Search by Topic

Resources tagged with Rich Tasks similar to Thinking Through, and By, Visualising:

Filter by: Content type:
Stage:
Challenge level: Challenge Level:1 Challenge Level:2 Challenge Level:3

There are 40 results

Broad Topics > Mathematics Education and Research > Rich Tasks

problem icon

Going for Games

Stage: 1 and 2

In this article for teachers, Liz Woodham describes the criteria she uses to choose mathematical games for the classroom and shares some examples from NRICH.

problem icon

Optimising Input - Maximising Output

Stage: 3, 4 and 5

A group of teachers involved in embedding NRICH tasks into their everyday practice decided they needed to address the (im)balance between teacher and student activity in their classrooms. In. . . .

problem icon

Changing Perceptions

Stage: 3 and 4

A group of teachers involved in embedding NRICH tasks into their everyday practice were keen to challenge common perceptions of mathematics and of teaching and learning mathematics. In this article,. . . .

problem icon

Two Heads Are Better Than One

Stage: 1, 2 and 3

An article that reminds us about the value and importance of communication in the mathematics classroom.

problem icon

Teachers' Guide to Getting Started

Stage: 3, 4 and 5

This gives a standard set of questions and tips for running rich tasks in the classroom.

problem icon

Teachers Using NRICH 2

Stage: 3 and 4

Kirsti Ashworth, an NRICH Teacher Fellow, talks about her experiences of using rich tasks.

problem icon

Using Rich Tasks in an Objective Led Culture

Stage: 2, 3 and 4

As teachers, we appreciate the need to have clear objectives at the start of lessons but have been aware of the limitations this sometimes seems to place on our ability to get the most out of using. . . .

problem icon

Using Rich Tasks for the First Time

Stage: 2, 3, 4 and 5

The teachers involved in the Engaging Mathematics Projectwanted to embed rich tasks from the NRICH website into their curriculum for all KS3 and KS4 students. In this article, the teachers share. . . .

problem icon

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.

problem icon

Haringey 2014-2015

Stage: 1 and 2 Challenge Level: Challenge Level:1

Find out about the five-term project (January 2014 to July 2015) which NRICH is leading in conjunction with Haringey Council.

problem icon

Maths and Creativity in Bristol

Stage: 1 and 2

This article for teachers describes NRICH's work with Creative Partnerships and three Bristol primary schools.

problem icon

Rich Mathematical Tasks

Stage: 1 and 2

Liz Woodham describes a project with four primary/first schools in the East of England, focusing on rich mathematical tasks and funded by the NCETM.

problem icon

Assessing Pupil Progress (APP) and NRICH Resources

Stage: 1, 2, 3, 4 and 5

In this article Jenny talks about Assessing Pupils' Progress and the use of NRICH problems.

problem icon

Choosing Rich Tasks for Secondary Classes

Stage: 3 and 4

In this article, read about the thinking behind the September 2010 secondary problems and why we hope they will be an excellent selection for a new academic year.

problem icon

Integrating Rich Tasks - Activity 4.3

Stage: 1 and 2

This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum and, in particular, think about what to do next

problem icon

Enriching Patterns

Stage: 1, 2, 3 and 4

Following on from a workshop at an MA Easter conference, Jennifer and Jenni talked about the way in which the website is made more accessible to teachers who want to plan threads of. . . .

problem icon

Integrating Rich Tasks - Activity 3

Stage: 1 and 2

The aim of this professional development activity is to successfully integrate some rich tasks into your curriculum planning.

problem icon

Integrating Rich Tasks - Activity 1.3

Stage: 1 and 2

This professional development activity encourages you to investigate what is meant by higher-order thinking skills.

problem icon

Rich Tasks and Contexts

Stage: 1, 2, 3, 4 and 5

What are rich tasks and contexts and why do they matter?

problem icon

A Maths Afternoon

Stage: 1 and 2

This article describes no ordinary maths lesson. There were 24 children, mostly Years 3 and 4, and there were 17 adults working with them - mothers, fathers, one grandmother and two grandfathers, a. . . .

