Resources
You can browse our resources by topic here, or choose a subject / grade category here:
Relevant resources
Acids | Forensic Science Investigation | |
A who-dunnit circus of activities This lesson introduces inquiry^{(ta)}-based learning through the topic of forensic science. It engages pupils in higher order^{(ta)} reasoning^{(ta)} solving a variety of forensic problems.
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Algebra | Seven Squares | |
Choose a few of the sequences. Try to picture how to make the next, and the next, and the next... Can you describe your reasoning? This lesson idea is about reasoning, justifying, convincing and proof^{(ta)}.
The collection of NRICH activities are designed to develop students capacity to work as a mathematician. Exploring, questioning, working systematically, visualising, conjecturing, explaining, generalising, justifying, proving are all at the heart of mathematical thinking. This particular resource has been adapted from an original NRICH resource. NRICH promotes the learning of mathematics through problem solving. NRICH provides engaging problems, linked to the curriculum, with support for teachers in the classroom. Working on these problems will introduce students to key mathematical process skills. They offer students an opportunity to learn by exploring, noticing structure and discussing their insights, which in turn can lead to conjecturing, explaining, generalising, convincing and proof. The Teachers’ Notes provided focus on the pedagogical implications of teaching a curriculum that aims to provoke mathematical thinking. They assume that teachers will aim to do for students only what they cannot yet do for themselves. As a teacher, consider how this particular lesson idea can provoke mathematical thinking. How can you support students' exploration? How can you support conjecturing, explaining, generalising, convincing and proof?. | ||
Algebra | What's Possible? | |
Many numbers can be expressed as the difference of two perfect squares. What do you notice about the numbers you CANNOT make? This lesson idea is about exploring and noticing structure^{(ta)}.
The collection of NRICH activities are designed to develop students capacity to work as a mathematician. Exploring, questioning, working systematically, visualising, conjecturing, explaining, generalising, justifying, proving are all at the heart of mathematical thinking. This particular resource has been adapted from an original NRICH resource. NRICH promotes the learning of mathematics through problem solving. NRICH provides engaging problems, linked to the curriculum, with support for teachers in the classroom. Working on these problems will introduce students to key mathematical process skills. They offer students an opportunity to learn by exploring, noticing structure and discussing their insights, which in turn can lead to conjecturing, explaining, generalising, convincing and proof. The Teachers’ Notes provided focus on the pedagogical implications of teaching a curriculum that aims to provoke mathematical thinking. They assume that teachers will aim to do for students only what they cannot yet do for themselves. As a teacher, consider how this particular lesson idea can provoke mathematical thinking. How can you support students' exploration? How can you support conjecturing, explaining, generalising, convincing and proof?. | ||
Algebra | Pair Products | |
Choose four consecutive whole numbers. Multiply the first and last numbers together. Multiply the middle pair together. What do you notice? This lesson idea is about visualising and explaining^{(ta)}.
The collection of NRICH activities are designed to develop students capacity to work as a mathematician. Exploring, questioning, working systematically, visualising, conjecturing, explaining, generalising, justifying, proving are all at the heart of mathematical thinking. This particular resource has been adapted from an original NRICH resource. NRICH promotes the learning of mathematics through problem solving. NRICH provides engaging problems, linked to the curriculum, with support for teachers in the classroom. Working on these problems will introduce students to key mathematical process skills. They offer students an opportunity to learn by exploring, noticing structure and discussing their insights, which in turn can lead to conjecturing, explaining, generalising, convincing and proof. The Teachers’ Notes provided focus on the pedagogical implications of teaching a curriculum that aims to provoke mathematical thinking. They assume that teachers will aim to do for students only what they cannot yet do for themselves. As a teacher, consider how this particular lesson idea can provoke mathematical thinking. How can you support students' exploration? How can you support conjecturing, explaining, generalising, convincing and proof?. | ||
Algebra | Diamond Collector | |
Collect as many diamonds as you can by drawing three straight lines. This lesson idea is about thinking strategically^{(ta)}.
