1. 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

2. Focus on Fluency

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

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

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

7. Spiralling Decimals http://nrich.maths.org/10326*
Spiralling Decimals

8. Focus on Reasoning

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

11. 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?

12. 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?

16. Focus on Problem Solving

17. 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?

18. 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?

19. 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?

20. NRICH Support
Developing Excellence in Problem Solving with Young Learners by Jennie Pennant Problem Solving and the New National Curriculum by Lynne McClure Improving Reasoning: Analysing Alternative Approaches by Malcolm Swan

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