NRICH May - All levels http://nrich.maths.org/public/index.php?rss=1 Representations and models en Tue, 01 May 2012 00:00:00 +0100 http://nrich.maths.org/media/spiral-small-white.jpg http://nrich.maths.org/ NRICH logo Stage 1::[problem*] How do you see it ? Here are some short problems for you to try. Talk to your friends about how you work them out. http://nrich.maths.org/8296 Stage 1::[Featured Solution] Odd times Even Not that many solutions but some good justifications offered here. http://nrich.maths.org/public/viewer.php?rss=1&obj_id=8062&part=solution Stage 1::[Article] From objects and images to mathematical ideas This article looks at how images, concrete apparatus and representations can help students develop deeper understandings of abstract mathematical ideas. http://nrich.maths.org/8119 Stage 1::[problem] Models in mind This article looks at how models support mathematical thinking about numbers and the number system http://nrich.maths.org/8348 Stage 2::[problem*] Let's divide Up! Look at different ways of dividing things. What do they mean? How might you show them in a picture, with things, with numbers and symbols? http://nrich.maths.org/8308 Stage 2::[problem*] How do you see it ? Here are some short problems for you to try. Talk to your friends about how you work them out. http://nrich.maths.org/8296 Stage 2::[Featured Solution] Square subtraction This challenge produced some thoughtful ideas and reasons that would lead to a proof - very good for primary school children! http://nrich.maths.org/public/viewer.php?rss=1&obj_id=8065&part=solution Stage 2::[Article] From objects and images to mathematical ideas This article looks at how images, concrete apparatus and representations can help students develop deeper understandings of abstract mathematical ideas. http://nrich.maths.org/8119 Stage 2::[problem] Models in mind This article looks at how models support mathematical thinking about numbers and the number system http://nrich.maths.org/8348 Stage 3::[problem*] What numbers can we make? Imagine we have four bags containing a large number of 1s, 4s, 7s and 10s. What numbers can we make? http://nrich.maths.org/7405 Stage 3::[problem**] Always a multiple? Think of a two digit number, reverse the digits, and add the numbers together. Something special happens... http://nrich.maths.org/7208 Stage 3::[problem**] Take Three From Five Caroline and James pick sets of five numbers. Charlie chooses three of them that add together to make a multiple of three. Can they stop him? http://nrich.maths.org/1866 Stage 3::[problem**] What numbers can we make now? Imagine we have four bags containing numbers from a sequence. What numbers can we make now? http://nrich.maths.org/8280 Stage 3::[Featured Solution] Magic Letters We received lots of insightful comments to this problem. http://nrich.maths.org/public/viewer.php?rss=1&obj_id=7821&part=solution Stage 3::[Article] From objects and images to mathematical ideas This article looks at how images, concrete apparatus and representations can help students develop deeper understandings of abstract mathematical ideas. http://nrich.maths.org/8119 Stage 3::[Game] Cubic Net This is an interactive net of a Rubik's cube. Twists of the 3D cube become mixes of the squares on the 2D net. Have a play and see how many scrambles you can undo! http://nrich.maths.org/5802 Stage 3::[Game] Diamond Collector Collect as many diamonds as you can by drawing three straight lines. http://nrich.maths.org/5725 Stage 3::[problem] Models in mind This article looks at how models support mathematical thinking about numbers and the number system http://nrich.maths.org/8348 Stage 4::[problem*] Factorising with Multilink Can you find out what is special about the dimensions of rectangles you can make with squares, sticks and units? http://nrich.maths.org/7490 Stage 4::[problem*] Pair Products Choose four consecutive whole numbers. Multiply the first and last numbers together. Multiply the middle pair together. What do you notice? http://nrich.maths.org/2278 Stage 4::[problem**] Take Three From Five Caroline and James pick sets of five numbers. Charlie chooses three of them that add together to make a multiple of three. Can they stop him? http://nrich.maths.org/1866 Stage 4::[problem**] What numbers can we make now? Imagine we have four bags containing numbers from a sequence. What numbers can we make now? http://nrich.maths.org/8280 Stage 4::[Article] From objects and images to mathematical ideas This article looks at how images, concrete apparatus and representations can help students develop deeper understandings of abstract mathematical ideas. http://nrich.maths.org/8119 Stage 4::[Game] Cubic Net This is an interactive net of a Rubik's cube. Twists of the 3D cube become mixes of the squares on the 2D net. Have a play and see how many scrambles you can undo! http://nrich.maths.org/5802 Stage 5::[problem**] Maths Shop Window Make a functional window display which will both satisfy the manager and make sense to the shoppers http://nrich.maths.org/6904 Stage 5::[Featured Solution] Particularly general There were three nice solutions to this advanced problem concerning generic examples. Perhaps younger students might like to try to work through one of them, whereas older students might like to compare them. http://nrich.maths.org/public/viewer.php?rss=1&obj_id=7962&part=solution Stage 5::[Article] From objects and images to mathematical ideas This article looks at how images, concrete apparatus and representations can help students develop deeper understandings of abstract mathematical ideas. http://nrich.maths.org/8119 Stage 5::[Game] Cubic Net This is an interactive net of a Rubik's cube. Twists of the 3D cube become mixes of the squares on the 2D net. Have a play and see how many scrambles you can undo! http://nrich.maths.org/5802