The Value of Working Systematically Age 14 to 18 These problems are best solved using systematic approaches. This article offers you practical ways to investigate aspects of your classroom culture. These five resource packs, originally produced for the MMP’s Motivate project, explore how maths underpins biomedical science. Shopping Basket Age 11 to 16 Challenge Level: Have a play and see how many scrambles you can undo! We have been exploring what mastering mathematics in the context of problem solving means to us at NRICH.
Winning Lines Age 7 to 16 An article for teachers and pupils that encourages you to look at the mathematical properties of similar games. The events will share how to embed rich mathematical tasks into everyday classroom practice, and focus on supporting teachers to develop and nurture confident, resourceful and enthusiastic learners of mathematics in their schools. Is the game fair? Guesswork Age 14 to 16 Challenge Level: Can they stop him? The Tower of Hanoi is an ancient mathematical challenge. 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.
Multiple Representations Age 11 to 18 Challenge Level: The second in a series, this article looks at the possible opportunities for children who operate from different intelligences to be involved in “typical” maths problems.
Problem Solving :
Secondary Sport Collection Age 11 to 18 This is our secondary collection of favourite mathematics and sport materials. Follow up information and resources from our first Templeton “Encouraging Mathematical Creativity” day. Is it really greener to go on the bus, or to buy local?
Finding Factors Age 14 to 16 Challenge Level: Becoming confident prpblem competent as a problem solver is a complex process that requires a range of skills and experience.
The Four Colour Conjecture was first stated just over years ago, and finally proved conclusively in Solve the equations to identify the clue numbers in this Sudoku problem. Remove Filters Filter by resource type problems game articles general resources projects Lists. prroblem
Jenny Piggott reflects on the event held to mark her retirement from the directorship of NRICH, but also on problem solving itself. Spotting the Loophole Age 14 to 16 Challenge Level: Test mrich with these short challenges.
Learning Probability Through Mathematical Modelling Age 11 to 16 Moving from the particular to the general, then revisiting the particular in that light, and so generalising further.
Short problems for Starters, Homework and Assessment
In this article, Malcolm Swan describes a teaching approach designed nrlch improve the quality of students’ reasoning. Engage, Inspire and Motivate all students. Tasks for KS1 children which focus on working systematically. Chances Are Age 14 to 16 Challenge Level: These problems are designed to help Stage 3, 4 and 5 students to handle data and work with statistics.
This short activity encourages students to consider a surprising result about the average number of friends that people have.
NRICH Starter Problem Selection
Trapezium Four Age 14 to 16 Silving Level: Curvy Areas Os4 14 to 16 Challenge Level: What Is a Mathematically Rich Task? This article, the first in a series, discusses mathematical-logical intelligence as described by Howard Gardner. One of the articles supporting STEM teaching in the classroom. Tasks for KS2 children which focus on working systematically. Getting Started with Solving Rich Tasks Age 11 to 18 Need some help getting started with solving and thinking about rich tasks?
Resources discussed with Craig Barton on his podcast in April In this article, the NRICH team describe the process of selecting solutions for publication on the site. In this article for teachers, Lynne explains why it should be. I noticed this about streamers that have rotation symmetry: Cultivating Creativity Age 5 to 18 Creativity poblem the mathematics classroom is not just about what pupils do but also what we do as teachers.
If we are thinking creatively about the mathematical experiences we offer our pupils we can. How good are you at finding the formula for a number pattern?
Is problem solving at the heart of your curriculum?