This article for teachers discusses examples of problems in which
there is no obvious method but in which children can be encouraged
to think deeply about the context and extend their ability to. . . .
Problem solving is at the heart of the NRICH site. All the problems
give learners opportunities to learn, develop or use mathematical
concepts and skills. Read here for more information.
This article introduces the idea of generic proof for younger children and illustrates how one example can offer a proof of a general result through unpacking its underlying structure.
Look at three 'next door neighbours' amongst the counting numbers. Add them together. What do you notice?
What happens when you add three numbers together? Will your answer be odd or even? How do you know?
This ladybird is taking a walk round a triangle. Can you see how much he has turned when he gets back to where he started?
Proof does have a place in Primary mathematics classrooms, we just
need to be clear about what we mean by proof at this level.
If you'd like to know more about Primary Maths Masterclasses, this
is the package to read! Find out about current groups in your
region or how to set up your own.
Find out about Magic Squares in this article written for students. Why are they magic?!
This big box adds something to any number that goes into it. If you know the numbers that come out, what addition might be going on in the box?
Investigate the sum of the numbers on the top and bottom faces of a line of three dice. What do you notice?
This challenge encourages you to explore dividing a three-digit number by a single-digit number.
Look at what happens when you take a number, square it and subtract your answer. What kind of number do you get? Can you prove it?
Is it possible to draw a 5-pointed star without taking your pencil
off the paper? Is it possible to draw a 6-pointed star in the same
way without taking your pen off?
An investigation that gives you the opportunity to make and justify
Use the information about the ducks on a particular farm to find
out which of the statements about them must be true.
Becky created a number plumber which multiplies by 5 and subtracts
4. What do you notice about the numbers that it produces? Can you
explain your findings?
Can you put the numbers 1-5 in the V shape so that both 'arms' have the same total?
In sheep talk the only letters used are B and A. A sequence of
words is formed by following certain rules. What do you notice when
you count the letters in each word?
Investigate and explain the patterns that you see from recording
just the units digits of numbers in the times tables.
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.