Ali Robinson, Dianne Ogle

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? https://nrich.maths.org/7233

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. https://nrich.maths.org/1005 Similar Problems https://nrich.maths.org/182

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? https://nrich.maths.org/14041

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 https://nrich.maths.org/6998

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) https://nrich.maths.org/2127

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

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/