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##### Other tags that relate to Integrating Rich Tasks - Activity 4.1
Learning mathematics. Rich Tasks. Mathematical Thinking. Games. Group worthy. Questioning. Place value. Enrichment. Problem solving. Pedagogy.

### There are 71 results

Broad Topics > Mathematics Education and Research > Pedagogy

### Working with Luke

##### Age 5 to 11

In this article for teachers, Liz Woodham describes conversations with Luke, aged 7, as they worked on some mathematics together.

### Integrating Rich Tasks - Activity 1.2

##### Age 5 to 11

These two tasks are designed to support professional development on integrating rich tasks. You are asked to think about what problems that encourage Higher Order Thinking Skills look like.

### Integrating Rich Tasks - Activity 1.1

##### Age 5 to 11

This is activity 1.1 in the series of activities designed to support professional development through integrating rich tasks. This activity looks specifically at what makes an activity "rich".

### Integrating Rich Tasks - Activity 1.4

##### Age 5 to 11

This professional development activity encourages you to investigate how rich tasks and problem solving link together.

### Integrating Rich Tasks - Activity 1.5

##### Age 5 to 11

This professional development activity encourages you to investigate what pupils are doing when they problem solving.

### Integrating Rich Tasks - Activity 2.1

##### Age 5 to 11

This professional development activity looks at what teachers can do to support learners engaging with rich tasks

### Integrating Rich Tasks - Activity 3

##### Age 5 to 11

The aim of this professional development activity is to successfully integrate some rich tasks into your curriculum planning.

##### Age 5 to 11

Liz Woodham describes a project with four primary/first schools in the East of England, focusing on rich mathematical tasks and funded by the NCETM.

### Integrating Rich Tasks - Activity 1.3

##### Age 5 to 11

This professional development activity encourages you to investigate what is meant by higher-order thinking skills.

### Problem Solving and the New Curriculum

##### Age 5 to 11

Is problem solving at the heart of your curriculum? In this article for teachers, Lynne explains why it should be.

### A Maths Afternoon

##### Age 5 to 11

This article describes no ordinary maths lesson. There were 24 children, mostly Years 3 and 4, and there were 17 adults working with them - mothers, fathers, one grandmother and two grandfathers, a. . . .

### Maths and Creativity in Bristol

##### Age 5 to 11

This article for teachers describes NRICH's work with Creative Partnerships and three Bristol primary schools.

### A Japanese Mathematics Lesson

##### Age 5 to 14

Jenni Way describes her visit to a Japanese mathematics classroom.

### Meaningful Maths Trails

##### Age 5 to 11

Avril Crack describes how she went about planning and setting up a Maths trail for pupils in Bedfordshire.

### Holywell Primary School and NRICH Action Research Project

##### Age 5 to 11

This article for teachers outlines one school's research project to explore how children, girls in particular, could be motivated in Maths through a more practical approach.

### What's the Difference Between Rich Tasks and Low Threshold High Ceiling Ones?

##### Age 3 to 11

In this article for teachers, Lynne explains the difference between 'rich tasks' and 'low threshold high ceiling' tasks, using examples from the website.

### Working with Higher Attaining Mathematicians

##### Age 5 to 11

In this article for teachers, Bernard describes ways to challenge higher-attaining children at primary level.

### Placing Our Trust in Learners

##### Age 5 to 14

In this article Liz Woodham reflects on just how much we really listen to learners’ own questions to determine the mathematical path of lessons.

### I'm Stuck!

##### Age 5 to 11

Being stuck is usually thought of as being a negative state of affairs. We want our pupils to succeed, not to struggle. Or do we? This article discusses why being stuck can be fruitful.

### Haringey 2014-2015

##### Age 5 to 11 Challenge Level:

Find out about the five-term project (January 2014 to July 2015) which NRICH is leading in conjunction with Haringey Council, funded by London Schools Excellence Fund.

### Manipulatives in the Primary Classroom

##### Age 5 to 11

In this article for teachers, Jenni Back offers research-based guidance about the use of manipulatives in the classroom.

### Number Sense Series: Developing Early Number Sense

##### Age 5 to 7

This article for teachers suggests teaching strategies and resources that can help to develop children's number sense.