The collection of NRICH activities are designed to develop students capacity to work as a mathematician. Exploring, questioning, working systematically, visualising, conjecturing, explaining, generalising, justifying, proving are all at the heart of mathematical thinking. This particular resource has been adapted from an original NRICH resource. NRICH promotes the learning of mathematics through problem solving. NRICH provides engaging problems, linked to the curriculum, with support for teachers in the classroom. Working on these problems will introduce students to key mathematical process skills. They offer students an opportunity to learn by exploring, noticing structure and discussing their insights, which in turn can lead to conjecturing, explaining, generalising, convincing and proof. The Teachers’ Notes provided focus on the pedagogical implications of teaching a curriculum that aims to provoke mathematical thinking. They assume that teachers will aim to do for students only what they cannot yet do for themselves. As a teacher, consider how this particular lesson idea can provoke mathematical thinking. How can you support students' exploration? How can you support conjecturing, explaining, generalising, convincing and proof?. | ||
Algebra | Charlie's Delightful Machine | |
Here is a machine with four coloured lights. Can you develop a strategy to work out the rules controlling each light? This lesson idea is about working systematically^{(ta)}.
The collection of NRICH activities are designed to develop students capacity to work as a mathematician. Exploring, questioning, working systematically, visualising, conjecturing, explaining, generalising, justifying, proving are all at the heart of mathematical thinking. This particular resource has been adapted from an original NRICH resource. NRICH promotes the learning of mathematics through problem solving. NRICH provides engaging problems, linked to the curriculum, with support for teachers in the classroom. Working on these problems will introduce students to key mathematical process skills. They offer students an opportunity to learn by exploring, noticing structure and discussing their insights, which in turn can lead to conjecturing, explaining, generalising, convincing and proof. The Teachers’ Notes provided focus on the pedagogical implications of teaching a curriculum that aims to provoke mathematical thinking. They assume that teachers will aim to do for students only what they cannot yet do for themselves. As a teacher, consider how this particular lesson idea can provoke mathematical thinking. How can you support students' exploration? How can you support conjecturing, explaining, generalising, convincing and proof?. | ||
Algebra | Number Pyramids | |
Try entering different sets of numbers in the number pyramids. How does the total at the top change? This lesson idea is about posing questions and making conjectures^{(ta)}.
The collection of NRICH activities are designed to develop students capacity to work as a mathematician. Exploring, questioning, working systematically, visualising, conjecturing, explaining, generalising, justifying, proving are all at the heart of mathematical thinking. This particular resource has been adapted from an original NRICH resource. NRICH promotes the learning of mathematics through problem solving. NRICH provides engaging problems, linked to the curriculum, with support for teachers in the classroom. Working on these problems will introduce students to key mathematical process skills. They offer students an opportunity to learn by exploring, noticing structure and discussing their insights, which in turn can lead to conjecturing, explaining, generalising, convincing and proof. The Teachers’ Notes provided focus on the pedagogical implications of teaching a curriculum that aims to provoke mathematical thinking. They assume that teachers will aim to do for students only what they cannot yet do for themselves. As a teacher, consider how this particular lesson idea can provoke mathematical thinking. How can you support students' exploration? How can you support conjecturing, explaining, generalising, convincing and proof?. | ||
Algebra | Factorising with Multilink | |
Can you find out what is special about the dimensions of rectangles you can make with squares, sticks and units? This lesson idea is about visualising and explaining^{(ta)}.
The collection of NRICH activities are designed to develop students capacity to work as a mathematician. Exploring, questioning, working systematically, visualising, conjecturing, explaining, generalising, justifying, proving are all at the heart of mathematical thinking. This particular resource has been adapted from an original NRICH resource. NRICH promotes the learning of mathematics through problem solving. NRICH provides engaging problems, linked to the curriculum, with support for teachers in the classroom. Working on these problems will introduce students to key mathematical process skills. They offer students an opportunity to learn by exploring, noticing structure and discussing their insights, which in turn can lead to conjecturing, explaining, generalising, convincing and proof. The Teachers’ Notes provided focus on the pedagogical implications of teaching a curriculum that aims to provoke mathematical thinking. They assume that teachers will aim to do for students only what they cannot yet do for themselves. As a teacher, consider how this particular lesson idea can provoke mathematical thinking. How can you support students' exploration? How can you support conjecturing, explaining, generalising, convincing and proof?. | ||
Algebra | Temperature | |
Water freezes at 0°Celsius (32°Fahrenheit) and boils at 100°C (212°Fahrenheit). Is there a temperature at which Celsius and Fahrenheit readings are the same? This lesson idea is about applying and consolidating^{(ta)}. The collection of NRICH activities are designed to develop students capacity to work as a mathematician. Exploring, questioning, working systematically, visualising, conjecturing, explaining, generalising, justifying, proving are all at the heart of mathematical thinking.
