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Resources tagged with Rich Tasks similar to A Method of Defining Coefficients in the Equations of Chemical Reactions:

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Other tags that relate to A Method of Defining Coefficients in the Equations of Chemical Reactions
Visualising. Maths Supporting SET. Manipulating algebraic expressions/formulae. chemistry. biology. Simultaneous equations. physics. Real world. Linear equations. Mathematical modelling.

There are 23 results

Broad Topics > Mathematics Education and Research > Rich Tasks

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Chemnrich

Stage: 4 and 5 Challenge Level: Challenge Level:1

chemNRICH is the area of the stemNRICH site devoted to the mathematics underlying the study of chemistry, designed to help develop the mathematics required to get the most from your study. . . .

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Physnrich

Stage: 4 and 5 Challenge Level: Challenge Level:1

PhysNRICH is the area of the StemNRICH site devoted to the mathematics underlying the study of physics

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Bionrich

Stage: 4 and 5 Challenge Level: Challenge Level:1

bioNRICH is the area of the stemNRICH site devoted to the mathematics underlying the study of the biological sciences, designed to help develop the mathematics required to get the most from your. . . .

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Rich Tasks and Contexts

Stage: 1, 2, 3, 4 and 5

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

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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. . . .

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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,. . . .

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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. . . .

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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.

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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.

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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.

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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. . . .

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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

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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. . . .

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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.

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Teachers Using NRICH 2

Stage: 3 and 4

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

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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. . . .

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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.

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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.

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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.

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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.

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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.

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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.

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What Is a Mathematically Rich Task?

Stage: 1, 2, 3, 4 and 5

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