive numbers going upwards and negative numbers going down to the sea bed.

In this task, we are going to look at where the mouths of each of the different animals are. This will allow us to see how deep they are compared to each other, or what distance apart they are.

For example, the seahorse's mouth is 1 metre deeper than the mouth of the blue and yellow fish.

Have a think about these questions, or you might like to make up some of your own:

  1. What number should be where the head of the seagull is?
  2. What number should be where the mouth of the crab is?
  3. How far up is it from the head of the shrimp to the mouth of the shark?
  4. How far from the surface is the eel's mouth?
  5. How high above the sea level is the seagull's beak?
  6. How much higher is the seagull's beak than the seahorse's mouth?

How did you arrive at your answers? Did you write anything down to help you?

 

You may also like

Pebbles

Place four pebbles on the sand in the form of a square. Keep adding as few pebbles as necessary to double the area. How many extra pebbles are added each time?

Bracelets

Investigate the different shaped bracelets you could make from 18 different spherical beads. How do they compare if you use 24 beads?

Sweets in a Box

How many different shaped boxes can you design for 36 sweets in one layer? Can you arrange the sweets so that no sweets of the same colour are next to each other in any direction?

  • Tech help
  • Accessibility Statement
  • Sign up to our newsletter
  • Twitter X logo

The NRICH Project aims to enrich the mathematical experiences of all learners. To support this aim, members of the NRICH team work in a wide range of capacities, including providing professional development for teachers wishing to embed rich mathematical tasks into everyday classroom practice.

NRICH is part of the family of activities in the Millennium Mathematics Project.

University of Cambridge logo NRICH logo