I SEE PROBLEM-SOLVING-UKS2
Girls6Boysgirls thatjoinMore or lessthan 8?ππtea 1.30 2 4biscuitI SEE PROBLEM-SOLVING - UKS2WORKED EXAMPLESisosceles triangle4 5 932 angles thesame size(8,9)3 1- 2 7 5edgesfaces(4,5)vertices18 4(7,2)the same length90 kgBenBen40SamJack-104cm30GARETH METCALFEAvailable as PowerPoint and PDF from www.iseemaths.com?9cm
I SEE PROBLEM-SOLVING β UKS2WORKED EXAMPLESTask 1: Sum of the digitsTask 11: Missing digits subtractionTask 2: Decimal number lineTask 12: Sum and differenceTask 3: Rounding moneyTask 13: Four numbers challengeTask 4: Rounding puzzlesTask 14: CafΓ© calculationsTask 5: Negatives on a number lineTask 15: Multiplication missing digitsTask 6: Number sequencesTask 16: Remainder of one-halfTask 7: More, less, equalTask 17: Find the factorsTask 8: Four number sentencesTask 18: Number detectiveTask 9: Subtraction number sentencesTask 19: Athletics club ratiosTask 10: Missing digits additionTask 20: Shot accuracy statisticsCONTENTSI SEE PROBLEM-SOLVING β UKS2
I SEE PROBLEM-SOLVING β UKS2WORKED EXAMPLESTask 21: Pages read, pages leftTask 31, Algebra: Combined weightsTask 22: Clothes shop saleTask 32, Algebra: Sports ball weightsTask 23: Fractions of a squareTask 33, Algebra: Hiring a surfboardTask 24: Adding fractionsTask 34, Algebra: Dot pattern sequenceTask 25: Make one and a quarterTask 35, Algebra: My secret numberTask 26: Fractions of an amountTask 36, Measures: Sorting measuresTask 27: Improper fractionsTask 37, Measures: Time spent drivingTask 28: Make two and a quarterTask 38, Measures: Lengths of timeTask 29: Part-finished bookTask 39, Measures: Ticket pricesTask 30: Fractions and decimalsTask 40, Angle: Missing anglesCONTENTSI SEE PROBLEM-SOLVING β UKS2
I SEE PROBLEM-SOLVING β UKS2WORKED EXAMPLESTask 41: Isosceles triangle anglesTask 51: Cube netsTask 42: Clock hands anglesTask 52: Cuboid dimensionsTask 43: Change the perimeterTask 53: Faces, edges, verticesTask 44: Rectangle lengthTask 54: Before/now pie chartsTask 45: Compound shapeTask 55: Bike race line graphsTask 46: Combined shapesTask 56: Train timetablesTask 47: Triangle areaTask 57: Average of 3 numbersTask 48: Inside, edge or outside?Task 58: Average agesTask 49: Which vertices?Task 50: Branching databaseCONTENTSI SEE PROBLEM-SOLVING β UKS2
Task 1: Sum of the digitsTo make the smallest possible number:PLACE VALUEI SEE PROBLEM-SOLVING β UKS2
Task 1: Sum of the digitsTo make the smallest possible number: Must be a 2-digit number Make the tens value as small as possiblePLACE VALUEI SEE PROBLEM-SOLVING β UKS2
Task 1: Sum of the digitsTo make the smallest possible number: Must be a 2-digit number Make the tens value as small as possible15PLACE VALUEI SEE PROBLEM-SOLVING β UKS2
Task 1: Sum of the digitsTo make the largest possible number:PLACE VALUEI SEE PROBLEM-SOLVING β UKS2
Task 1: Sum of the digitsTo make the largest possible number: Use as many digits as possible Use the digit 0PLACE VALUEI SEE PROBLEM-SOLVING β UKS2
