Analysing - June 2009, Stage 3&4

Analysing a problem in order to decide on appropriate mathematical procedures plays a key role in successful problem-solving. • Do we estimate or approximate or do we use more accurate methods of calculation? • Do we use diagrams or graphs? • Do we manipulate numbers or use algebraic techniques? • Do we check our working regularly? • Do we record our work, our solutions and our conclusions in the most effective way? These are some of the important questions that we may need to ask ourselves.

Problems

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Keep it Simple

Stage: 3 Challenge Level: Challenge Level:1

Can all unit fractions be written as the sum of two unit fractions?

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Egyptian Fractions

Stage: 3 Challenge Level: Challenge Level:2 Challenge Level:2

The Egyptians expressed all fractions as the sum of different unit fractions. Here is a chance to explore how they could have written different fractions.

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The Greedy Algorithm

Stage: 3 Challenge Level: Challenge Level:3 Challenge Level:3 Challenge Level:3

The Egyptians expressed all fractions as the sum of different unit fractions. The Greedy Algorithm might provide us with an efficient way of doing this.

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Power Countdown

Stage: 4 Challenge Level: Challenge Level:1

In this twist on the well-known Countdown numbers game, use your knowledge of Powers and Roots to make a target.

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Take a Square II

Stage: 4 Challenge Level: Challenge Level:2 Challenge Level:2

What fractions can you divide the diagonal of a square into by simple folding?

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Folding Squares

Stage: 4 Challenge Level: Challenge Level:2 Challenge Level:2

The diagonal of a square intersects the line joining one of the unused corners to the midpoint of the opposite side. What do you notice about the line segments produced?

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Six Discs

Stage: 4 Challenge Level: Challenge Level:3 Challenge Level:3 Challenge Level:3

Six circular discs are packed in different-shaped boxes so that the discs touch their neighbours and the sides of the box. Can you put the boxes in order according to the areas of their bases?

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.
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