This particular resource has been adapted from an original NRICH resource. NRICH promotes the learning of mathematics through problem solving. NRICH provides engaging problems, linked to the curriculum, with support for teachers in the classroom. Working on these problems will introduce students to key mathematical process skills. They offer students an opportunity to learn by exploring, noticing structure and discussing their insights, which in turn can lead to conjecturing, explaining, generalising, convincing and proof. The Teachers’ Notes provided focus on the pedagogical implications of teaching a curriculum that aims to provoke mathematical thinking. They assume that teachers will aim to do for students only what they cannot yet do for themselves. As a teacher, consider how this particular lesson idea can provoke mathematical thinking. How can you support students' exploration? How can you support conjecturing, explaining, generalising, convincing and proof? | ||
Area | Circles, frustums and cylinders revision | |
Measure the volumes of objects This resource offer students the opportunity to engage in active learning^{(ta)} - measuring and calculating using large size cylinders and frustums. This lesson brings great opportunity for small group "dialogic teaching^{(ta)}". Open-ended and closed questioning^{(ta)} of students can be used to draw on their existing knowledge and extend their understanding. The teacher provides a practical commentary below.
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Assessment | Changing KS3 Questions for Engaging Assessment | |
A large set of questions grouped by topic, paper, and national curriculum level Test questions are often seen as uninteresting and useful only to assess pupils summatively. This resource however allows questioning^{(ta)} to be used to support pupils’ revision, creativity and higher order^{(ta)} problem-solving in class. The tasks could be conducted via whole class^{(ta)} discussion^{(ta)} or assessment^{(ta)}, perhaps using mini-whiteboards^{(tool)}, or in small group work^{(ta)} situations.
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Astronomy | It's full of stars | |
Using a telescope and considering how those early astronomers may have worked Astronomy^{(topic)} has been practiced for centuries and doesn't require expensive equipment! This first session aims to train the whole class^{(ta)} to use a telescope and, hopefully, to provide an opportunity to engage in some active learning^{(ta)}. The lesson includes some naked-eye observations and describes how modern technology helps scientists know where to look. You can explore the scientific method^{(ta)} and language^{(ta)} at this point, using targeted questioning^{(ta)}/differentiation^{(ta)}. Students may be able to engage in an inquiry^{(ta)}-based project around this work, perhaps for homework^{(ta)}.
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Astronomy | Recreating the Big Bang | |
An introduction to the creation of the Universe. This presentation offers a tour of the European Organization for Nuclear Research (CERN) and explains why it is worth spending money on one experiment. It then delves into particle physics, looking at sub-atomic particles to offer analogies for what these particles are. The session focuses on whole class^{(ta)} dialogue^{(ta)} and higher order^{(ta)} thinking skills as well as exploring scientific language^{(ta)}. This 4th session and the 5th are together the most theoretically complex and they present challenges to young peoples world views. As such they are led as much by their questions^{(ta)} as by the presentation.
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Astronomy | Alien Life | |
Are we alone? This last of six presentations to recruit students for A level physics, is more light-hearted and simpler than the two previous resources. It considers the arguments around whether or not humanity is alone and includes an initial look at the bizarre nature of many of the claims of alien encounters - including a fictional one for good measure - before moving onto the more serious side of alien hunting. It concludes with a probabilistic argument based on the Fermi paradox.
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Astronomy | Astronomy Master Class | |
An overview of of six astronomy-related lessons resources (SC019 to SC0024) The Astronomy Master Class was developed to inspire the next generation of scientists and in particular physicists. Although this course of 6 lessons is framed mostly around the science of astronomy, it draws on many themes from physics and aims to show how they all can link together. Additionally, it is structured so that it deliberately does not cut across material in most standard GCSE science courses and does not aim to answer every question. A deliberate part of the design was to visit each topic area only briefly and leave students hungry for more.
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Astronomy | Celestial Wanderers | |
Why would we fly to another planet to study its rocks? Drawing on a rich range of sources, this presentation allows the teacher to introduce planetary geology^{(topic)}, something not normally studied until degree level. It uses the narrative^{(ta)} of the Voyager Probes journey to illustrate the vastness of the solar system^{(topic)} and also the challenges of designing a spacecraft to travel that far. It ends with a discussion of the history^{(topic)} of Mars, and how the differences between it and the Earth resulted in Mars loosing its water and atmosphere whereas we have kept ours.