Task 1: Sum of the digitsTo make the largest possible number: Use as many digits as possible Use the digit 0Use four digits: 0, 1, 2, 3PLACE VALUEI SEE PROBLEM-SOLVING β UKS2
Task 1: Sum of the digitsTo make the largest possible number: Use as many digits as possible Use the digit 0 Largest smallest digits put left rightUse four digits: 0, 1, 2, 3PLACE VALUEI SEE PROBLEM-SOLVING β UKS2
Task 1: Sum of the digitsTo make the largest possible number: Use as many digits as possible Use the digit 0 Largest smallest digits put left rightUse four digits: 0, 1, 2, 33210PLACE VALUEI SEE PROBLEM-SOLVING β UKS2
Task 2: Decimal number lineExample 1:0.19PLACE VALUEI SEE PROBLEM-SOLVING β UKS2
Task 2: Decimal number lineExample 1:0.10.10.19PLACE VALUEI SEE PROBLEM-SOLVING β UKS2
Task 2: Decimal number lineExample 1:0.10.09PLACE VALUE0.10.190.29I SEE PROBLEM-SOLVING β UKS2
Task 2: Decimal number lineExample 2:0.010.010.19PLACE VALUEI SEE PROBLEM-SOLVING β UKS2
Task 2: Decimal number lineExample 2:0.010.18PLACE VALUE0.010.190.2I SEE PROBLEM-SOLVING β UKS2
Task 2: Decimal number lineExample 3:0.050.050.19PLACE VALUEI SEE PROBLEM-SOLVING β UKS2
Task 2: Decimal number lineExample 3:0.050.14PLACE VALUE0.050.190.24I SEE PROBLEM-SOLVING β UKS2
Task 3: Rounding moneyAlex has 250,rounded to thenearest 10 200 300 400 500 245 254ROUNDINGI SEE PROBLEM-SOLVING β UKS2
Task 3: Rounding moneyJim has 400,rounded to thenearest 100Alex has 250,rounded to thenearest 10 200 300 245 254ROUNDING 400 500 350 449I SEE PROBLEM-SOLVING β UKS2
Task 3: Rounding moneyJim has 400,rounded to thenearest 100Alex has 250,rounded to thenearest 10greatest possible difference 200 300 245 254ROUNDING 400 500 350 449I SEE PROBLEM-SOLVING β UKS2
Task 3: Rounding moneyJim has 400,rounded to thenearest 100Alex has 250,rounded to thenearest 10greatest possible difference 200 300 400 500 449 - 245 204ROUNDINGI SEE PROBLEM-SOLVING β UKS2
Task 4: Rounding puzzlesPart 1: nearest 100 is 40003800ROUNDING3900400041004200I SEE PROBLEM-SOLVING β UKS2
Task 4: Rounding puzzlesPart 1: nearest 100 is 4000Numbers in this range, tothe nearest 100, are 40003800ROUNDING3900400041004200I SEE PROBLEM-SOLVING β UKS2
Task 4: Rounding puzzlesPart 1: nearest 100 is 4000Numbers in this range, tothe nearest 100, are 400038003900400041004200Largest possible whole number 4049ROUNDINGI SEE PROBLEM-SOLVING β UKS2
Task 4: Rounding puzzlesPart 2: nearest 200 is 40003600ROUNDING3800400042004400I SEE PROBLEM-SOLVING β UKS2
Task 4: Rounding puzzlesPart 2: nearest 200 is 4000Numbers in this range, tothe nearest 200, are 40003600ROUNDING3800400042004400I SEE PROBLEM-SOLVING β UKS2
Task 4: Rounding puzzlesPart 2: nearest 200 is 4000Numbers in this range, tothe nearest 200, are 400036003800400042004400Largest possible whole number 4099ROUNDINGI SEE PROBLEM-SOLVING β UKS2
Task 5: Negatives on number line30negativeNEGATIVE NUMBERSpositiveI SEE PROBLEM-SOLVING β UKS2
Task 5: Negatives on number linemore than 3030negativeNEGATIVE NUMBERSpositiveI SEE PROBLEM-SOLVING β UKS2
