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Use of Rich Tasks. Bringing it all together. What is a Rich Task?. Accessible to all levels Provides an opportunity to explore mathematics Involves testing, proving, explaining, reflecting and interpreting Encourages discussion Encourages collaboration Encourages creativity

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Use of rich tasks

Use of Rich Tasks

Bringing it all together


What is a rich task
What is a Rich Task?

Accessible to all levels

Provides an opportunity to explore mathematics

Involves testing, proving, explaining, reflecting and interpreting

Encourages discussion

Encourages collaboration

Encourages creativity

Encourages deeper thinking

Encourages independence

Involves pupils in making decisions

Enjoyable


Symmetry task
Symmetry Task

Is this a Rich Task

Why?



Lower order questions or higher order question
Lower Order Questions or Higher Order Question?

Draw the lines of symmetry on these pictures

Divide into groups of 4 each with a loop of string. Make a quadrilateral with one line of symmetry...two lines...three lines

Complete these multiplications

Choose four multiplications, one that is easy, one that is difficult and two which are neither easy or difficult. Explain your choices.



Involvement of pupils
Involvement of Pupils

Presentation of problem

Grouping

Encouragement of participation

Encouragement of discussion

Asking of questions


Mathematical processes and applications
Mathematical Processes and Applications

Solve problems, explore and investigate in a range of contexts.

Representing

Analysing (reasoning)

Analysing (procedures)

Interpreting and Evaluating

Communicating and Reflecting


Plts personal learning and thinking skills
PLTS – Personal, Learning and Thinking Skills

‘The programme of study requires pupils to work on open and closed tasks in a variety of contexts.........’

Creative Team workers

Self managers Effective participators

Reflective Independent


Independent enquirers
Independent enquirers

The programme of study requires pupils to work on open and closed tasks in a variety of contexts that allow them to select the mathematics to use. The key concept of competence requires pupils to process and evaluate information, applying mathematics to familiar and unfamiliar contexts. Pupils plan what to do, selecting the most appropriate methods, tools and models when representing situations or problems.


Creative thinkers
Creative thinkers

The key concept of creativity requires pupils to combine understanding, experiences, imagination and reasoning to construct new knowledge. They are also expected to use existing mathematical knowledge in novel contexts. By adopting a questioning approach they develop their own lines of enquiry and convincing arguments to support their decisions and conclusions. When deciding on how to use mathematics to model a situation or solve a problem pupils need to think creatively, drawing on their knowledge and understanding of mathematics and identifying the mathematical features that are important.


Team workers
Team workers

The mathematics programme of study provides opportunities for pupils to work collaboratively as well as independently to solve mathematical problems in a range of contexts. Knowing about the history of mathematics and the mathematics of different cultures encourages and supports pupils to listen to, and be sensitive to, different views and broadens their perspective on the subject.


Self managers
Self-managers

Pupils are expected to work independently on extended tasks that bring together different aspects of mathematical content, using several of the key processes. They will make decisions autonomously while working towards goals, showing initiative, confidence, commitment and perseverance.


Effective participators
Effective participators

Pupils’ use of mathematical ideas and models to explore issues or problems is mediated through the key concept of critical understanding. When interpreting and evaluating, pupils should be able to develop convincing arguments to influence others and take part in discussions. Working on problems that arise in other subjects and outside school helps pupils understand how mathematics is relevant in all areas of life.


Reflective learners
Reflective learners

Pupils will be expected to evaluate their own and others' work and respond constructively. The key process of analysing requires them to work logically towards results and solutions, and to value feedback and learn from mistakes.


Pilot project
Pilot Project

While some exercises and worksheets may provide some evidence of pupil achievement, teachers in the pilot project found that open-ended, less scaffolded tasks and activities allowing pupils to demonstrate more independent understanding were a richer source of evidence.


Gifted and talented standards
Gifted and Talented Standards

High priority is given to the development and effective deployment of resources to extend, inspire and fully provide for the needs of gifted and talented mathematicians.

Learners research an area of mathematics that interests them, pushing beyond the boundaries of the curriculum.



Squares in rectangles
'Squares in Rectangles'

A 2 by 3 rectangle contains 8 squares. Can you see how?A 3 by 4 rectangle contains 20 squares. Can you see how? A 4 by 6 rectangle contains 50 squares. Can you see how? What size rectangle contains exactly 100 squares?Is there more than one?Can you find them all?Can you prove that there are no more?


Setting the scene
Setting the Scene

Year 7 class of 33 pupils

Set 1

Level 5 on entry

First Investigation

What is the role of the teacher?


Share your thoughts
Share your thoughts.

Process skills

Assessment criteria

PLTS

Role of Teacher



The way forward
The Way Forward

Development of Schemes of Work with more rich tasks

More tasks?

Variety – first, last

Grouping

Use of ICT


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