1. Inset 2016 Year 3 Inset 20161

2. Create this design using sticks: Remove 8 sticks to make 2 squares. Remove 8 sticks to make 3 squares. Remove 8 sticks to make 4 squares. Task 1 : Matchstick Puzzles

3. 2 squares 3 squares 4 squares

4. Create this design using sticks: Move 4 sticks to make 3 squares.

5. Solution

6. Move 2 sticks to rotate the shape 90 degrees clockwise Create this design using sticks:

7. Solution Move 2 sticks to rotate the shape 90 degrees clockwise

8. Move 4 sticks to make 3 equilateral triangles. Create this design using sticks:

9. Solution Move 4 sticks to make 3 equilateral triangles.

10. Why Learning Maths through Problem Solving? Conceptual understanding Mathematical thinking Language and communication Mathematical Problem Solving Conceptual understanding Pupils deepen their understanding by representing concepts using objects and pictures, making connections between different representations and considering what different representations stress and ignore. Language and communication Pupils deepen their understanding by explaining, creating problems, justifying and proving using mathematical language. This use of language also acts as a scaffold for their thinking. Mathematical thinking Pupils deepen their understanding by asking and investigating great questions, by giving examples, by sorting and comparing, or by looking for patterns and rules in the mathematics they are exploring. 10Inset 2016

11. Teachers have a responsibility to promote the experience of problem-solving strategies in their classrooms and to foster in their students a positive attitude towards problem solving. The development of a positive attitude towards problem solving is crucial to student success. Problem Solving Requires: Patience Persistence Risk Taking Cooperation 11Inset 2016

12. Problem Solving Approach 12Inset 2016

13. Problem or Exercise? An exercise is a set of number sentences intended for practice in the development of a skill. But beware! Problems can become exercises!! 13Inset 2016

14. What is a problem? A problem is a task that requires the learner to reason through a situation that will be challenging but not impossible. 14Inset 2016

15. Common characteristics of a good problem It should be challenging to the learner. It should hold the learner’s interest. The learner should be able to connect the problem to her life and/or to other math problems or subjects. It should contain a range of challenges. It should be able to be solved in several ways 15Inset 2016

16. Routine and Non-Routine Problems Routine problems: Non- routine problems: Problems that require mathematical analysis and reasoning. Many non-routine problems can be solved in more than one way, and may have more than one solution. One- or two-step simple word problems. 16Inset 2016

17. Group work or Individual Work? In groups, students don’t give up as quickly. Students have greater confidence in their abilities to solve problems when working in groups. When in a group, students hear a broad range of strategies from others. Students remember what they learn better when they assist each other. There will be a heightened noise level—but conversation is an important part of the learning process. Kids enjoy working in groups! If students are less productive, arrangements can be made for them to work alone. 17Inset 2016

18. Think-Pair-Share a cooperative learning strategy in which participants think about a question (issue, situation, idea, etc.) then share their thoughts with a partner. It is a simple strategy that can be easily incorporated into almost any form of instruction. 18Inset 2016

19. 19Inset 2016 The problem solving approach as described in Figure 2 in the Mathematics revised Syllabus for Primary Schools is recommended. (Mathematics a revised Syllabus for Primary Schools, 2014, p. 9)

20. Learning and teaching mathematics learning skills and remembering facts in mathematics is important but they are only the means to an end. Facts and skills are not important in themselves. They are important when we need them to solve a problem. Students will remember facts and skills easily when they use them to solve real problems. 20Inset 2016

21. 21Inset 2016

22. 22Inset 2016 Task 2

23. Can you work out what Charlie's number is from these clues? C1: Charlie's number is palindromic, the second and third numbers are different. C2: Charlie's number is greater than 100 and is prime. C3: Charlie's number is odd. The difference between the largest and smallest digits is 5. C4: Charlie's number is less than 1000. The sum of the digits is 14. C5: Charlie's number is not divisible by 3. It is less than 500. 23Inset 2016

24. How children learn : practising skills on their own discussing mathematics with each other playing mathematical games doing puzzles doing practical work solving problems finding things out for themselves 24Inset 2016

25. Problem Solving Experiences Games Written Media Fairy tales with a twist Hands-on tasks Guinness World records Real life situations (cooking, collecting money…) Advertising material 25Inset 2016

26. Problem Solving through Puzzles and Games! 26Inset 2016

27. The ‘Homework’ book, the ‘Challenge’ book and the ‘Support’ book 27Inset 2016

28. Rote Learning vs Discovering 28Inset 2016

29. Advertising Material 29Inset 2016

30. 30 Problem Solving through hands-on activities! Inset 2016

31. 31Inset 2016

32. In groups / pairs: choose two learning outcomes from the Year 3 Mathematics Syllabus. create a problem solving task / activity for each learning outcome. Inset 201632 Task 3 : Creating Problem Solving Tasks