Task 5: Negatives on number linemore than 30double orange length30negativeNEGATIVE NUMBERSpositiveI SEE PROBLEM-SOLVING β UKS2
Task 5: Negatives on number lineExample answer 1:357030negativeNEGATIVE NUMBERSpositiveI SEE PROBLEM-SOLVING β UKS2
Task 5: Negatives on number lineExample answer 1:35-5negativeNEGATIVE NUMBERS7030100positiveI SEE PROBLEM-SOLVING β UKS2
Task 5: Negatives on number lineExample answer 2:5010030negativeNEGATIVE NUMBERSpositiveI SEE PROBLEM-SOLVING β UKS2
Task 5: Negatives on number lineExample answer 2:50-20negativeNEGATIVE NUMBERS10030130positiveI SEE PROBLEM-SOLVING β UKS2
Task 6: Number sequencesCan the difference between thenumbers in the sequence be 3?8, 5, 2 NEGATIVE NUMBERSI SEE PROBLEM-SOLVING β UKS2
Task 6: Number sequencesCan the difference between thenumbers in the sequence be 3?8, 5, 2 -7-4-12No: -7 is the third negative numberin this sequenceNEGATIVE NUMBERSI SEE PROBLEM-SOLVING β UKS2
Task 6: Number sequencesCan the difference between thenumbers in the sequence be 4?9, 5, 1 NEGATIVE NUMBERSI SEE PROBLEM-SOLVING β UKS2
Task 6: Number sequencesCan the difference between thenumbers in the sequence be 4?9, 5, 1 -7-31Yes: -7 is the second negativenumber in this sequenceNEGATIVE NUMBERSI SEE PROBLEM-SOLVING β UKS2
Task 6: Number sequencesCan the difference between thenumbers in the sequence be 5?13, 8, 3 NEGATIVE NUMBERSI SEE PROBLEM-SOLVING β UKS2
Task 6: Number sequencesCan the difference between thenumbers in the sequence be 5?13, 8, 3 -7-23Yes: -7 is the second negativenumber in this sequenceNEGATIVE NUMBERSI SEE PROBLEM-SOLVING β UKS2
Task 6: Number sequencesCan the difference between thenumbers in the sequence be 6?17, 11, 5 NEGATIVE NUMBERSI SEE PROBLEM-SOLVING β UKS2
Task 6: Number sequencesCan the difference between thenumbers in the sequence be 6?17, 11, 5 -7-15Yes: -7 is the second negativenumber in this sequenceNEGATIVE NUMBERSI SEE PROBLEM-SOLVING β UKS2
Task 6: Number sequencesCan the difference between thenumbers in the sequence be 7?21, 14, 7 NEGATIVE NUMBERSI SEE PROBLEM-SOLVING β UKS2
Task 6: Number sequencesCan the difference between thenumbers in the sequence be 7?21, 14, 7 -707No: -7 is the first negative number inthis sequenceNEGATIVE NUMBERSI SEE PROBLEM-SOLVING β UKS2
Task 7: More, less, equal4, 5, 6, 7, 810 β 8 β 320 4 15 βEQUALS, GREATER & LESS THANI SEE PROBLEM-SOLVING β UKS2
Task 7: More, less, equal4, 5, 6, 7, 810 β 8 Where can 8 go?β 320 4 15 βEQUALS, GREATER & LESS THANI SEE PROBLEM-SOLVING β UKS2
Task 7: More, less, equal4, 5, 6, 7, 810 β 8 8 β 320 4 15 βEQUALS, GREATER & LESS THANThis is the onlyplace the 8 cango, so it must gothere.Where can 7 go?I SEE PROBLEM-SOLVING β UKS2
Task 7: More, less, equal4, 5, 6, 710 β 8 8 β 320 7 4 15 β 4EQUALS, GREATER & LESS THANThe 7 canβt go in thetop two lines. It mustgo on the bottom line.4 must be in the otherbottom box to makethe number sentencebalance.The 7 and 4 can go ineither bottom box.Where can 6 go?I SEE PROBLEM-SOLVING β UKS2
