nrich problem solving year 4

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Resources to develop mathematical reasoning and problem solving. Nrich aims to enrich the mathematical experiences of all learners and embeds rich mathematical tasks into everyday classroom practice.

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Activities and games can be explored independently or together with families.

The website covers topic such as:

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The resources are grouped into levels. Level 1 aligns with early years, while level 4 aligns with lower secondary. Teachers can use the search functionality to find tasks that match the topic that they are teaching.

The tasks are not mapped to the Australian Curriculum but align well with the mathematical concepts.

Page last updated: 12 Oct 2022

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A project from the University of Cambridge which aims to enrich the mathematical experiences of all learners. NRICH focuses on problem solving and on creating opportunities for students to learn mathematics through exploration and discussion.

NRICH provides thousands of free online mathematics resources for ages 3 to 18, covering all stages of early years, primary and secondary school education – completely free and available to all.

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NRich problems in year 4

Posted on November 25, 2021 Likes 0 Comments 0 Tagged Tags: maths , NRich , numeracy , Problem solving , Year 4

Year 4 had a slightly different problem solving session this morning – they had a go at some challenging problems set by the NRich team, working in pairs and solving some really complex questions! They worked with a variety of resources and apparatus to come to their conclusions. Da iawn, blwyddyn pedwar!

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The Joint Mathematical Council of the United Kingdom

Addressing the five ‘big questions’ in problem-solving with NRICH

The importance of ensuring learners acquire the problem-solving skills which will enable them to thrive both socially and economically in their increasingly automated world is widely recognised (Luckin et al., 2017). Nevertheless, government inspectors have reported serious concerns about the quality and quantity of problem-solving in our schools (Ofsted, 2015). This summer schools were challenged to reflect on ‘Five big questions for problem-solving’ (EEF, 2021). In this blog, we will consider each of those five questions and explore the ways that the NRICH team is supporting schools to address them.

Question one: Do teachers in your school select genuine problem-solving tasks for which pupils do not already have a ready-made method available?

Too often, learners are presented with routine word problems which merely require the application of a known algorithm. ‘Genuine’ problems enable them to make their own problem-solving decisions by choosing their own strategies and enabling them to compare their approach with those of other learners, thus developing their problem-solving efficiency and flexibility. At NRICH , our award-winning activities allow learners to develop these key skills alongside the confidence to tackle genuine problems. Moreover, our ‘ low threshold, high ceiling ‘ approach enables everyone to get started on the problem while ensuring a suitable level of challenge too, making them ideal for whole-class teaching.

Question two: Are pupils given the opportunity to see – through multiple worked examples – to use, and to compare different approaches to solving a problem?

Many problems can be explored in more than one way. Working flexibly, making connections between different areas of the curriculum and reflecting on various problem-solving approaches are key steps towards becoming a more fluent mathematician. NRICH encourages learners to develop these skills in these two ways:

Our primary , secondary and post-16 Live Problems invite learners to explore and submit their ideas to the team. We review each submission that we receive and publish a selection on our website showcasing different approaches and the reasoning behind them.

Our NRIC H online activities sometimes feature ‘hide and reveal’ buttons showcasing different starting points towards a solution for learners to explore further for themselves. This approach enables learners to widen their range of strategies for solving unfamiliar problems and develop alternative approaches to explore when they get stuck using their first-choice strategy.

Question three: Are pupils encouraged to use visual representations to support them to solve a problem?

One of the most important approaches towards solving an unfamiliar problem is drawing a good diagram. Learning to draw diagrams is a skill which we encourage learners of all ages to develop alongside their other mathematical skills and knowledge. From sketching graphs to drawing a bar model, good diagrams can help learners clarify their understanding and identify possible ways forward.

Our four steps towards problem-solving feature highlights the importance of drawing a diagram to enable young learners to get started on a problem. We often highlight a useful diagram, table or sketch graph in the solutions chosen for publication. As learners progress through their learning, the team model more specific drawing skills, such as sketching a graph to help solve a STEP problem.

Question four: Are pupils supported to monitor, reflect on, and communicate their reasoning and choice of strategies, possibly through the use of prompt questions?

NRICH  encourages learners to reflect on their learning using this approach inspired by the Strands of Mathematical Proficiency model introduced by Kilpatrick et al. (2001).

Our approach uses child-friendly language that teachers and parents can share with students five key ingredients that characterise successful mathematicians. At NRICH , we believe that learning mathematics is about much more than just learning topics and routines. Successful mathematicians understand the curriculum content and are fluent in mathematical skills and procedures, but they can also solve problems, explain their thinking and have a positive attitude about themselves as learners of mathematics.

With this in mind, we have created  this self assessment tool  to help learners recognise where their mathematical strengths and weaknesses lie. We hope learners will explore NRICH activities and then take time to reflect on their own mathematical capabilities using our model.

Question 5: Is professional development time allocated to develop teachers’ pedagogical understanding of problem-solving, with particular support for early career teachers?

NRICH supports teachers to maximise the potential of our activities by offering free, regular professional development for teachers .  Each session is delivered online, enabling teachers to access the support wherever they are based, reducing teacher travel and cover costs for schools. We also record the sessions and upload them to our website so that schools can access them for future professional development days or staff/department meetings in their settings.

