# NRICH PROBLEM SOLVING KEY STAGE 2

Becoming confident and competent as a problem solver is a complex process that requires a range of skills and experience. Arrange the four number cards on the grid, according to the rules, to make a diagonal, vertical or horizontal line. Ip Dip Age 5 to 11 Challenge Level: Three Dice Age 7 to 11 Challenge Level: How did this work? How about if I had five buttons? These upper primary tasks all specifically draw on the use of visualising.

You could try for different numbers and different rules. How might you show them in a picture, with things, with numbers and symbols? Follow the Numbers Age 7 to 11 Challenge Level: A magician took a suit of thirteen cards and held them in his hand face down. Working on the problem Stage 3:

What happens when you enter different numbers? Working Systematically at KS2.

This challenge is a game for two players. Scroll down to see our complete collection of KS2 problems that require children to work systematically, or explore the two sub-collections focusing on important aspects of systematic working. 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.

All the Digits Age 7 to 11 Challenge Level: I’m thinking of a number.

These activities focus on finding all possible solutions so working in a systematic way will ensure none are left out. Can you find the smallest number that lights up all nricu lights?

Some may take a short time, like Shut the Boxwhilst others may intrigue and challenge over more than one lesson, like Dice in a Corner. We trust you will find it useful and we are always interested in your feedback and experiences as you explore problem solving together with the children in your class. However, it is clear that not all problems fit neatly into just one category and we may debate the categories.

ESSAY SASUSAKU BAHASA INDONESIA

Age 5 to 7 Visualising at KS1 These lower primary tasks all specifically draw on the use of visualising.

## Problem Solving

Always, Sometimes or Never? Choose four different digits from and put one in each box so that the resulting four two-digit numbers add to a nricch of Are there some numbers that are good to aim for? In the second article, Jennie offers you practical ways to investigate aspects of your classroom culture and in the third article, she suggests three soling in which we can support children in becoming competent problem solvers. The upper primary tasks in this collection could each be solved by working backwards.

# Problem-solving Skills :

Multiplication Squares Age 7 to 11 Challenge Level: Also in the concluding part of the problem-solving adventure children will need to be supported to compare different strategies that were used to solve the problem in order to consider the efficiency of the method and the elegance of the solution. Sweets are given out to party-goers in a particular way.

Finding All Possibilities Upper Primary These activities focus on finding all possible solutions so working in a systematic way will ensure none are left out.

Planning for Problem Solving In planning for problem solving the key is to be clear about the type of problem you want to use, the strategies you are going to focus on and teaching the stages of the problem-solving process.

ALMANCA ESSAY KAL PLAR

Mrs Morgan, the class’s teacher, pinned numbers onto the backs of three children. Arrange the four number cards on the grid, according to the rules, to make a diagonal, vertical or horizontal line.

## Problem-solving Skills

Multiplication and Division KS2. Finding Fifteen Age 7 to 11 Challenge Level: Norrie sees two lights flash at the same time, then one of them flashes every 4th second, and the other flashes every 5th second. Design an arrangement of display boards in the school hall which fits the requirements of different people. Place four pebbles on the sand in the form of a square.

We want all our tasks to be used in such a way that they enable learners to explore and work from their own level of understanding, and then build on this towards new problen. DfES Publications Here is a pdf version of this article: Can you complete this jigsaw of the multiplication square?

Look at different ways of dividing things. Lolla bought a balloon at the circus.