Skip over navigation
Skip over navigation
Terms and conditions
Guide and features
Guide and features
Featured Early Years Foundation Stage; US Kindergarten
Featured UK Key Stage 1&2; US Grades 1-5
Featured UK Key Stage 3-5; US Grades 6-12
Featured UK Key Stage 1, US Grade 1 & 2
Featured UK Key Stage 2; US Grade 3-5
Featured UK Key Stages 3 & 4; US Grade 6-10
Featured UK Key Stage 4 & 5; US Grade 11 & 12
Science, Technology, Engineering and Mathematics
Integrating Rich Tasks - Activity 1.5
Stage: 1 and 2
Article by Jennifer Piggott
Published February 2011.
To go back to the introduction to this series of professional development activities, click
How do pupils progress in their problem solving?
In the previous activity you were asked to think about the connections between higher-order thinking skills, problem solving and rich tasks. In the next set of activities we want to think about how we can support our pupils in problem solving
You will need the following resources:
Problem-solving cycle cards:
For reference you may want to refer to the progression list:
We have based this activity on the National Strategy's
Primary Framework Assessment Guidelines
. We are not asking you to think about assessment but about process skills and progression. The guidelines are based on three areas: problem solving, reasoning and communicating.
There are two parts to this task. There is no 'right answer' to either part but the activities are designed to make you think about:
the mathematical thinking and problem-solving skills you want your learners to develop
the sorts of things your pupils will be doing
the development of thinking and problem-solving skills over time (progression)
It is the discussion you have as you undertake the task which is key. By making sense of phrases and describing what you mean by them in your own words you will come to your own view about how they inform what you are trying to help your pupils to learn.
you will need a set of the problem-solving cycle cards (
) and of the progression cards (
). [The Progression Cards are based on lists for Levels 2, 3, 4 and 5 so you might like to think about what would come before L2 and after L5.]
Lay the cycle cards out and then distribute the progression cards amongst them. There will be quite a lot of discussion about what some of these mean. Remember that there is no right answer and a lot depends on your interpretation of a card's meaning. In the end you should put each card under the heading that feels like the 'best fit'. Do not agonise for too long on each card - you can change your mind at any time.
When we did this task at NRICH we moved things around quite a lot during the second part of the task!
part of the task is about ordering the cards under each of the five process headings. The aim of this part of the task is for you to think about progression. What would you expect learners at different stages to be able to do?
When we did this task we found it useful to group cards that seemed to be about similar things together before trying to order them. So, for example, under Analysis-Reasoning we found a few cards that seemd to be about 'organising' so we pulled these out and put them in order
The lists are not meant to be exhaustive so you might want to add some cards of your own.
When you have finished the tasks you might find it useful to refer to the progression list (
) as this will enable you to map what you have done to the Strategy document.
Return to the introduction
Go back to Activity 1.4
Move on to Activity 2.1
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.
Register for our mailing list
Copyright © 1997 - 2015. University of Cambridge. All rights reserved.
NRICH is part of the family of activities in the
Millennium Mathematics Project