1. The worlds tallest man is 8ft 1in or 2.47m. Click here to watch the video of the worlds tallest man visiting London recently.here

2. The worlds tallest man is 8ft 1in or 2.47m. Would he be able to stand up in your classroom? Or in the corridor outside your room?

3. The worlds tallest man is 8ft 1in or 2.47m. How tall are you? A London bus is 4.38m. A black taxi is 1.765m. Put these four heights in order of size – then draw a scale diagram showing the relative heights.

4. The worlds tallest man has hands that measure 27.5cm and his feet are 36.5cm. How big are your hands and feet? How can you show this information?

5. Up2d8 maths Tall Story Teacher Notes

6. Tall Story Introduction: The worlds tallest man, Sultan Kosen from Turkey, has been named by Guinness World Records for the launch of their 2010 book. Sultan Kosen is 2.47m tall and is 10cm taller than the previous title holder. This resource invites pupils to consider the height of the worlds tallest man in relation to their own height and other measurements. Content objectives: This context provides the opportunity for teachers and students to explore a number of objectives. You could: choose and use appropriate units and tools, interpreting, with appropriate accuracy, numbers on a range of measuring instruments make sensible estimates of a range of measures in relation to everyday situations identify the mathematical features of a context or problem; try out and compare mathematical representations; select appropriate procedures and tools, including ICT. Process objectives: These will depend on the amount of freedom you allow your class with the activity. It might be worth considering how youre going to deliver the activity and highlighting the processes that this will allow on the diagram below:

7. Activity: This activity gives pupils the opportunity to explore linear measurements and scale drawings using the context of the worlds tallest man. Students are shown the recent BBC News video of the visit by the worlds tallest man (who has been chosen by the Guinness Book ofBBC News video Records to launch their 2010 edition) to London. They are asked to consider what would happen if he visited their classroom or their school could he stand up? Students then have the opportunity to compare their own height to that of the worlds tallest man alongside two iconic London images, the double-decker bus and the black cab, using a scale drawing. Finally, students have the opportunity to compare the sizes of their hands and feet with those of the worlds tallest man. (The hand size is measured from the base of the palm to the end of the middle finger). Differentiation: You may decide to change the level of challenge for your group. To make the task easier you could consider: measuring and marking the actual height of the worlds tallest man in the classroom or corridor measuring and marking the actual heights of the double-decker bus, black cab and selected pupils in the classroom or corridor To make the task more complex, you could consider: choosing a scale which maximises the size of their page choosing two different scales to make the worlds tallest mans height seem a) much taller than the pupils, and b) very close to the pupils and decide upon an appropriate audience for each drawing comparing the hand and feet sizes with other objects designing a car or a chair for the worlds tallest man. This resource is designed to be adapted to your requirements. Outcomes: You may want to consider what the outcome of the task will be and share this with students according to their ability. This could include: a poster showing comparative sizes by scale drawings each group could present their findings to the rest of the class a letter to a clothing manufacturer explaining how much bigger the clothes for the worlds tallest man would need to be in comparison to their own a letter to a car manufacturer or furniture maker giving details of the necessary measurements of their product. Working in groups: This activity lends itself to paired or small group work and, by encouraging students to work collaboratively, it is likely that you will allow them access to more of the key processes than if they were to work individually. You will need to think about how your class will work on this task. Will they work in pairs, threes or larger groups? If pupils are not used to working in groups in mathematics, you may wish to spend some time talking about their rules and procedures to maximise the effectiveness and engagement of pupils in group work (You may wish to look at the SNS Pedagogy and practice pack Unit 10: Guidance for groupwork). You may wish to encourage the groups to delegate different areas of responsibility to specific group members. Assessment: You may wish to consider how you will assess the task and how you will record your assessment. This could include developing the assessment criteria with your class. You might choose to focus on the content objectives or on the process objectives. You might decide that this activity lends itself to comment only marking or to student self-assessment. If you decide that the outcome is to be a presentation or a poster, then you may find that this lends itself to peer assessment

8. Probing questions: Initially students could brainstorm issues to consider. You may wish to introduce some points into the discussion, which might include: what are some of the problems that the worlds tallest man might have, practically and emotionally? how would you feel if you were that tall? what questions would you want to ask the worlds tallest man?. is the worlds tallest man proportionally taller than somebody of average height? How do you make that decision? How many times taller might he be? how will you represent the height on paper? What scale will you use? You will need: a tape measure or metre rule; rulers. the PowerPoint presentation. There are four slides: The first slide sets the scene and describes the visit of the worlds tallest man to London. The second slide invites pupils to see the worlds tallest man in their classroom or school. The third slide asks pupils to draw a scale diagram of the worlds tallest man, a double-decker bus, a taxi and themselves. The last slide asks pupils to consider the sizes of their hands and feet compared to those of the worlds tallest man.