# NRICH PROBLEM SOLVING TRIAL AND IMPROVEMENT

How many Zios and how many Zepts were there? What would help you understand the problem? Concluding We can helpfully spend time with children concentrating on one of these stages explicitly, in turn, as they learn to become confident problem solvers. Register for our mailing list. Place the numbers 1 to 6 in the circles so that each number is the difference between the two numbers just below it. Use the information about Sally and her brother to find out how many children there are in the Brown family.

Simply ‘having a go’ is a great way to make a start on a mathematical problem. The Primary National Strategy May suggested that there are five different types of problem: The tasks in this collection encourage children to create, recognise, extend and explain number patterns. Factor-multiple Chains Age 7 to 11 Challenge Level: These could be prompts such as: What would help you understand the problem? Getting started will mean offering them strategies to help them engage with the problem.

# Trial and Improvement at KS2 :

What this idea of different types does offer, however, is a way of giving children the experience of a similar type of problem over a number of weeks so that they can gain some proficiency. The upper primary tasks in this collection could each be solved by working backwards. This will enable them to see how they might refine their own methods or adopt a different one next time they encounter a similar problem.

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The Primary National Strategy May suggested that there are five different types of problem: Read Lynne’s article which discusses the place of problem solving in the new curriculum and sets the scene. The discs for this game are kept in a flat square box with a square hole for each.

These activities all lend themselves to this ‘trial and improvement’ way of working. In this article, Jennie suggests that we can support this process in impgovement principal ways.

However, it is clear that not all problems fit neatly into just one category and we may debate the categories. Working on the problem will usually involve using one or several slving skills such as: Getting started Stage 2: Area and Perimeter Age 7 to 11 Challenge Level: 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.

Scroll down to soolving groups of tasks from the site which will give learners experience of specific skills.

## Problem Solving

You have a set of the digits from 0 — 9. Find the chain which contains the smallest possible numbers.

Being a competent and confident problem solver is central to the mathematical development of all our learners. Four-digit Targets Age 7 to 11 Challenge Level: Two-digit Targets Age 5 to 7 Challenge Level: Simply ‘having a go’ is a great way to make a start on a mathematical problem.

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Altogether there were 8 heads and 22 feet. Register for our nrch list. Register for our mailing list. These upper primary tasks could all be tackled using a trial and improvement approach. 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.

Kate has eight multilink cubes. Digging deeper Stage 4: Getting started will mean offering them strategies to help them engage with the problem. For example, is having nrivh and sugar stars the same as having sugar stars and sprinkles on top of my iced biscuit?

How about the largest possible numbers? 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 proble into everyday nrih practice.

Getting started Stage 2: Zios and Zepts Age 7 to 11 Challenge Level: The lower primary tasks in this collection could each be solved by working backwards. Trial and Improvement at KS1.