The live sessions are led by NRICH team members and they link directly to our latest primary , secondary and post-16 Live Problems. This approach enables teachers to consider the possibilities of the activities with the NRICH team before exploring them the next day with their own classes. Later, they are invited to share their classwork with our team for possible publication on the NRICH website.

The five ‘big questions’ provide excellent starting points for evaluating the teaching and learning of problem-solving in different settings. I hope that this blog shares an insight into the different ways that NRICH can support schools to address the five questions for themselves by engaging with our activities, Live Problems and teacher webinars.

Dr Ems Lord FCCT

Director of NRICH

Centre for Mathematical Sciences

University of Cambridge

Selected references

EEF. (2021). EEF Blog: Integrating evidence into maths teaching – guiding problem-solving. Accessed from https://educationendowmentfoundation.org.uk/news/eef-blog-integrating-evidence-into-mathematics-guiding-problem-solving /

Kilpatrick, J. Swafford, J., & Findell, B. (2001). Adding it up: Helping children learn mathematics (Vol. 2101). J. Kilpatrick, & National research council (Eds.). Washington, DC: National Academy Press.

Luckin, R., Baines, E., Cukurova, M., Holmes, W., & Mann, M. (2017). Solved! Making the case for collaborative problem-solving. Accessed from http://oro.open.ac.uk/50105/1/solved-making-case-collaborative-problem-solving.pdf

Ofsted. (2015). Better Maths Conference Spring Keynote 2015. Accessed here https://www.slideshare.net/Ofstednews/better-mathematics-keynote-spring-2015

Or search by topic

Number and algebra

• The Number System and Place Value
• Calculations and Numerical Methods
• Fractions, Decimals, Percentages, Ratio and Proportion
• Properties of Numbers
• Patterns, Sequences and Structure
• Algebraic expressions, equations and formulae
• Coordinates, Functions and Graphs

Geometry and measure

• Angles, Polygons, and Geometrical Proof
• 3D Geometry, Shape and Space
• Measuring and calculating with units
• Transformations and constructions
• Pythagoras and Trigonometry
• Vectors and Matrices

Probability and statistics

• Handling, Processing and Representing Data
• Probability

Working mathematically

• Thinking mathematically
• Mathematical mindsets
• Cross-curricular contexts
• Physical and digital manipulatives

For younger learners

• Early Years Foundation Stage

Advanced mathematics

• Decision Mathematics and Combinatorics
• Advanced Probability and Statistics

About Nrich

We believe that successful mathematicians understand curriculum concepts and are fluent in mathematical skills and procedures, and can also solve problems, explain and justify their thinking, and have a positive attitude towards mathematics and to themselves as learners of mathematics.

With this in mind, we offer rich mathematical activities which aim to nurture curious, resourceful and confident learners of mathematics.

What we do and why we do it

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What we think and why we think it

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What are rich tasks and why do they matter?

Meet the team

Our team is passionate about enriching students' experience of learning mathematics.

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Years 3 & 4: Number and place value

This list consists of activities, games and videos designed to support the new curriculum programme of study in Years Three and Four. Containing tips on using the resources and suggestions for further use, it covers: Year 3: Count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number, recognise the place value of each digit in a three-digit number, compare and order numbers up to 1000, identify, represent and estimate numbers using different representations, read and write numbers up to 1000 in numerals and in words, solve number problems and practical problems involving these ideas. Year 4: Count in multiples of 6, 7, 9, 25 and 1000, find 1000 more or less than a given number, count backwards through zero to include negative numbers, recognise the place value of each digit in a four-digit number, order and compare numbers beyond 1000, identify, represent and estimate numbers using different representations, round any number to the nearest 10, 100 or 1000, solve number and practical problems that involve all of the above, read Roman numerals to 100 (I to C) and know that, over time, the numeral system changed to include the concept of zero and place value. Visit the primary mathematics webpage to access all lists.

The Deca Tree

This NRICH maths problem will help children to apply and deepen their understanding of  10, 100, 1000 up to 10,000 and could easily be extended to allow children to explore number patterns further. The visual representation of a tree shows what the extra zeros do to a number when multiplying by 10 or 100 by looking at the number of trunks, branches, twigs and leaves.

Place Value Charts

Use this interactive resource to help children understand more about place value. A target number is given and children select which hundred, ten and one is required to make the number. This activity is a great visual demonstration and also offers an opportunity to looks at tenths.

Rounding Numbers

A range of worksheets, interactive resoureces and games for both teacher planning and direct student use. These are all a very useful way to practise rounding numbers to the nearest 10, 100 or 1000. The interactive resources provide children with a range of methods to practice rounding pictorally - using numberlines, mazes, and sports themed activities.

Place Value Games for Students Aged 7-9

Quality Assured Category: Mathematics Publisher: Nelson Thornes

Published by BEAM, these games provide opportunities for students to apply their knowledge of place value, number recognition and ordering. *Aim for 500 - in this game both players roll the dice and use the numbers to make two three-digit numbers, then add them up. Whoever gets a total closest to 1500 wins the game. *Making numbers - students create two four-digit numbers from digits generated by rolling a dice before  decidng  which is the highest. *Mastermind - using a two-digit number one player tries to discover the number by being given clues relating to the place value of the digits.

Maths Chest 6 - Number: Pack 1

Aimed at lower Key Stage Two, this resource provides games and activities, including  photocopiable  worksheets. These could be used with the whole class or with smaller groups  practising  specific topics.