Taking the Fear Factor Out of Rich Tasks

Taking the Fear Factor Out of Rich Tasks: Supporting the Three Aims of the National Curriculum Lynne Mc. Clure, 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. 25 0. 75 0. 35 0. 99 0. 1 0. 01 0. 05 0. 64 0. 32 0. 54 * 0. 3 0. 999 1. 79 0. 865 © University of Cambridge

Focus on Reasoning © University of Cambridge

© University of Cambridge

It’s 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 Mc. Clure 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 Mc. Clure, Jennie Pennant, Bernard Bagnall and Liz Woodham NRICH Project © University of Cambridge