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“I don't expect, and I don't want, all children to find mathematics an engrossing study, or one that they want to devote themselves to either in school or in their lives. Only a few will find mathematics seductive enough to sustain a long term engagement. But I would hope that all children could experience at a few moments in their careers ... the power and excitement of mathematics ... so that at the end of their formal education they at least know what it is like and whether it is an activity that has a place in their future.”
David Wheeler
Engaging students with NRICH tasks:
Dicey Operations
Factors and Multiples Game
(100 squares available to print in Resources page)
Cryptarithms
Dozens
Factors and Multiples Puzzle
Charlie's Delightful Machine
Perimeter Expressions
Tilted Squares
Finding Factors
What's Possible?
Consolidating with NRICH tasks:
Treasure Hunt
Unequal Averages
Completing Quadrilaterals
First Connect Three followed by Connect Three
Perimeter Possibilities
Multiples Sudoku and Product Sudoku
Cyclic Quadrilaterals
(Circle templates available to print in Resources page)
Odds and Evens Made Fair
Encouraging mathematical thinking with NRICH tasks:
Reach 100 and Add to 200
Summing Consecutive Numbers
What's it Worth? and Fruity Totals
Isosceles Triangles
Route to Infinity
Reflecting Squarely
Pair Products
Pythagoras Perimeters
Wipeout
Kite in a Square
Posters for the classroom.
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“”¦ a teacher of mathematics has a great opportunity. If he fills his allotted time with drilling his students in routine operations he kills their interest, hampers their intellectual development, and misuses his opportunity. But if he challenges the curiosity of his students by setting them problems proportionate to their knowledge, and helps them to solve their problems with stimulating questions, he may give them a taste for, and some means of, independent thinking.”
Polya, G. (1945) How to Solve it