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Astronomy | Stars in the sky: what's up? | |
Use a software planetarium and encourage students to think about astronomy This activity offers an opportunity for whole class^{(ta)} discussion^{(ta)} and questioning^{(ta)} centred around the use of the Stellarium. It also affords good opportunities for self-directed study or homework^{(ta)} extensions, including perhaps the use of free mobile apps^{(tool)} (see below). There are also opportunities for some cross curricula^{(i)} discussion of geography (navigation by stars) and history or literacy in relation to the ancient world.
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Astronomy | From Earth to Moon | |
Why the efforts to get to the moon in the 1960's might make you understand why we've not returned since. The race to the Moon was as much driven by politics as science, and this backdrop continues to influence space exploration and terrestrial research to this day. It was an amazing achievement to travel so far - guided by computers that were trivial set beside today's mobile phones. It is a story well worth telling to encourage engagement in science, scientific method^{(ta)} as well as the understanding of the ethical^{(topic)} context of this pursuit.
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Biodiversity | Using Science to Support Biodiversity | |
A virtual field trip to study biodiversity. This is an investigation^{(ta)} in a virtual field trip to Dartmoor National Park. It involves research, designing a scientific investigation and analysing the results.
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Blogs | Creating and Using OER to Promote Best Practice | |
One school's approach to sharing and promoting best practice using a blog This lesson idea encourages collaboration^{(ta)} between teachers in order to develop and share practice^{(i)} across a school. Blogs provide excellent opportunities for children and adults to share ideas and work together. They encourage and enable dialogue^{(ta)} between a writer - or group of writers - and an audience, allowing for quick and easy feedback. They enable questions^{(ta)} to be asked and answered quickly. This example shows a blog being used to encourage discussion^{(ta)} to enable curriculum planning^{(topic)} and curriculum development^{(topic)}.
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Blogs | Digital Reporters at Camp Cardboard | |
Children using iPads to blog about Cardboard Sculptures This activity is a cross curricula^{(subject)} activity, involving a collaborative^{(tool)} approach, giving children the opportunity to work together on a blog. Children were encouraged to engage in group talk^{(ta)} and discussion^{(ta)} in the classroom to reflect on the activity they were to report on. The activity furthers e-skills^{(topic)} and e-safety^{(topic)} through the use of whole class^{(ta)} participation. The specific art activity provided a great stimulus for the blogging. Equally, however, this approach could be applied to any event in or out of school. The use of blogging and social media gave the opportunity for children to share their ideas with a wider audience, and also gave opportunities for real-time feedback to their work. The use of hand-held technology also enabled active learning^{(ta)} as the portability of the iPads and iPods allowed them to be used outside the classroom.
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Blogs | Telling Stories about Farm Animals | |
Children using technology on a visit to a local farm This activity uses technology and the development of e-skills^{(topic)} in young children, in order to create opportunities for speaking and listening, and language^{(ta)} development.
The specific trip provided a great stimulus for the children's stories. Equally, however, this approach could be applied to any trip or event in or out of school. The use of a blog^{(tool)} gave the opportunity for children to share their ideas with a wider audience, and also gave opportunities for real-time feedback on their work. The use of hand-held technology also enabled active learning^{(ta)} as the portability of the iPads and cameras allowed them to be used outside the classroom, on the farm. The accessibility of the technology meant that this activity promoted inclusion^{(ta)} and the visual nature of the photos and pictures was used effectively to help extend the children's vocabulary^{(ta)}. | ||
Capacity | Smoothie Capacity Challenge | |
Investigating capacity and getting wet wet wet... This is a practical session to be used with a whole class in small groups^{(ta)} of 2 or 3 –perhaps with the added supervision of a teaching assistant if the class is excitable or particularly young. There is scope within this activity for the following different methods of learning:
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Consecutive Sums | Using Prime and Square Numbers - How Old Am I? | |
Last year I was square, but this year I am in my prime. How old am I? This short activity offers opportunity for pupils to engage in mathematical thinking^{(ta)} and higher order^{(ta)} problem solving/reasoning^{(ta)}. They should be able to make links between different areas of mathematics and explore their ideas in whole class^{(ta)} discussion^{(ta)} and questioning^{(ta)}.
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Creative Commons | Computing - re-using images | |
Build a website with Creative Commons images The aim of this unit of work is to teach children the principles of copyright compliant searching and accurate attribution of digital content when it is re-used. Children will learn about the ownership of created content and Creative Commons licences. They will use search effectively to find images that can be re-used and learn to attribute them correctly. They will create a website which combines the images that they have found and combine them with text to explain how other children can search for images to re-use on their own blogs or websites.
