The star rating reflects overall quality and learning potential. In this town, houses are built with one room for each person. Age 5 to 7 Conjecturing and Generalising at KS1 The tasks in this collection encourage lower primary children to conjecture and generalise. Click here for a poster of this problem. From that moment on I vowed to not make assumptions about what students can or cannot do.

Are there any special ones? An investigation looking at doing and undoing mathematical operations focusing on doubling, halving, adding and subtracting. Can you find out their scores? What can change and what has to stay the same so that … is still true? This problem challenges you to find out how many odd numbers there are between pairs of numbers. What Could It Be?

They can engage deeply with innovative “Live” problems that make math both social and conceptual; kids can work together on solutions and must recognize there are multiple ways to get the same solvint. What would the solution be in each case? Does it matter if you go first or second? What parents need to know Parents need to know that NRICH’s free K math activities require kids to use mathematical thinking; this type of problem solving can take a while, so encourage kids to ,ey with it.

nrich problem solving key stage 1

Can you say why this is special? Working on the problem will usually involve using one or several problem-solving skills such as: Secret Number Age 5 to 7 Challenge Level: The skills needed for a problem-solving task By this we mean the problem-solving skills listed above in Stage 2: Can you go through this maze so stwge the numbers you pass add to exactly ?


nrich problem solving key stage 1

Site based on PBS show is online learning at its best. The answer is To support this aim, members of the NRICH team work in a wide range of capacities, including providing professional development for teachers wishing to embed rich mathematical tasks into everyday classroom practice.

Trial and Improvement at KS1

What would happen if? What do you notice?

About these links Common Sense Media, a nonprofit organization, earns a small affiliate fee from Amazon or iTunes when you use our links to make a purchase. When is it helpful for them to replicate mine? The children will benefit from becoming proficient in each of these skills and working on one of them as a key focus in a lesson or series of lessons could be a useful strategy. Becoming confident and competent as a problem solver is a complex process that requires a range of skills and experience.

Talk to your friends about how you work them out. I wrote 58 on a piece of scrap paper, as I wanted to see what he would call it. What evidence is there of the students taking a risk in what they offer to the discussion or ideas that they try out?

Who answers the questions? You have a set of the digits from 0 — 9. Dicey Addition Age 5 to 11 Challenge Level: This multiplication uses each of the digits 0 – 9 once and once only. Planning a School Trip This problem has been designed to work on in a group of about four. Common Sense’s Impact Our impact report: This feature is somewhat larger than our usual features, but solvint is because it is packed with resources to help you develop a problem-solving approach to the zolving and learning of mathematics.


Solvibg you arrange these in the five boxes to make two-digit numbers as close to the targets as possible?

Noah Noah watched the animals going into the ark. So you can imagine the response of the teachers when they heard this, previously thinking he lacked much understanding of tens and units, and then realising he could do the calculation so quickly in his head!

Working Systematically at KS1 :

How many circles would I need to make the next size up for each? As teachers we can support our students to develop the skills they need to tackle problems by the classroom culture we create. You might like to draw a diagram, act it out or represent it with a model. This will give you the opportunity to share good practice across the school as well as support each other in developing high-quality mathematics classrooms.