# NRICH PROBLEM SOLVING TRIAL AND IMPROVEMENT

These problem-solving skills are in a random order, although the first two, trial and improvement and working systematically, are key skills that will support children to become competent as problem solvers. In the aforementioned article, Jennie outlines four stages of the problem-solving process: Register for our mailing list. Register for our mailing list. Concluding is the part of the problem-solving process where we support the children to learn to explain their findings both verbally and in writing. Children will need support to develop their proficiency with written recording. Use the information to find out how many discs of each colour there are in the box.

Two-digit Targets Age 5 to 7 Challenge Level: The stages of the problem-solving process The problem-solving process can usually be thought of as having four stages: These upper primary tasks all specifically draw on the use of visualising. Which way should you go to collect the most spells? Kate has eight multilink cubes. Register for our mailing list. Four-digit Targets Age 7 to 11 Challenge Level:

You have two sets of the digits 0 — 9. As you come down the ladders of the Tall Tower you collect useful spells.

Digging deeper Stage 4: DfES Publications Here is a pdf version of this article: Use the information about Sally and her brother to find out how many children there are in the Brown family.

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.

Whatever happens, you will have learnt more about the situation and can then tweak your approach.

## Problem-solving Skills

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.

CGCC CREATIVE WRITING

Age 7 to 11 Working Backwards at KS2 The upper primary tasks in this collection could each be solved by working backwards.

The upper primary tasks in this collection could each be solved by working backwards. To support this aim, members of the NRICH solfing work in a wide range of capacities, including providing professional development for teachers wishing to embed rich mathematical tasks into everyday classroom practice.

## Developing Excellence in Problem Solving with Young Learners

Those children who are becoming fluent at trial and improvement will then want to adjust the dice to see if they can make 18 in xnd way, rather than trying another random arrangement. Simply ‘having a go’ is a great way to make a start on a mathematical problem. Use solvong steps to count forwards or backwards in 1s or 10s to get probleem The tasks in this collection encourage children to create, recognise, extend and explain number patterns.

Age 5 to 7 Reasoning and Convincing at KS1 The tasks in this collection can be used to encourage children to convince others of their reasoning, using ‘because’ statements. We believe that this approach offers the opportunity for rich, embedded learning.

Which way should you go to collect the most spells?

Two-digit Targets Age 5 to 7 Challenge Level: As you come down the ladders of the Tall Tower you impgovement useful spells. 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.

JULIA SCHNEEWIND DISSERTATION

Heads and Feet Age 5 to 7 Challenge Level: Use these four dominoes to make a square that has the same number of dots on each side. This feature draws together tasks which give learners opportunities to nrrich for different purposes.

# Using NRICH Tasks to Develop Key Problem-solving Skills :

Simply ‘having a go’ is a great way to make a start on a mathematical problem. Register for our mailing list. The Zios have 3 legs and the Zepts have 7 legs.

Anv for our mailing list. These upper primary tasks all specifically draw on the use of visualising. 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.

Getting started Stage 2: This article, written for primary teachers, discusses what we mean by ‘problem-solving skills’ and draws attention to NRICH tasks which can help develop specific skills.

The stages of the problem-solving process The problem-solving process can iimprovement be thought of as having four stages: Can you arrange these in the five boxes to make two-digit numbers as close to the targets as possible?

This feature is somewhat larger than our usual features, but that is improveement it is packed with resources to help you develop a problem-solving approach to the teaching and learning of mathematics. How about the largest possible numbers?