Will your eyes be quicker than algebra? Working backwards can help you to make great leaps forwards! In this article, Jennifer Piggott talks about just a few of the problems with problems that make them such a rich source of mathematics and approaches to learning mathematics. Trapezium Four Age 14 to 16 Challenge Level: Dominant Intelligences Age 5 to 16 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.
In this article, Jennie suggests that we can support this process in three principal ways. Can you explain what is going on in these puzzling number tricks? Chances Are Age 14 to 16 Challenge Level: Can you create a trapezium where three of those parts are equal in area? Read on for some friendly advice. What Is a Mathematically Rich Task?
Equal Temperament Age 14 to 16 Challenge Neich Disease Dynamics – Understanding the Spread of Diseases Age 14 to 16 A chance to explore the mathematics of networks as applied to epidemics and the spread of disease.
To support this aim, members of the NRICH team work in a wide range of aolving, including providing professional development for teachers wishing to embed rich mathematical tasks into everyday classroom practice. In this article, Jennie suggests that we can support this process in three principal ways.
In this article, Jennifer Piggott talks about just a few of the problems with problems that make them such a rich source of mathematics and approaches to learning mathematics. Introducing and developing STEM in the classroom. Setting the scene These problems are designed to help Stage 3, 4 and 5 students to handle data and work oslving statistics.
The Tower of Hanoi is an ancient mathematical challenge.
Brighter Thinking: Enriching Mathematics Education at KS4
Sporting Collection Age 7 to 18 Challenge Level: Nine Colours Age 11 to 16 Challenge Level: What could their prices be? Three people chose this as a favourite problem.
Remove Filters Filter by resource type problems games articles general resources interactive environments projects Lists. What Is Problem Solving?
Dotty Grids in the Classroom Age 11 to 18 This article suggests ways in which a dotty grid can be used in the classroom as an environment for rich exploration. Analysing Alternative Approaches Age 5 to 18 In this article, Malcolm Swan describes a teaching approach designed to improve the quality of students’ reasoning. In generalmore open-ended problems have. Solve the equations to identify the clue numbers in this Sudoku problem.
Rachel’s Problem Age 14 to 16 Challenge Level: These classroom resources aim to help students reason with numbers.
Opening up Problems Age 5 to 16 All types of mathematical problems serve a useful purpose in mathematics teaching, but different types of problem will achieve different learning objectives.
This feature is somewhat larger than our usual features, but that is because it is packed with resources to help you develop a problem-solving approach to the teaching and learning of mathematics.
Angle Trisection Age 14 to 16 Challenge Level: Resources to accompany the Secondary sessions at the NQT day. It is an outstanding example of how old ideas can be combined with new discoveries.
Problem Solving :
To support proboem 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. These nrjch primary tasks could all be tackled using a trial and improvement approach. End How to book: Secondary Interactive Resources Age 11 to 18 Games and computer room activities suitable for secondary school students.
Test yourself with these short challenges.
Statistics – Stage 4 Age 14 to 16 Working on these problems will help your students develop a better understanding of statistics. Reasoning with Data Age 11 to 16 Challenge Level: Sport Collection Age 5 to 18 Challenge Level: Teachers’ Guide to Getting Started Age 11 to 18 This gives a standard set of questions nricg tips for running rich tasks in the proboem. How good are you at finding the formula for a number pattern?