The author (Jo) used the lessons herself in the last half term and will be building the websites with her children in the next couple of weeks. She hopes that the plans could be adapted to fit into other areas of the curriculum so that the final end product has a real purpose. Her children were studying space and we wrote recounts about our visit to the National Space Centre in our English lessons, which they will then turn into websites using the images we found in the computing lessons. The final websites could be recounts, information texts or even instructions on how to search for Creative Commons licensed images! | ||
Digital Art | Creating Digital Painting using iPads | |
Children using iPads to create observational drawings of flowers This activity is a cross-curricular^{(subject)} activity, that gives children to opportunity to work independently on an art activity that also encourages the development of E-skills^{(topic)}. This activity encouraged inclusion^{(ta)} as the children's final work was displayed as a collaborative^{(tool)} piece, where all children had the opportunity to make an equal contribution.
In this instance, the children created observational drawings of flowers. However, the subject of the art could change to fit with any topic across the curriculum. The use of hand-held technology could also active learning^{(ta)} as the portability of the iPads and iPods would allow them to be used outside the classroom, thus enabling observational drawings to be made in a range of locations. | ||
Discussion | Discussion in Science Teaching | |
Equip yourself to run a discussion in class This resource is aimed at developing student teachers’ skills in working with discussion^{(ta)}. It can be presented to them as a hand-out to accompany an activity or read as reference material. See it online at BEEP website. Although it uses a science context, the real focus of the resource is managing and organising discussion-based activities. It provides guidance on:
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Ethics | Ethical issues in human reproduction | |
Why does reproduction raises so many ethical issues? When does life begin? This lesson outline stimulates A-level students to engage in discussion^{(ta)}, develop their reasoning^{(ta)} skills and increase their awareness of the bioethical^{(topic)} issues involved in human reproduction.
Background texts and open-ended questioning^{(ta)} about human reproduction, contraception and IVF are provided as the stimulus. Small group discussion about these topics, writing on post-it notes, and reading case studies aim to get students reasoning^{(ta)} to justify their opinions, and to compare and evaluate competing views. Finally, whole class^{(ta)} discussion synthesises the emerging ideas and encourages students to consider changing their positions or adding additional issues to a recording table. | ||
Ethics | Cloning | |
Cloning - Potential and Issues The topic of the ethics^{(topic)} of modern biology needs to draw on a wider range of sources than a printed book may provide. This resource uses a web tutorial interspersed with external links to news and comment. Rather than leave the students to explore too many interests, a worksheet with questions enables the teacher to focus the students on a subset of the material. You can adapt this to your particular need, for example, if you wanted students to have a discussion^{(ta)}in small groups. You might also consider using a blog, chat room or other ICT tools to record the questioning^{(ta)} and reasoning^{(ta)} around this topic. The lesson-planning proforma (or draft lesson plan) includes a list of objectives that shows the scope of the material.
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Ethics | Designer Babies | |
When does life actually begin? By using an informative web tutorial, this resource aims to stimulate discussion^{(ta)} on the ethics^{(topic)} of modern biology. A worksheet asks students where they stand and reassures them that their response might be kept private. You might also consider using a blog, chat room or other ICT tool to record the questioning^{(ta)} and reasoning^{(ta)} around this topic. A teaching section offers guidance on 'teaching argument' using 'Toulmin’s model of argument' and 'The IDEAS project'.
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Force | The Elephant on the Bridge | |
She's standing still but there are still forces on her - find out what they are. An interactive way of exploring this activity might be to have the children in small groups^{(ta)} building a rope/string bridge and using a model elephant to stand on it. The children could either observe what happens and then discuss it or could film it and watch in time lapse to see exactly where the movement occurs in the bridge/elephant system. The latter would assist them in considering the direction of the forces acting as they would be able to see the direction of movements very clearly.
