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If you want to build higher, dig deeper Plymouth 25 th October 2013.

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Presentation on theme: "If you want to build higher, dig deeper Plymouth 25 th October 2013."— Presentation transcript:

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

2 http://nrich.maths.org Five strands of mathematical proficiency NRC (2001) Adding it up: Helping children learn mathematics

3 http://nrich.maths.org 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.

4 http://nrich.maths.org Dicey Operations Adding, closest to 1000 wins Subtracting, closest to 400 wins Multiplying, closest to 1000 wins Multiplying, closest to 10000 wins

5 http://nrich.maths.org 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?

6 http://nrich.maths.org NRICH problems require students to work mathematically Exploring → Noticing Patterns → Conjecturing → Generalising → Explaining → Justifying → Proving

7 http://nrich.maths.org 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.

8 http://nrich.maths.org Monday’s rule

9 http://nrich.maths.org Tuesday’s rule

10 http://nrich.maths.org Wednesday’s rule

11 http://nrich.maths.org ThursdayFriday

12 http://nrich.maths.org Opposite Vertices Can you recreate squares and rhombuses if you are only given a side? Or a diagonal?

13 http://nrich.maths.org When would you use these? Why would you use them?

14 http://nrich.maths.org What’s it Worth? Marbles in a Box

15 http://nrich.maths.org 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?

16 http://nrich.maths.org 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.

17 http://nrich.maths.org 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.

18 http://nrich.maths.org 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?

19 http://nrich.maths.org The ‘new’ site

20 http://nrich.maths.org 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

21 http://nrich.maths.org What next… CPD Follow-up page: http://nrich.maths.org/7768 http://nrich.maths.org/7768 Sign up for our newsletter to receive regular updatesnewsletter

22 http://nrich.maths.org Plymouth PLT Day 2013 Charlie Gilderdale cfg21@cam.ac.uk

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