Taking the Fear Factor Out of Rich Tasks: Supporting the Three Aims of the National Curriculum Lynne McClure, Jennie Pennant, Bernard Bagnall and Liz.

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Presentation transcript:

Taking the Fear Factor Out of Rich Tasks: Supporting the Three Aims of the National Curriculum Lynne McClure, Jennie Pennant, Bernard Bagnall and Liz Woodham NRICH Project

Focus on Fluency

Maze 100 http://nrich.maths.org/91 How would you extend this activity?

Four Go http://nrich.maths.org/5633

Reasoned Rounding http://nrich.maths.org/10945 * Reasoned Rounding http://nrich.maths.org/10945

Spiralling Decimals http://nrich.maths.org/10326 * Spiralling Decimals http://nrich.maths.org/10326 0.5 0.25 0.75 0.3 0.35 0.9 0.99 0.999 0.1 0.01 0.05 1.79 0.64 0.32 0.54 0.865

Focus on Reasoning

It’s a Scrabble http://nrich.maths.org/7953 * It’s a Scrabble http://nrich.maths.org/7953 Inductive reasoning – not absolute fact Inductive reasoning can often be incorrect

I know that the next one is …..because…. This can't work because …. 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….. Supporting good sentence structure and modelling this Like Literacy?

Understanding How Others Work Lots of Lollies http://nrich. maths 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? Give short time to ‘get into’ the problem then give out copies of the pdf in the teacher’s notes which shows the way that three different groups of children began the task. What might each do next? Can you take each of their starting ideas and develop them into a solution?

Focus on Problem Solving

Types of Task Finding all possibilities Visual problems Logic problems Rules and patterns Word problems Do you decide on a problem to do with the class as a result of the topic you have been covering or your journey with the problem solving process?

Problem-solving skills 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 How well structured are the problem solving lessons? What would need to happen for this to become embedded across your school? How would you divide up problem-solvng tasks?

Structured Development of Problem Solving Types of problems Problem-solving skills Objectives for a lesson or series of lessons What about the objectives for a lesson?

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 McClure http://nrich.maths.org/10334 Improving Reasoning: Analysing Alternative Approaches by Malcolm Swan http://nrich.maths.org/7812

Embedding Problem Solving in Our Classrooms: Engaging All Learners Lynne McClure, Jennie Pennant, Bernard Bagnall and Liz Woodham NRICH Project