This task depends on groups working collaboratively, discussing and reasoning to agree a final product.
In this challenge, buckets come in five different sizes. If you choose some buckets, can you investigate the different ways in which they can be filled?
In this challenge, you will work in a group to investigate circular
fences enclosing trees that are planted in square or triangular
Charlie has moved between countries and the average income of both
has increased. How can this be so?
What can you see? What do you notice? What questions can you ask?
Explore this interactivity and see if you can work out what it
does. Could you use it to estimate the area of a shape?
Guess the Dominoes for child and adult.
Why does the tower look a different size in each of these pictures?
A collection of our favourite pictorial problems, one for each day
Explore Alex's number plumber. What questions would you like to
ask? Don't forget to keep visiting NRICH projects site for the
latest developments and questions.
Bernard Bagnall describes how to get more out of some favourite
'What Shape?' activity for adult and child.
This task depends on learners sharing reasoning, listening to
opinions, reflecting and pulling ideas together.
In the process of working with some groups of teachers on using
questions to promote mathematical thinking, the following table was
developed. It provides examples of generic questions that can. . . .
This article for teachers outlines one school's research project to explore how children, girls in particular, could be motivated in Maths through a more practical approach.
Arranging counters activity for adult and child.
In this article Liz Woodham reflects on just how much we really listen to learners’ own questions to determine the mathematical path of lessons.
This task requires learners to explain and help others, asking and answering questions.
Being stuck is usually thought of as being a negative state of
affairs. We want our pupils to succeed, not to struggle. Or do we?
This article discusses why being stuck can be fruitful.
Some questions and prompts to encourage discussion about what experiences you want to give your pupils to help them reach their full potential in mathematics.
In this article for teachers, Bernard gives an example of taking an
initial activity and getting questions going that lead to other
Good questioning techniques have long being regarded as a
fundamental tool of effective teachers. This article for teachers
looks at different categories of questions that can promote
mathematical. . . .