Task 7: More, less, equalThis is solution 110 β 8 8 β 520 6 37 4 15 β 4EQUALS, GREATER & LESS THAN6 must go in themiddle line space.This leaves aspace for 5. Thetop numbersentence is nowcorrect.I SEE PROBLEM-SOLVING β UKS2
Task 7: More, less, equalThis is solution 210 β 8 8 β 520 6 34 4 15 β 7EQUALS, GREATER & LESS THANI SEE PROBLEM-SOLVING β UKS2
Task 8: Four number sentences3, 6, 7, 8, 9 3 18 2 9 2 42 2 2 2 EQUALS, GREATER & LESS THAN 8I SEE PROBLEM-SOLVING β UKS2
Task 8: Four number sentences3, 6, 7, 8, 9 3 18 2 9 2 42 2 2 2 EQUALS, GREATER & LESS THANWhich number cango in the orangebox? 8I SEE PROBLEM-SOLVING β UKS2
Task 8: Four number sentences3, 6, 7, 89 is the only numberthat can go in theorange box. 3 18 Where can 8 go?2 9 2 42 2 2 2 9 8EQUALS, GREATER & LESS THANI SEE PROBLEM-SOLVING β UKS2
Task 8: Four number sentences3, 7This is the only placethat the 8 can go.8 3 18 62 9Where can 7 go? 2 42 2 2 2 9 8To complete thenumber sentence, 6must go in the otherbox on the top line.EQUALS, GREATER & LESS THANI SEE PROBLEM-SOLVING β UKS2
Task 8: Four number sentencesThis is the solutionThis is the only placethat the 7 can go.8 3 18 62 9- 37 2 42 2 2 2 9 8This leaves a spacefor 3. The secondnumber sentence isnow correct.EQUALS, GREATER & LESS THANI SEE PROBLEM-SOLVING β UKS2
Task 9: Subtraction number sentencesH β 25 35 60 β 25 35 H is 59 or less80 β H 39 80 β 41 39 H is 42 or moreH is a multiple of 6EQUALS, GREATER & LESS THANI SEE PROBLEM-SOLVING β UKS2
Task 9: Subtraction number sentencesH β 25 35 60 β 25 35 H is 59 or less80 β H 39 80 β 41 39 H is 42 or moreH is a multiple of 6EQUALS, GREATER & LESS THANI SEE PROBLEM-SOLVING β UKS2
Task 9: Subtraction number sentencesH β 25 35 59 β 25 35 H is 59 or less80 β H 39 80 β 41 39 H is 42 or moreH is a multiple of 6EQUALS, GREATER & LESS THANI SEE PROBLEM-SOLVING β UKS2
Task 9: Subtraction number sentencesH β 25 35 59 β 25 35 H is 59 or less80 β H 39 80 β 41 39 H is 42 or moreH is a multiple of 6EQUALS, GREATER & LESS THANI SEE PROBLEM-SOLVING β UKS2
Task 9: Subtraction number sentencesH β 25 35 59 β 25 35 H is 59 or less80 β H 39 80 β 41 39 H is 42 or moreH is a multiple of 6EQUALS, GREATER & LESS THANI SEE PROBLEM-SOLVING β UKS2
Task 9: Subtraction number sentencesH β 25 35 59 β 25 35 H is 59 or less80 β H 39 80 β 41 39 H is 42 or moreH is a multiple of 6EQUALS, GREATER & LESS THANI SEE PROBLEM-SOLVING β UKS2
Task 9: Subtraction number sentencesH β 25 35 59 β 25 35 H is 59 or less80 β H 39 80 β 42 39 H is 42 or moreH is a multiple of 6EQUALS, GREATER & LESS THANI SEE PROBLEM-SOLVING β UKS2
Task 9: Subtraction number sentencesH β 25 35 59 β 25 35 H is 59 or less80 β H 39 80 β 42 39 H is 42 or moreH is a multiple of 6EQUALS, GREATER & LESS THANI SEE PROBLEM-SOLVING β UKS2
Task 9: Subtraction number sentencesH β 25 35 59 β 25 35 H is 59 or less80 β H 39 80 β 42 39 H is 42 or moreH is a multiple of 6EQUALS, GREATER & LESS THANI SEE PROBLEM-SOLVING β UKS2
