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The use of NRICH to promote creativity and communication in mathematics.

The use of NRICH to promote creativity and communication in mathematics. Jayne Callard St Leonard’s Primary School. http://nrich.maths.org/content/id/5612/LineMultiply1.html What is happening? Why is it happening? How does it link to other maths you know?. NRICH aims to:.

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The use of NRICH to promote creativity and communication in mathematics.

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  1. The use of NRICH to promote creativity and communication in mathematics. Jayne Callard St Leonard’s Primary School

  2. http://nrich.maths.org/content/id/5612/LineMultiply1.html • What is happening? • Why is it happening? • How does it link to other maths you know?

  3. NRICH aims to: • Enrich the experience of the mathematics curriculum for all learners • Offer challenging and engaging activities • Develop mathematical thinking and problem-solving skills • Show rich mathematics in meaningful contexts • Work in partnership with teachers, schools and other educational settings

  4. Magic Vs • http://nrich.maths.org/public/viewer.php?obj_id=6274

  5. CONTEXT: • Extremely mixed ability year three class. Significant behavioural issues. • Task to fit in with Block B unit 2. Particularly keen to use tasks that combine calculation, shape and pattern. • Focus on promoting creative use of apparatus and talk. • Building Learning Power through metacognition and personal reflection.

  6. The Sweets in a Box Problem • A sweet manufacturer has decided to design some gift boxes for a new kind of sweet. Each box is to contain 36 sweets placed in lines in a single layer in a shape without gaps or fillers. • How many different shaped boxes can you design?

  7. The sweets come in 4 colours, 9 of each colour. • Arrange the sweets so that no sweets of the same colour are adjacent to (that is 'next to') each other in any direction. In the diagram below none of the squares marked x can have a red sweet in them.

  8. Now try making boxes of 36 sweets in 2, 3 or 4 layers. • Can you arrange the sweets, 9 each of 4 colours, so that none of the same colour are on top of each other as well as not adjacent to each other in any direction? • Try different numbers of sweets such as 24 or 60 in each box.

  9. Positive outcomes: • Children able to generate ideas of their ownand made their own decisions about how they were going to find solutions. • All children able to work at their own level and all challenged regardless of ability. • Interests and involvement high… sustained concentration for nearly two hours. • Task promoted use of apparatus naturally. Choices were refined and reviewed by the children themselves. • Constant opportunities for mathematical talk.

  10. Four digit targethttp://nrich.maths.org/public/viewer.php?obj_id=6342 • Have a go at this problem and then challenge a partner to ‘win’ each challenge.

  11. What were the limitations of this activity in relation to communication and good quality talk?

  12. Now play with your partner against another pair. • How did this promote good quality talk?

  13. Building learning capacity by: • Allowing children to reflect upon all of the mathematical skills that they had used. • Discussing how they went about choosing, and refining, the methods that they used to find their answers. • Giving the children time to identifying similar situations in which these skills could be used again.

  14. Block 4 • http://nrich.maths.org/public/viewer.php?obj_id=1138&part=index&nomenu=1

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