1. eNRICHing Mathematics

2. NRICH aim to encourage rich mathematical thinking in all classrooms for all learners
By:
creating rich mathematical tasks for our free website
running workshops for learners
providing CPD for teaching with rich mathematics tasks
contributing to research and policy-making
We are funded through grants and charitable donations.

3. 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?
Once one solution has been found: “Can you find the solution in a different way?” then “Here are eight different starting points for solutions, can you finish them all off?” (worksheet in TN) Finally, discuss which approaches are most elegant, pleasing, whatever.
Rationale for using What’s it Worth?
The main focus is not the solution but the approaches taken. We are interested in reasoning and justification, and people being able to make sense of each other’s thinking.

4. What’s it Worth?
Take each of the starting points on your sheet and develop it into a solution.
Which is your favourite method?
Why?

5. Introducing Collections
Themed collections
Linked resources
Teacher/Student audiences
Curriculum content
Mathematical processes

6. Factors and Multiples Game What Numbers Can We Make?
What Numbers Can We Make Now?
Take Three from Five
Charlie’s Delightful Machine

9. Where would you use these? Why would you use these?

10. Curriculum areas: Pedagogical issues: Factors & Multiples
Division & Remainders
Number Sequences
Pedagogical issues:
Encourages students to be playful with numbers and engage with underlying structures
Can promote better understanding and supports students’ number work in an engaging context
Can lead to algebraic thinking

11. Working like a mathematician
Mathematics is a creative discipline, not a spectator sport
Low Threshold, High Ceiling tasks:Offer students genuine choice Give all students the chance to work mathematically
Creativity in English – reading others’ work and writing work of your own. Creativity in maths – as well as being exposed to important mathematical results, creating mathematics of your own. LTHC – everyone has the right to get stuck and make mistakes in a safe environment, everyone has an entitlement to work mathematically.

12. Explaining and justifying
Exploring
Noticing
Counter-Examples
Conjecturing
Proof
Generalising
Explaining and justifying

13. Rich tasks can replace routine textbook tasks, they are not just an add-on for students who finish first. …see the selected problems on the Curriculum Mapping Document

14. Keeping in touch
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Recent site themes
stemNRICH Core
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