### Exploring Fractions

##### Age 5 to 11

This article, written for primary teachers, links to rich tasks which will help develop the underlying concepts associated with fractions and offers some suggestions for models and images that help. . . .

### Maths in the Victorian Classroom

##### Age 7 to 14

What was it like to learn maths at school in the Victorian period? We visited the British Schools Museum in Hitchin to find out.

### Working Effectively with All Learners

##### Age 5 to 18

Some questions and prompts to encourage discussion about what experiences you want to give your pupils to help them reach their full potential in mathematics.

##### Age 5 to 11

In this article for teachers, Liz Woodham describes resources on NRICH that can help primary-aged children get to grips with negative numbers.

### Blog It

##### Age 5 to 18 Challenge Level:

Members of the NRICH team are beginning to write blogs and this very short article is designed to put the reasoning behind this move in context.

### Developing Good Team-working Skills

##### Age 5 to 18

Group work depends on effective team work. This article describes attributes of effective team work and links to "Team Building" problems that can be used to develop learners' team working skills.

### Using Rich Tasks for the First Time

##### Age 7 to 18

The teachers involved in the Engaging Mathematics Projectwanted to embed rich tasks from the NRICH website into their curriculum for all KS3 and KS4 students. In this article, the teachers share. . . .

### Using Rich Tasks in an Objective Led Culture

##### Age 7 to 16

As teachers, we appreciate the need to have clear objectives at the start of lessons but have been aware of the limitations this sometimes seems to place on our ability to get the most out of using. . . .

### Two Heads Are Better Than One

##### Age 5 to 14

An article that reminds us about the value and importance of communication in the mathematics classroom.

### Co-operative Problem Solving: Pieces of the Puzzle Approach

##### Age 5 to 16

The content of this article is largely drawn from an Australian publication by Peter Gould that has been a source of many successful mathematics lessons for both children and student-teachers. It. . . .

### Stacks of Maths!

##### Age 5 to 14

In this article for teachers, Bernard gives an example of taking an initial activity and getting questions going that lead to other explorations.

### Cultivating Creativity

##### Age 5 to 18

Creativity in the mathematics classroom is not just about what pupils do but also what we do as teachers. If we are thinking creatively about the mathematical experiences we offer our pupils we can. . . .

### Crossing Bridges

##### Age 5 to 18

An article for teachers based on a lecture and workshop activities at the NZAMT conference in New Zealand 2007

### Enriching Patterns

##### Age 5 to 16

Following on from a workshop at an MA Easter conference, Jennifer and Jenni talked about the way in which the website is made more accessible to teachers who want to plan threads of. . . .

### Outside the Box

##### Age 7 to 14

This article explores the links between maths, art and history, and suggests investigations that are enjoyable as well as challenging.

Bloom's taxonomy

### Numbers and Notation - Ambiguities and Confusions

##### Age 5 to 7

While musing about the difficulties children face in comprehending number structure, notation, etc., it occured to the author that there is a vast array of occasions when numbers and signs are used. . . .

### Using Games in the Classroom

##### Age 7 to 16

Gillian Hatch analyses what goes on when mathematical games are used as a pedagogic device.

### Calculating the Difference: A Discussion of the Use of Calculators in the English Primary Classroom.

##### Age 5 to 11

Clare Green looks at the role of the calculator in the teaching and learning of primary mathematics.

### Money Problems?

##### Age 5 to 7

Marion Bond investigates the skills needed in order for children to understand money.

### MEI 2005

##### Age 5 to 18

Presentation given at the MEI conference in Reading 2005

### Dominant Intelligences

##### Age 5 to 16

The second in a series, this article looks at the possible opportunities for children who operate from different intelligences to be involved in "typical" maths problems.

### Teaching Fractions with Understanding: Part-whole Concept

##### Age 5 to 14

Written for teachers, this article describes four basic approaches children use in understanding fractions as equal parts of a whole.

### Engaging Students, Developing Confidence, Promoting Independence

##### Age 5 to 18

Ideas to support mathematics teachers who are committed to nurturing confident, resourceful and enthusiastic learners.