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

ThursdayFriday

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

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Plymouth PLT Day 2013 Charlie Gilderdale