Engaging Mathematics For All Learners

Engaging Mathematics For All Learners

Taking the Fear Factor Out of Rich Tasks: Supporting the Three Aims of the National Curriculum Lynne McClure, Jennie Pennant, Bernard Bagnall and Liz Woodham NRICH Project University of Cambridge

Focus on Fluency University of Cambridge Maze 100 http://nrich.maths.org/91 University of Cambridge

University of Cambridge Four Go http://nrich.maths.org/5633 University of Cambridge Reasoned Rounding

http://nrich.maths.org/10945 * University of Cambridge Spiralling Decimals http://nrich.maths.org/10326

0.5 0.35 0.1 0.64 0.25 0.9 0.01 0.32

0.75 0.99 0.05 0.54 * 0.3

0.999 1.79 0.865 University of Cambridge Focus on Reasoning University of Cambridge

University of Cambridge Its a Scrabble http://nrich.maths.org/7953 * University of Cambridge

I think this because If this is true then I know that the next one is ..because. This can't work because . When I tried xxx I noticed that .. The pattern looks like All the numbers begin with.. Because xxxx then I think xxxxx

It will never work because.. University of Cambridge Understanding How Others Work Lots of Lollies http://nrich.maths.org/2360 Frances and Rishi were given a bag of lollies. They shared them out evenly and had one left over.

Just as they had finished sharing them their friends Kishan, Hayley and Paul came along. They wanted some lollies too so the children shared them out again between all of them. This time they had two lollies left over. How many lollies could there have been in the bag? University of Cambridge University of Cambridge

University of Cambridge University of Cambridge Focus on Problem Solving University of Cambridge

Types of Task Finding all possibilities Visual problems

Logic problems Rules and patterns Word problems University of Cambridge Problem-solving skills 1. Getting started try a simpler case

draw a diagram represent with model act it out 2. Working on the problem visualise work backwards reason logically conjecture work systematically

look for a pattern trial and improvement 3. Going further generalise verify prove 4. Concluding communicate findings evaluate

University of Cambridge Structured Development of Problem Solving Types of problems Problem-solving skills Objectives for a lesson or series of lessons

University of Cambridge NRICH Support Developing Excellence in Problem Solving with Young Learners by Jennie Pennant http://nrich.maths.org/10865 Problem Solving and the New National Curriculum by Lynne McClure http://nrich.maths.org/10334 Improving Reasoning: Analysing Alternative Approaches by Malcolm Swan

http://nrich.maths.org/7812 University of Cambridge Embedding Problem Solving in Our Classrooms: Engaging All Learners Lynne McClure, Jennie Pennant, Bernard Bagnall

and Liz Woodham NRICH Project University of Cambridge

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