1. Problem Solving and the
Coleridge Maths
Problem Solving
Problem Solving and the
New Curriculum

2. Conceptual Understanding
Coleridge Maths
Problem Solving
Problem Solving and the New Curriculum
Conceptual Understanding
Pupils become fluent in the fundamentals of mathematics, so that they develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
Mathematical Reasoning
Pupils reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
Problem Solving
Pupils can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
Unless you make a conscious effort to address problem solving, it’s not specifically in the curriculum
Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content (NC 2014) Not just at the end of covering objectives, but throughout the teaching.

3. Coleridge Maths
Problem Solving
Problem Solving and the New Curriculum
‘Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content’ (NC 2014)
Seven different problem solving skills to address.
Lots of people use Nrich to teach the skill. They look for activities that fit in with the maths that they have taught that week.
Choose problems where chn are proficient in the number skills required for success. Reduce the noise for difficult maths.
LTHC tasks
Using whole class teaching approach more valuable for a number for NRich projects.
Use of partnered work in games to elicit constant mathematical discussion. Helps the children think through their ideas and strategies.

4. Working Systematically Pattern Spotting Working Backwards Reasoning
Coleridge Maths
Problem Solving
Problem Solving
Trial and Improvement
Working Systematically
Pattern Spotting
Working Backwards
Reasoning
Visualising
Conjecturing, Generalising and Proving
Questioning skills
Questioning skills of the adults involved very important and instrumental in leading the discussions.
Give children independent thinking time before taking answers/suggestions.
Use mini plenaries throughout the lesson.
If using independent activities, include prompt questions and always plan in time to visit this group at some point in the lesson.

5. Coleridge Maths
Problem Solving
Problem Solving Trial and Improvement
Heads and Feet
Stage: 1 Challenge Level:              
On a farm there were some hens and sheep.
Altogether there were 8 heads and 22 feet.
How many hens were there?
The process of trying something out, not necessarily to find the right answer straight away but instead to gain greater insight into the problem so that your next attempt is a more informed one.

6. Coleridge Maths
Problem Solving
Problem Solving Working Systematically
Working in a methodical and efficient way to ensure you find all the possibilities.
Three Ball Line Up
Stage: 1 Challenge Level:
Two children are playing with three balls, one blue, one red and one green. They toss up the balls, which run down a slope so that they land in a row of three. How many different ways could the balls land? You might like to use the interactivity below to explore the problem.

7. Coleridge Maths
Problem Solving
Problem Solving Pattern Spotting
Ring a Ring of Numbers
Stage: 1 Challenge Level:
Choose four of the numbers from this list: 1,2,3,4,5,6,7,8,9 to put in the squares below so that the difference between joined squares is odd. You must use four different numbers.
What must you do to make the difference even?
During the problem solving process, being able to spot a pattern can save you time.
More importantly though, by trying to work out why a pattern occurs, children will gain a greater insight into mathematical structures which will deepen their conceptual understanding.

8. Coleridge Maths
Problem Solving
Problem Solving Working Backwards
The Tall Tower
Stage: 1 Challenge Level:
You have been imprisoned at the top of the Tall Tower by the Wicked Magician!
You can get out by climbing down the ladders. As you come down, you collect useful spells. You can go down the ladders and through the doorways
into the adjoining room but
you cannot go into the same
room twice, nor climb up the
ladders. The numbers in the
rooms show how many spells
there are in each one.
Can you find a route that
collects 35 spells?
Although starting at the end of a problem may sound counter intuitive, it can be an efficient way to solve it.

9. Coded Hundred Square Evaluating situations
Coleridge Maths
Problem Solving
Problem Solving Reasoning
Coded Hundred Square
Stage: 2 Challenge Level:
This hundred square is written in code. It starts with one and ends with a hundred. Can you build it up?
Evaluating situations
Selecting problem-solving strategies
Drawing logical conclusions
Developing solutions
Describing solutions
Reflecting on solutions

10. Coleridge Maths
Problem Solving
Problem Solving Visualising
Cubes Within Cubes
Stage: 2 Challenge Level:
We have multi-link cubes in ten different colours, up to 1000 of each. We started with one yellow cube. This was covered all over with a single layer of red cubes. This was then covered with a layer of blue cubes. Then came a layer of green, followed by black, brown, white, orange, pink and purple for as long as there were enough cubes of that colour to cover the layer that came before. The unused cubes were put away. The many-layered cube was then broken up and each colour made into cubes. These were just of the one colour and the largest cubes possible made.
Picturing what is happening or what might happen in your mind’s eye.

11. Coleridge Maths
Problem Solving
Problem Solving Conjecturing, Generalising and Proving
Break it Up!
Stage: 1 and 2 Challenge Level:
You have a stick of 7 interlocking cubes.
You cannot change the order of the cubes. You break off a bit of it leaving it in two pieces. Here are 3 of the ways in which you can do it:
In how many different ways can it be done?
Now try with a stick of 8 cubes and a stick of 6 cubes:
Using similarities and differences that you find to speculate about what might happen if…
An ability to make generalisations and predictions.
Shows a deeper understanding of the mathematical structure of a problem.
Number of cubes
Number of ways
6 cubes ?
7 cubes
8 cubes

12. Amy's Dominoes Stage: 2 Challenge Level:
Coleridge Maths
Problem Solving
Problem Solving
Amy's Dominoes
Stage: 2 Challenge Level:              
Amy has a box containing ordinary domino pieces but she does not think it is a complete set.
She has 24 dominoes in her box and there are 125 spots on them altogether.
Which of her domino pieces are missing?

13. Coleridge Maths
Problem Solving
Problem Solving
Use of partnered work in games to elicit constant mathematical discussion. Helps the children think through their ideas and strategies.
Getting children to work out rules for the games themselves – children found this part the most challenging.