problem icon

Integrating Rich Tasks - Activity 1.2

Stage: 1 and 2

These two tasks are designed to support professional development on integrating rich tasks. You are asked to think about what problems that encourage Higher Order Thinking Skills look like.

problem icon

Integrating Rich Tasks - Activity 4.1

Stage: 1 and 2

This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum through peer observation

problem icon

Integrating Rich Tasks - Activity 1.1

Stage: 1 and 2

This is activity 1.1 in the series of activities designed to support professional development through integrating rich tasks. This activity looks specifically at what makes an activity "rich".

problem icon

Crossing Bridges

Stage: 1, 2, 3, 4 and 5

An article for teachers based on a lecture and workshop activities at the NZAMT conference in New Zealand 2007

problem icon

Integrating Rich Tasks - Activity 4.2

Stage: 1 and 2

This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum through evaluating a theme

problem icon

Meaningful Maths Trails

Stage: 1 and 2

Avril Crack describes how she went about planning and setting up a Maths trail for pupils in Bedfordshire.

problem icon

Integrating Rich Tasks - Activity 1.4

Stage: 1 and 2

This professional development activity encourages you to investigate how rich tasks and problem solving link together.

problem icon

Integrating Rich Tasks - Activity 2.1

Stage: 1 and 2

This professional development activity looks at what teachers can do to support learners engaging with rich tasks

problem icon

Co-operative Problem Solving: Pieces of the Puzzle Approach

Stage: 1, 2, 3 and 4

The content of this article is largely drawn from an Australian publication by Peter Gould that has been a source of many successful mathematics lessons for both children and student-teachers. It. . . .

problem icon

Devon Teachers Enriching NRICH - Part 1

Stage: 1 and 2

It began in Devon in 2008. The Maths Team was keen to raise the profile of mathematics investigations and further promote mathematical thinking and problem solving in primary classes. Liz was invited. . . .

problem icon

Devon Teachers Enriching NRICH - Part 2

Stage: 1 and 2

This is the second part of an article describing the ‘Enriching Mathematics’ project in Devon. The participating teachers describe NRICH activities they have tried with their learners.

problem icon

Getting Started with Solving Rich Tasks

Stage: 3, 4 and 5

Need some help getting started with solving and thinking about rich tasks? Read on for some friendly advice.

problem icon

Understanding Fractions

Stage: 1 and 2

This article, written for primary teachers, links to rich tasks which will help develop the underlying concepts associated with fractions and offers some suggestions for models and images that help. . . .

problem icon

Closing the Learning and Teaching Gap

Stage: 1, 2, 3 and 4

This article discusses the findings of the 1995 TIMMS study how to use this information to close the performance gap that exists between nations.

problem icon

Peg and Pin Boards

Stage: 1 and 2

This article for teachers suggests activities based on pegboards, from pattern generation to finding all possible triangles, for example.

problem icon

Using Low Threshold High Ceiling Tasks in Ordinary Classrooms

Stage: 1, 2, 3, 4 and 5

An article describing what LTHC tasks are, and why we think they're a good idea.

problem icon

Enriching Classrooms, Inspiring Learning

Stage: 3 and 4

Teachers who participated in an NRICH workshop produced some posters suggesting how they might use a tessellation interactivity in a range of situations.

problem icon

Enriching Networks, Inspiring Teachers

Stage: 3 and 4

Here are examples of how two schools set about the task of ensuring that problem solving was an integral part of their curriculum.

problem icon

Kingsfield School - Building on Rich Starting Points

Stage: 1, 2, 3, 4 and 5

Alf and Tracy explain how the Kingsfield School maths department use common tasks to encourage all students to think mathematically about key areas in the curriculum.

problem icon

What Is a Mathematically Rich Task?

Stage: 1, 2, 3, 4 and 5

Here we describe the essence of a 'rich' mathematical task