Task 9: Subtraction number sentencesH β 25 35 59 β 25 35 H is 59 or less80 β H 39 80 β 42 39 H is 42 or moreH is a multiple of 6EQUALS, GREATER & LESS THAN42, 48, 54I SEE PROBLEM-SOLVING β UKS2
Task 10: Missing digits addition8 351 0 5 2ADDITION AND SUBTRACTIONI SEE PROBLEM-SOLVING β UKS2
Task 10: Missing digits addition8 7 351 0 5 21ADDITION AND SUBTRACTIONI SEE PROBLEM-SOLVING β UKS2
Task 10: Missing digits addition8 7 3 6 51 0 5 21ADDITION AND SUBTRACTION1I SEE PROBLEM-SOLVING β UKS2
Task 10: Missing digits addition6 8 7 3 6 51 0 5 21ADDITION AND SUBTRACTION1I SEE PROBLEM-SOLVING β UKS2
Task 11: Missing digits subtraction6-232 4 3ADDITION AND SUBTRACTIONI SEE PROBLEM-SOLVING β UKS2
Task 11: Missing digits subtraction6-123 92 4 3ADDITION AND SUBTRACTIONI SEE PROBLEM-SOLVING β UKS2
Task 11: Missing digits subtraction716 8 2-3 92 4 3ADDITION AND SUBTRACTIONI SEE PROBLEM-SOLVING β UKS2
Task 11: Missing digits subtraction716 8 2-4 3 92 4 3ADDITION AND SUBTRACTIONI SEE PROBLEM-SOLVING β UKS2
Task 12: Sum and differenceTwo numbers: sum 9, difference 46 and 336sum 9ADDITION AND SUBTRACTION63difference 3I SEE PROBLEM-SOLVING β UKS2
Task 12: Sum and differenceTwo numbers: sum 9, difference 46 and 37 and 236sum 97sum 9ADDITION AND SUBTRACTION263difference 372difference 5I SEE PROBLEM-SOLVING β UKS2
Task 12: Sum and differenceTwo numbers: sum 9, difference 46 and 36.5 and 2.57 and 236sum 92.56.5sum 97sum 9ADDITION AND SUBTRACTION263difference 36.52.5difference 472difference 5I SEE PROBLEM-SOLVING β UKS2
Task 13: Four numbers challengesum 23smallestlargestdifference 6ADDITION AND SUBTRACTIONI SEE PROBLEM-SOLVING β UKS2
Task 13: Four numbers challengesum 2317smallestlargestdifference 6ADDITION AND SUBTRACTIONI SEE PROBLEM-SOLVING β UKS2
Task 13: Four numbers challengesum 2317smallestlargestsum 15difference 6ADDITION AND SUBTRACTIONI SEE PROBLEM-SOLVING β UKS2
Task 13: Four numbers challengesum 2317smallestlargestsum 15difference 6Not possible with two whole numbers less than 7ADDITION AND SUBTRACTIONI SEE PROBLEM-SOLVING β UKS2
Task 13: Four numbers challengesum 2328smallestlargestsum 13difference 6ADDITION AND SUBTRACTIONI SEE PROBLEM-SOLVING β UKS2
Task 13: Four numbers challengesum 232smallest67sum 138Answers2, 6, 7, 8largestdifference 6ADDITION AND SUBTRACTIONI SEE PROBLEM-SOLVING β UKS2
Task 13: Four numbers challengesum 232smallest67sum 138Answers2, 6, 7, 8largestdifference 67 and 6 only numbers less than 8 with sum of 13ADDITION AND SUBTRACTIONI SEE PROBLEM-SOLVING β UKS2
Task 13: Four numbers challengesum 2339smallestlargestsum 11Answers2, 6, 7, 8difference 6ADDITION AND SUBTRACTIONI SEE PROBLEM-SOLVING β UKS2
Task 13: Four numbers challengesum 233smallest56sum 119Answers2, 6, 7, 83, 5, 6, 9largestdifference 6ADDITION AND SUBTRACTIONI SEE PROBLEM-SOLVING β UKS2
Task 13: Four numbers challengesum 233smallest47sum 119largestAnswers2, 6, 7, 83, 5, 6, 93, 4, 7, 9difference 6ADDITION AND SUBTRACTIONI SEE PROBLEM-SOLVING β UKS2