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Force | What makes a good paper airplane? | |
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Force | Building bridges from a piece of A4 paper | |
A bridge too far... This activity supports a number of learning types:
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Force | Forces in Static Situations | |
What are forces, how do you describe them and just where do they act? This resource is part of a set of 7 ORBIT resources and can be used in different ways:
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Force | What floats and what sinks | |
Is getting in the bath a way to lose weight? This activity supports a number of learning types:
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Force | Which material makes a good parachute? | |
A simple investigation into parachutes and air resistance This activity supports a number of learning types:
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Force | Floors and Pillars | |
So many uses for toilet roll tubes - use them as a support for a floor. Pupils work in small groups^{(ta)} with basic supplies (exercise books and cardboard folders can be used as floors and objects from around the room as weights) to design, build and test a floor supported by toilet roll tubes. If conducted independently the activity could be used as an assessment piece. The activity could be presented as a problem to be solved - enquiry^{(ta)} = can you build a floor to support Nelly the Elephant? Some children may not realise that upright toilet roll tubes are less likely to be squashed than horizontal tubes so it may be useful to pause the session after a short while to share ideas. There is a useful lesson here for pupils: some materials work well in buildings when used in a certain way but less well when used in another way, therefore it is important to understand the properties of materials before using them in buildings.
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Forces | Force in the early years | |
Thinking about the language of force This lesson idea highlights the scientific language^{(ta)} around the topic of force, and through group work^{(ta)} and whole class^{(ta)} dialogue^{(ta)} engages pupils in inquiry^{(ta)} and the scientific method^{(ta)} surrounding force.
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Genetics | Human Genome Project: from Sequencing to Sharing Genomic Information | |
Discuss and share economic, political and ethical issues. This resource provides guidance on how to use whole class^{(ta)} discussion^{(ta)} and/or small group work^{(ta)} to engage students with the science and the economic, political, ethical^{(topic)}, legal and social issues of a scientific project such as the HGP. Its focus is on the scientific method^{(ta)}; language^{(ta)} and the nature of scientific inquiry^{(ta)}.
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Genetics | How DNA is sequenced: the stages | |
The complexity and scale of genome sequencing Students match diagrams of the stages of DNA sequencing with a list of text descriptions of the process. The lesson can involve students discussing in pairs / group work^{(ta)}, followed by a teacher or student-led plenary. Students would share ideas, come to a consensus and check the ‘whole class^{(ta)} response’ with their version. The teacher's questioning^{(ta)} can focus on scientific method^{(ta)} and use of scientific language^{(ta)}. The lesson idea provides opportunities for the effective use of assessment^{(ta)}.
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Geometry | Warmsnug Double Glazing | |
How have "Warmsnug" arrived at the prices shown on their windows? Which window has been given an incorrect price? This lesson idea is about applying and consolidating^{(ta)}.
The collection of NRICH activities are designed to develop students capacity to work as a mathematician. Exploring, questioning, working systematically, visualising, conjecturing, explaining, generalising, justifying, proving are all at the heart of mathematical thinking. This particular resource has been adapted from an original NRICH resource. NRICH promotes the learning of mathematics through problem solving. NRICH provides engaging problems, linked to the curriculum, with support for teachers in the classroom. Working on these problems will introduce students to key mathematical process skills. They offer students an opportunity to learn by exploring, noticing structure and discussing their insights, which in turn can lead to conjecturing, explaining, generalising, convincing and proof. The Teachers’ Notes provided focus on the pedagogical implications of teaching a curriculum that aims to provoke mathematical thinking. They assume that teachers will aim to do for students only what they cannot yet do for themselves. As a teacher, consider how this particular lesson idea can provoke mathematical thinking. How can you support students' exploration? How can you support conjecturing, explaining, generalising, convincing and proof?. | ||
Geometry | Can They Be Equal? | |
Can you find rectangles where the value of the area is the same as the value of the perimeter? This lesson idea is about working systematically^{(ta)}.
The collection of NRICH activities are designed to develop students capacity to work as a mathematician. Exploring, questioning, working systematically, visualising, conjecturing, explaining, generalising, justifying, proving are all at the heart of mathematical thinking. This particular resource has been adapted from an original NRICH resource. NRICH promotes the learning of mathematics through problem solving. NRICH provides engaging problems, linked to the curriculum, with support for teachers in the classroom. Working on these problems will introduce students to key mathematical process skills. They offer students an opportunity to learn by exploring, noticing structure and discussing their insights, which in turn can lead to conjecturing, explaining, generalising, convincing and proof. The Teachers’ Notes provided focus on the pedagogical implications of teaching a curriculum that aims to provoke mathematical thinking. They assume that teachers will aim to do for students only what they cannot yet do for themselves. As a teacher, consider how this particular lesson idea can provoke mathematical thinking. How can you support students' exploration? How can you support conjecturing, explaining, generalising, convincing and proof?. | ||
Geometry | Attractive Tablecloths | |
Charlie likes tablecloths that use as many colours as possible, but insists that his tablecloths have some symmetry. Can you work out how many colours he needs for different tablecloth designs? This lesson idea is about applying and consolidating^{(ta)}.
