1. Felixstowe Transition Project Day 3 – Tuesday 27th February 2018
Alison Borthwick & Charlie Gilderdale NRICH Team

2. Factors and Multiples Puzzle (5448)
NB remind delegates about id numbers
Have a go
Have a second go

3. Aims of the Project
To strengthen mathematics teaching and learning during the key transition years in primary and secondary education
To establish and support a local network of schools to explore effective teaching and learning of fluency, reasoning and problem solving

4. Overview of the Three Days
Supporting the three aims: Day 1: Fluency Day 2: Reasoning Day 3: Problem Solving

5. Mathematical Proficiency (11796)
Our vision, reminder…

6. Gap Task Try the task Sealed Solution with your students.
Think about using a “Graffiti Maths” approach.
Bring examples of your students’ work

7. What two numbers could be in the envelopes?
Sealed Solution (1177)
What two numbers could be in the envelopes?

8. Discuss What is problem solving in mathematics? What does it mean?
What does it look like?
How is a problem solving lesson different to other mathematics lessons?

9. Different Types of Problems
Word problems
Pictorial problems
Abstract problems
Fictitious problems
Real life problems
Problems involving measurement, time, geometry, money, manipulatives …

10. A Few Strategies Pattern spotting Working systematically
Finding all the possibilities
Using diagrams and pictorial information
Working backwards
Trail and improvement
Visualising
Conjecturing
Using manipulatives
Note this list is not in any particular order

11. Problem-solving Process
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. Digging deeper
generalise verify prove
4. Concluding
communicate findings
evaluate

12. Twenty Divided into Six (1047)
Katie arranged the above cards into 6 unequal piles. The numbers on the cards in each pile added to the same total. What was the total and how could this be done?

13. Discussion How did you find the activity? Did anything surprise you?
How would you use this task in the classroom?
How does this task support problem solving?

14. There are six numbers written in five different scripts.
Can you sort out which is which?
Which Scripts? (774)
Session 2 (11:05 – 12:30)
Fran
Please keep in mind your ideas from the end of session 1 about what else should be assessed as you work on this task together.
45/50mins
Discuss to identify content objectives and recognise assessment systems that currently do that in tracking progress.

15. Discussion How did you find the activity? Did anything surprise you?
How would you use this task in the classroom?
How does this task support problem solving?

16. Number Lines in Disguise (13452)
What do you notice about this number line?
What questions could you ask?
Session 2 (11:05 – 12:30)
Fran
Please keep in mind your ideas from the end of session 1 about what else should be assessed as you work on this task together.
45/50mins
Discuss to identify content objectives and recognise assessment systems that currently do that in tracking progress.

17. Discussion How did you find the activity? Did anything surprise you?
How would you use this task in the classroom?
How does this task support problem solving?

18. Four Triangles Puzzle (141)
If you cut a square diagonally from corner to corner in both directions, you get four right-angled isosceles triangles. How many different shapes can you make using all 4 shapes each time?
Session 2 (11:05 – 12:30)
Fran
Please keep in mind your ideas from the end of session 1 about what else should be assessed as you work on this task together.
45/50mins
Discuss to identify content objectives and recognise assessment systems that currently do that in tracking progress.

19. Discussion How did you find the activity? Did anything surprise you?
How would you use this task in the classroom?
How does this task support problem solving?

20. Gap task
Choose a task from the live problems and submit a solution from your students.

21. Overview of our time together
3 days of NRICH training
Engaged in some mathematics
Looked at students work
Networked and shared ideas
Felixstowe NRICH page

22. The future
4th July 2018
How can we build on this transition project next year?

23. Thank you