Communicating and reflecting - September 2009, Stage 1&2

This month NRICH gets involved in the conversational side of mathematics, with problems which naturally lead to discussion and sharing of ideas and methods. Which forms of communication and presentation of the mathematics will prove to be the most effective? Through discussion and explanation you will refine your thinking and perhaps make connections with other areas of mathematics.

Problems

problem icon

Times of Day

Stage: 1 Challenge Level: Challenge Level:1

These pictures show some different activities that you may get up to during a day. What order would you do them in?

problem icon

Dienes' Logiblocs

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

This problem focuses on Dienes' Logiblocs. What is the same and what is different about these pairs of shapes? Can you describe the shapes in the picture?

problem icon

Halving

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

These pictures show squares split into halves. Can you find other ways?

problem icon

Tricky Track

Stage: 2 Challenge Level: Challenge Level:1

In this game you throw two dice and find their total, then move the appropriate counter to the right. Which counter reaches the purple box first? Is this what you would expect?

problem icon

A Square of Numbers

Stage: 2 Challenge Level: Challenge Level:1

Can you put the numbers 1 to 8 into the circles so that the four calculations are correct?

problem icon

Coded Hundred Square

Stage: 2 Challenge Level: Challenge Level:1

This 100 square jigsaw is written in code. It starts with 1 and ends with 100. Can you build it up?

problem icon

Sets of Numbers

Stage: 2 Challenge Level: Challenge Level:2 Challenge Level:2

How many different sets of numbers with at least four members can you find in the numbers in this box?

problem icon

Buckets of Thinking

Stage: 2 Challenge Level: Challenge Level:2 Challenge Level:2

There are three buckets each of which holds a maximum of 5 litres. Use the clues to work out how much liquid there is in each bucket.

The NRICH Project aims to enrich the mathematical experiences of all learners. To support this aim, members of the NRICH team work in a wide range of capacities, including providing professional development for teachers wishing to embed rich mathematical tasks into everyday classroom practice. More information on many of our other activities can be found here.
Copyright © 1997 - 2012. University of Cambridge. All rights reserved.
NRICH is part of the family of activities in the Millennium Mathematics Project.