The collection of NRICH activities are designed to develop students capacity to work as a mathematician. Exploring, questioning, working systematically, visualising, conjecturing, explaining, generalising, justifying, proving are all at the heart of mathematical thinking. This particular resource has been adapted from an original NRICH resource. NRICH promotes the learning of mathematics through problem solving. NRICH provides engaging problems, linked to the curriculum, with support for teachers in the classroom. Working on these problems will introduce students to key mathematical process skills. They offer students an opportunity to learn by exploring, noticing structure and discussing their insights, which in turn can lead to conjecturing, explaining, generalising, convincing and proof. The Teachers’ Notes provided focus on the pedagogical implications of teaching a curriculum that aims to provoke mathematical thinking. They assume that teachers will aim to do for students only what they cannot yet do for themselves. As a teacher, consider how this particular lesson idea can provoke mathematical thinking. How can you support students' exploration? How can you support conjecturing, explaining, generalising, convincing and proof?. | ||
Geometry | Marbles in a Box | |
In a three-dimensional version of noughts and crosses, how many winning lines can you make? This lesson idea is about visualising and explaining^{(ta)}.
The collection of NRICH activities are designed to develop students capacity to work as a mathematician. Exploring, questioning, working systematically, visualising, conjecturing, explaining, generalising, justifying, proving are all at the heart of mathematical thinking. This particular resource has been adapted from an original NRICH resource. NRICH promotes the learning of mathematics through problem solving. NRICH provides engaging problems, linked to the curriculum, with support for teachers in the classroom. Working on these problems will introduce students to key mathematical process skills. They offer students an opportunity to learn by exploring, noticing structure and discussing their insights, which in turn can lead to conjecturing, explaining, generalising, convincing and proof. The Teachers’ Notes provided focus on the pedagogical implications of teaching a curriculum that aims to provoke mathematical thinking. They assume that teachers will aim to do for students only what they cannot yet do for themselves. As a teacher, consider how this particular lesson idea can provoke mathematical thinking. How can you support students' exploration? How can you support conjecturing, explaining, generalising, convincing and proof?. | ||
Geometry | Painted Cube | |
Imagine a large cube made from small red cubes being dropped into a pot of yellow paint. How many of the small cubes will have yellow paint on their faces? This lesson idea is about exploring and noticing structure^{(ta)}.
The collection of NRICH activities are designed to develop students capacity to work as a mathematician. Exploring, questioning, working systematically, visualising, conjecturing, explaining, generalising, justifying, proving are all at the heart of mathematical thinking. This particular resource has been adapted from an original NRICH resource. NRICH promotes the learning of mathematics through problem solving. NRICH provides engaging problems, linked to the curriculum, with support for teachers in the classroom. Working on these problems will introduce students to key mathematical process skills. They offer students an opportunity to learn by exploring, noticing structure and discussing their insights, which in turn can lead to conjecturing, explaining, generalising, convincing and proof. The Teachers’ Notes provided focus on the pedagogical implications of teaching a curriculum that aims to provoke mathematical thinking. They assume that teachers will aim to do for students only what they cannot yet do for themselves. As a teacher, consider how this particular lesson idea can provoke mathematical thinking. How can you support students' exploration? How can you support conjecturing, explaining, generalising, convincing and proof?. | ||
Geometry | Kite in a Square | |
Can you make sense of the three methods to work out the area of the kite in the square? This lesson idea is about reasoning, justifying, convincing and proof^{(ta)}.
The collection of NRICH activities are designed to develop students capacity to work as a mathematician. Exploring, questioning, working systematically, visualising, conjecturing, explaining, generalising, justifying, proving are all at the heart of mathematical thinking. This particular resource has been adapted from an original NRICH resource. NRICH promotes the learning of mathematics through problem solving. NRICH provides engaging problems, linked to the curriculum, with support for teachers in the classroom. Working on these problems will introduce students to key mathematical process skills. They offer students an opportunity to learn by exploring, noticing structure and discussing their insights, which in turn can lead to conjecturing, explaining, generalising, convincing and proof. The Teachers’ Notes provided focus on the pedagogical implications of teaching a curriculum that aims to provoke mathematical thinking. They assume that teachers will aim to do for students only what they cannot yet do for themselves. As a teacher, consider how this particular lesson idea can provoke mathematical thinking. How can you support students' exploration? How can you support conjecturing, explaining, generalising, convincing and proof?. | ||
Geometry | Tilted Squares | |
It's easy to work out the areas of most squares that we meet, but what if they were tilted? This lesson idea is about posing questions and making conjectures^{(ta)}.
