# CPD Articles for the Classroom

### How Can I Support the Development of Early Number Sense and Place Value?

##### Stage: Early years, 1 and 2

This article for primary teachers expands on the key ideas which underpin early number sense and place value, and suggests activities to support learners as they get to grips with these ideas.

### Place Value: the Ten-ness of Ten

##### Stage: Early years, 1 and 2

This article develops the idea of 'ten-ness' as an important element of place value.

### Using Dice Games in the Classroom

##### Stage: Early years, 1 and 2

This article outlines some of the benefits of using dice games in the classroom, especially as a tool for formative assessment.

### What's the Difference Between Rich Tasks and Low Threshold High Ceiling Ones?

##### Stage: Early years, 1 and 2

In this article for teachers, Lynne explains the difference between 'rich tasks' and 'low threshold high ceiling' tasks, using examples from the website.

### Encouraging Primary Children to Work Systematically

##### Stage: Early years, 1 and 2

This article for primary teachers suggests ways in which to help children become better at working systematically.

### Primary Children's Mathematical Recording

##### Stage: Early years, 1 and 2

This article for teachers outlines different types of recording, depending on the purpose and audience.

### Early Number Sense

##### Stage: Early years, 1 and 2

This article explores the basic foundations of number sense and outlines relevant research in this area.

### Pattern Sniffing

##### Stage: 1 and 2

This article for primary teachers outlines how we can encourage children to create, identify, extend and explain number patterns and why being able to do so is useful.

### Using Dice Here and There

##### Stage: 1 and 2

Bernard's article reminds us of the richness of using dice for number, shape and probability.

### Developing Logical Thinking: the Place of Strategy Games

##### Stage: 1 and 2

This article outlines how strategy games can help children develop logical thinking, using examples from the NRICH website.

### Opening Out

##### Stage: 1 and 2

Bernard Bagnall describes how to get more out of some favourite NRICH investigations.

### Place Value as a Building Block for Developing Fluency in the Calculation Process

##### Stage: 1 and 2

This article for primary teachers encourages exploration of two fundamental ideas, exchange and 'unitising', which will help children become more fluent when calculating.

### Numbers Numbers Everywhere!

##### Stage: 1 and 2

Bernard Bagnall recommends some primary school problems which use numbers from the environment around us, from clocks to house numbers.

### Arrays, Multiplication and Division

##### Stage: 1 and 2

This article explores the use of the array to support children's thinking around multiplication and division.

### Meaningful Statistics

##### Stage: 1 and 2

This article for teachers describes an activity which encourages meaningful data collection, display and interpretation.

### Children's Mathematical Writing

##### Stage: 1 and 2

Bernard Bagnall discusses the importance of valuing young children's mathematical representations in this article for teachers.

### Problem Solving and the New Curriculum

##### Stage: 1 and 2

Is problem solving at the heart of your curriculum? In this article for teachers, Lynne explains why it should be.

### Experiencing Problem Solving

##### Stage: 1 and 2

Bernard Bagnall looks at what 'problem solving' might really mean in the context of primary classrooms.

### Manipulatives in the Primary Classroom

##### Stage: 1 and 2

In this article for teachers, Jenni Back offers research-based guidance about the use of manipulatives in the classroom.

### Working with Highly Able Mathematicians

##### Stage: 1 and 2

In this article for teachers, Bernard describes ways to challenge higher-attaining children at primary level.

### Group-working Skills

##### Stage: 1 and 2

This article for teachers suggests a range of activities to help children get better at working in groups.

### Developing Number Fluency - What, Why and How

##### Stage: 1 and 2

In this article for primary teachers, Lynne McClure outlines what is meant by fluency in the context of number and explains how our selection of NRICH tasks can help.

### Group-worthy Tasks and Their Potential to Support Children to Develop Independent Problem-solving Skills

##### Stage: 1 and 2

In this article for teachers, Jennie Pennant outlines how group-worthy tasks support the development of children's problem-solving skills.

### Exploration Versus Calculation

##### Stage: 1, 2 and 3

This article, written for teachers, discusses the merits of different kinds of resources: those which involve exploration and those which centre on calculation.

### Stacks of Maths!

##### Stage: 1, 2 and 3

In this article for teachers, Bernard gives an example of taking an initial activity and getting questions going that lead to other explorations.

### Pupils' Recording or Pupils Recording

##### Stage: 1, 2 and 3

This article, written for teachers, looks at the different kinds of recordings encountered in Primary Mathematics lessons and the importance of not jumping to conclusions!

### I've Submitted a Solution - What Next?

##### Stage: 1, 2, 3, 4 and 5

In this article, the NRICH team describe the process of selecting solutions for publication on the site.

### Logic

##### Stage: 2 and 3

What does logic mean to us and is that different to mathematical logic? We will explore these questions in this article.

### Digital Roots

##### Stage: 2 and 3

In this article for teachers, Bernard Bagnall describes how to find digital roots and suggests that they can be worth exploring when confronted by a sequence of numbers.

### Back to the Practical?

##### Stage: 2 and 3

In this article for teachers, Bernard uses some problems to suggest that once a numerical pattern has been spotted from a practical starting point, going back to the practical can help explain why the pattern occurs.

### Mathematical Problem Solving in the Early Years

This article describes how the NRICH Early Years resources aim to further develop young children's natural problem-solving abilities in the context of mathematics.

### A Good Foundation for Number Learning for Five Year Olds?

##### Stage: Early years and 1

This article, written by Dr. Sue Gifford, evaluates the Early Learning Numbers Goal in England, in the light of research.

### Take Some ... Cubes

##### Stage: 1 and 2

In this article we outline how cubes can support children in working mathematically and draw attention to tasks which exemplify this.

### Reasoning: Identifying Opportunties (Article)

##### Stage: 1 and 2

In this article for primary teachers we consider in depth when we might reason which helps us understand what reasoning 'looks like'.

### Using NRICH Tasks to Develop Key Problem-solving Skills

##### Stage: 1 and 2

This article, written for primary teachers, discusses what we mean by 'problem-solving skills' and draws attention to NRICH tasks which can help develop specific skills.

### Reasoning: the Journey from Novice to Expert (Article)

##### Stage: 1 and 2

This article for primary teachers suggests ways in which we can help learners move from being novice reasoners to expert reasoners.

### What's X Got to Do with It?

##### Stage: 1, 2, 3 and 4

By following through the threads of algebraic thinking discussed in this article, we can ensure that children's mathematical experiences follow a continuous progression.

### Using Young Mathematicians' Award Tasks to Develop Problem-solving and Group-working Skills

##### Stage: 2

This article for primary teachers uses Young Mathematicians' Award tasks as contexts in which to develop learners' problem-solving and group-working skills.