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Guide and features
Guide and features
Science, Technology, Engineering and Mathematics
Featured Early Years Foundation Stage; US Kindergarten
Featured UK Key Stage 1&2; US Grades 1-4
Featured UK Key Stage 3-5; US Grades 5-12
Featured UK Key Stage 1, US Grade 1 & 2
Featured UK Key Stage 2; US Grade 3 & 4
Featured UK Key Stages 3 & 4; US Grade 5-10
Featured UK Key Stage 4 & 5; US Grade 11 & 12
World of Tan 18 - Soup
Children you might like to:
Investigate pouring a liquid (let's make that a cold one) from an unmarked container into two differently shaped cups or mugs so that fair shares are obtained.
Consider fair shares for three people.
Survey your friends in class and find out what they prefer for lunch.
Discuss what the phrase 'educated their palate well' means.
Use the internet to find out more about the vegetables you eat and what vegetables come from overseas.
Parents you might like to:
Address the problem of children NOT eating vegetables - from an historical point of view.
Health experts state that we should eat five portions of fruit or veg. per day. What do they mean by a portion?
Examine the differing nutritional values of the vegetables you eat at home compared to other foodstuffs.
Experiment trying to give equal shares of a carrot, say, or of some spilt milk, or a chocolate.
Make up a 'simmering broth pot' for you lunch. Discuss what you need to put in. Afterwards consider the value for money your meal represents.
Consider the different ways in which vegetables are prepared - perhaps comparing them to how your parents prepared vegetables or how the continentals prepare vegetables.
Teachers you might like to:
Consider the traditional hot pot/broth pot - why it came into being and whether or not it would be considered hygienic nowadays.
Explore the meaning of fairness from a probability point of view - Are normal dice fair? Is tossing a coin? Pulling a name from a hat?
Consider a fair means of selecting a team of four from your class to take part in a quiz. What does unfair mean? What other words are used to convey this idea?
Consider and evaluate the nutritional value of vegetables as opposed to faster forms of food - crisps (say) and/or a fizzy drink. Are some vegetables better for you than others? Why?
Meet the team
The NRICH Project aims to enrich the mathematical experiences of all learners. To support this aim, members of the NRICH team work in a wide range of capacities, including providing professional development for teachers wishing to embed rich mathematical tasks into everyday classroom practice. More information on many of our other activities can be found here.
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NRICH is part of the family of activities in the
Millennium Mathematics Project