The collection of NRICH activities are designed to develop students capacity to work as a mathematician. Exploring, questioning, working systematically, visualising, conjecturing, explaining, generalising, justifying, proving are all at the heart of mathematical thinking. This particular resource has been adapted from an original NRICH resource. NRICH promotes the learning of mathematics through problem solving. NRICH provides engaging problems, linked to the curriculum, with support for teachers in the classroom. Working on these problems will introduce students to key mathematical process skills. They offer students an opportunity to learn by exploring, noticing structure and discussing their insights, which in turn can lead to conjecturing, explaining, generalising, convincing and proof. The Teachers’ Notes provided focus on the pedagogical implications of teaching a curriculum that aims to provoke mathematical thinking. They assume that teachers will aim to do for students only what they cannot yet do for themselves. As a teacher, consider how this particular lesson idea can provoke mathematical thinking. How can you support students' exploration? How can you support conjecturing, explaining, generalising, convincing and proof?. | ||
Graph | Variation of human characteristics - Visualising Class data | |
A big survey of ourselves, measuring hands, feet and more The lesson offers the opportunity to explore measurement, relationships between measurement, and ways to visualise and summarise this data. The use of ICT^{(i)} allows the teacher to enter data and for pupils to immediately see the impact this has on the pie chart and frequency tables (which are automatically updated). This also allows the teacher to change the 'range' for the frequency counts, and discuss with pupils the impact of this on the pie chart, and whether this is a good representation - encouraging the use of mathematical language^{(ta)} and scientific method^{(ta)} throughout. In collecting the data pupils have opportunity for some self-directed group work^{(ta)} - to measure various lengths as described below - and the teacher could use whole class^{(ta)} questions^{(ta)} to explore the strategies taken to conduct this investigation^{(ta)}.
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Handling Data | Non-transitive Dice | |
Alison and Charlie are playing a game. Charlie wants to go first so Alison lets him. Was that such a good idea? This lesson idea is about thinking strategically^{(ta)}.
The collection of NRICH activities are designed to develop students capacity to work as a mathematician. Exploring, questioning, working systematically, visualising, conjecturing, explaining, generalising, justifying, proving are all at the heart of mathematical thinking. This particular resource has been adapted from an original NRICH resource. NRICH promotes the learning of mathematics through problem solving. NRICH provides engaging problems, linked to the curriculum, with support for teachers in the classroom. Working on these problems will introduce students to key mathematical process skills. They offer students an opportunity to learn by exploring, noticing structure and discussing their insights, which in turn can lead to conjecturing, explaining, generalising, convincing and proof. The Teachers’ Notes provided focus on the pedagogical implications of teaching a curriculum that aims to provoke mathematical thinking. They assume that teachers will aim to do for students only what they cannot yet do for themselves. As a teacher, consider how this particular lesson idea can provoke mathematical thinking. How can you support students' exploration? How can you support conjecturing, explaining, generalising, convincing and proof?. | ||
Handling Data | Olympic Records | |
Can you deduce which Olympic athletics events are represented by the graphs? This lesson idea is about reasoning, justifying, convincing and proof^{(ta)}.
The collection of NRICH activities are designed to develop students capacity to work as a mathematician. Exploring, questioning, working systematically, visualising, conjecturing, explaining, generalising, justifying, proving are all at the heart of mathematical thinking. This particular resource has been adapted from an original NRICH resource. NRICH promotes the learning of mathematics through problem solving. NRICH provides engaging problems, linked to the curriculum, with support for teachers in the classroom. Working on these problems will introduce students to key mathematical process skills. They offer students an opportunity to learn by exploring, noticing structure and discussing their insights, which in turn can lead to conjecturing, explaining, generalising, convincing and proof. The Teachers’ Notes provided focus on the pedagogical implications of teaching a curriculum that aims to provoke mathematical thinking. They assume that teachers will aim to do for students only what they cannot yet do for themselves. As a teacher, consider how this particular lesson idea can provoke mathematical thinking. How can you support students' exploration? How can you support conjecturing, explaining, generalising, convincing and proof?. |