Http://nrich.maths.org If you want to build higher, dig deeper Plymouth 25 th October 2013

http://nrich.maths.org

If you want to build higher,dig deeper

Plymouth25th October 2013


Five strands of mathematical

proficiency

NRC (2001) Adding it up: Helping children learn mathematics


Dicey Operations

Find a partner and a 1-6 dice, or preferably a 0-9 dice.Each of you draw an addition grid.

Take turns to throw the dice and decide which of your cells to fill - either fill in each cell as you throw the dice or collect all your numbers and then decide where to place them.

Throw the dice nine times each until all the cells are full.Whoever has the sum closest to 1000 wins.


Dicey Operations

• Adding, closest to 1000 wins

• Subtracting, closest to 400 wins

• Multiplying, closest to 1000 wins

• Multiplying, closest to 10000 wins


M, M and M

2, 5, 5, 6, 7

Mean = Mode = Median = Range

Can you find other sets of five positive whole numbers that satisfy these conditions?


NRICH problems require students to work mathematically

Exploring → Noticing Patterns

→ Conjecturing

→ Generalising

→ Explaining

→ Justifying

→ Proving


Attractive Tablecloths

Charlie has been designing tablecloths for each weekday.

He likes to use as many colours as he possibly can but insists that his tablecloths have some symmetry.


Monday’s rule


Tuesday’s rule


Wednesday’s rule


Thursday Friday


Opposite Vertices

Can you recreate squares and

rhombuses if you are only given a side?

Or a diagonal?


When would you use these?Why would you use them?


What’s it Worth?

Marbles in a Box


What’s it Worth?Each symbol has a numerical value.

The total for the symbols is written at the end of each row and column.

Can you find the missing total that should go where the question mark has been put?


Marbles in a Box

How many winning lines are there?

Try to adapt each method to work out

the number of winning lines in a

4 x 4 x 4 cube.


Factors and Multiples Challenge

You will need a 100 square grid.

Choose a number and cross it out on the grid.

Then choose a second number to cross out.

This number must be a factor or multiple of the first number.

Continue to cross out numbers, at each stage choosing a number that is a

factor or multiple of the previous number that has been crossed out.

Try to find the longest sequence of numbers that can be crossed out.

Each number can only appear once in a sequence.


5 = 3² − 2²

13 = 7² − 6²

19 = 10² − 9²

12 = 4² − 2²

28 = 8² − 6²

40 = 11² − 9²

45 = 7² − 2²

45 = 9² − 6²

45 = 23² − 22²

23 = 12² − 11²

24 = 7² − 5²

25 = 5² − 0²

What’s Possible?


The ‘new’ site


To summarise

Teaching through rich tasks

Targetted Home pages

Features with rich tasks and articles

Collections and Mapping Documents

Teachers’ Resources for each task

General Resources


What next…

CPD Follow-up page: http://nrich.maths.org/7768

Sign up for our newsletter to receive regular updates


Plymouth PLT Day 2013

Charlie [email protected]