Communicating and Reflecting - February 2009, Stage 4&5

We are used to sharing findings and reflecting on what we've done when we arrive at the solution to a problem, but there is great value in doing this whilst working on problems. Good problem solvers reflect on their progress while they work, asking themselves "Is there a better way to proceed?". When recording their work they communicate their ideas (initially for themselves and then possibly for others); good ideas can come from sharing thoughts and reviewing progress.

Problems

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Iffy Logic

Stage: 4 Short Challenge Level: Challenge Level:1

Can you rearrange the cards to make a series of correct mathematical statements?

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Russian Cubes

Stage: 4 Challenge Level: Challenge Level:1

How many different cubes can be painted with three blue faces and three red faces? A boy (using blue) and a girl (using red) paint the faces of a cube in turn so that the six faces are painted. . . .

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Days and Dates

Stage: 4 Challenge Level: Challenge Level:1

Investigate how you can work out what day of the week your birthday will be on next year, and the year after...

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Walkabout

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

A walk is made up of diagonal steps from left to right, starting at the origin and ending on the x-axis. How many paths are there for 4 steps, for 6 steps, for 8 steps?

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Angle Trisection

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

It is impossible to trisect an angle using only ruler and compasses but it can be done using a carpenter's square.

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Look Before You Leap

Stage: 5 Challenge Level: Challenge Level:1

Relate these algebraic expressions to geometrical diagrams.

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Parabella

Stage: 5 Challenge Level: Challenge Level:1

This is a beautiful result involving a parabola and parallels.

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Contrary Logic

Stage: 5 Challenge Level: Challenge Level:1

Can you invert the logic to prove these statements?

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Direct Logic

Stage: 5 Challenge Level: Challenge Level:1

Can you work through these direct proofs, using our interactive proof sorters?

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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