1. Nriching Problem Solving
Ali Robinson, Dianne Ogle

3. In this session we are going to:
Explore the Nrich website
Apply problem solving strategies
Explore differentiation that enables Nrich problems to be used across multiple year levels
Identify and apply big mathematical ideas

4. https://nrich.maths.org/1047

5. What did you notice about this problem?
Big ideas
Opportunities for enabling prompts/extending prompts
Noticing and wondering

6. Connecting to big ideas
What big ideas are being focused on in this activity – how might it support thinking in later years?

8. https://nrich.maths.org/1175

9. What did you notice about this problem?
Big ideas
Opportunities for enabling prompts/extending prompts
Noticing and wondering

10. https://nrich.maths.org/154

11. What did you notice about this problem?
Big ideas
Opportunities for enabling prompts/extending prompts
Noticing and wondering
Frontloading, preparing for problem solving

12. Similar Problems https://nrich.maths.org/1005

13. What did you notice about this problem?
Big ideas
Opportunities for enabling prompts/extending prompts
Noticing and wondering
Links to problems we have done previously
Legs in the barn
Farmyard Problems

14. Triangle or no triangle
Sort the shapes you have been given into triangles or not a triangle.
What do you think students say?

15. What did you notice about this problem?
Big ideas
Opportunities for enabling prompts/extending prompts
Noticing and wondering
Assumptions that we make about what students know and understand

16. Developing Habits of Mind (Teachers Page)

17. Being Collaborative
Quad match

18. Being a good thinker (Primary Students)

19. Be a mathematician (Primary Students)
Mathematicians often know lots of mathematical facts, but more importantly, they think about maths in different ways. These activities are grouped to help you practise thinking like a mathematician.
e.g. Pairs of numbers in working systematically

20. Mixed up Clock (working systematically upper primary)

21. https://nrich.maths.org/1885

22. Getting started
Teacher resources – always read as gives Nrich thinking around the big ideas, suggested lesson sequence, questions to ask, extension ideas.
Solution – submitted by students and selected by Nrich. Gives an insight into what your students might think.

23. Handy Hints
Edit the problem, to make it less daunting. This doesn’t mean remove all the words (e.g. Mixed up clock)
Make manipulatives – so that students can move, sort, shift the numbers/materials around
Keep a list of problem links – easier to locate next time you want the problem.
Make use of the curriculum map.
Use the problem more than once by changing the numbers, or the context.

24. Mathematics in the New Zealand Curriculum
Why study mathematics and statistics?
By studying mathematics and statistics, students develop the ability to think creatively, critically, strategically, and logically.
They learn to structure and to organise, to carry out procedures flexibly and accurately, to process and communicate information, and to enjoy intellectual challenge.
By learning mathematics and statistics, students develop other important thinking skills.
They learn to create models and predict outcomes, to conjecture, to justify and verify, and to seek patterns and generalisations.
They learn to estimate with reasonableness, calculate with precision, and understand when results are precise and when they must be interpreted with uncertainty.
 Mathematics and statistics have a broad range of practical applications in everyday life, in other learning areas, and in workplaces.

25. https://nrich.maths.org/