Task 13: Four numbers challengesum 23410smallestlargestsum 9Answers2, 6, 7, 83, 5, 6, 93, 4, 7, 9difference 6ADDITION AND SUBTRACTIONI SEE PROBLEM-SOLVING β UKS2
Task 13: Four numbers challengesum 23410smallestlargestsum 9Answers2, 6, 7, 83, 5, 6, 93, 4, 7, 9difference 6Not possible with two whole numbers greater than 4ADDITION AND SUBTRACTIONI SEE PROBLEM-SOLVING β UKS2
Task 13: Four numbers challengesum 23410smallestlargestsum 9difference 6Answers2, 6, 7, 83, 5, 6, 93, 4, 7, 9All possibleanswersNot possible with two whole numbers greater than 4ADDITION AND SUBTRACTIONI SEE PROBLEM-SOLVING β UKS2
Task 14: CafΓ© calculationsTea costs more than biscuitteabiscuitADDITION AND SUBTRACTIONI SEE PROBLEM-SOLVING β UKS2
Task 14: CafΓ© calculationsTea and biscuit 1.30tea 1.30biscuitADDITION AND SUBTRACTIONI SEE PROBLEM-SOLVING β UKS2
Task 14: CafΓ© calculationsTea 60p more than biscuitteabiscuitADDITION AND SUBTRACTION 1.3060pI SEE PROBLEM-SOLVING β UKS2
Task 14: CafΓ© calculationsTwo sections : 1.30 β 60p 70pteabiscuitADDITION AND SUBTRACTION 1.3060pI SEE PROBLEM-SOLVING β UKS2
Task 14: CafΓ© calculationsEach section: 70p 2 35p35pteabiscuit 1.3035pADDITION AND SUBTRACTION60pI SEE PROBLEM-SOLVING β UKS2
Task 14: CafΓ© calculationsA biscuit costs 35p35pteabiscuit 1.3035pADDITION AND SUBTRACTION60pI SEE PROBLEM-SOLVING β UKS2
Task 15: Multiplication missing digits6 320427202924MULTIPLICATION AND DIVISIONI SEE PROBLEM-SOLVING β UKS2
Task 15: Multiplication missing digits6 320427202924MULTIPLICATION AND DIVISION6 3 204I SEE PROBLEM-SOLVING β UKS2
Task 15: Multiplication missing digits6 320427202924MULTIPLICATION AND DIVISION6 3 20460 3 180I SEE PROBLEM-SOLVING β UKS2
Task 15: Multiplication missing digits6 320427202924MULTIPLICATION AND DIVISION6 3 20460 3 1808 3 24I SEE PROBLEM-SOLVING β UKS2
Task 15: Multiplication missing digits68 320427202924MULTIPLICATION AND DIVISION6 3 20460 3 1808 3 24180 24 204I SEE PROBLEM-SOLVING β UKS2
Task 15: Multiplication missing digits68 320427202924MULTIPLICATION AND DIVISION68 0 2720I SEE PROBLEM-SOLVING β UKS2
Task 15: Multiplication missing digits68 320427202924MULTIPLICATION AND DIVISION68 0 2720Round 68 to 70 todo an estimate.I SEE PROBLEM-SOLVING β UKS2
Task 15: Multiplication missing digits68 320427202924MULTIPLICATION AND DIVISION68 0 2720Round 68 to 70 todo an estimate.How can I makethe 2 tens?I SEE PROBLEM-SOLVING β UKS2
Task 15: Multiplication missing digits68 4 320427202924MULTIPLICATION AND DIVISION68 0 272070 40 28008 4 32I SEE PROBLEM-SOLVING β UKS2
Task 15: Multiplication missing digits68 4 320427202924MULTIPLICATION AND DIVISIONI SEE PROBLEM-SOLVING β UKS2
Task 16: Remainder of one-half 8 12When 8, a remainder ofMULTIPLICATION AND DIVISIONis equivalent toππI SEE PROBLEM-SOLVING β UKS2
Task 16: Remainder of one-half 8 12When 8, a remainder of 4 is equivalent toExample: 20 8 2 remainder 4 MULTIPLICATION AND DIVISIONππ122I SEE PROBLEM-SOLVING β UKS2
Task 16: Remainder of one-halfExample method: work outwhich digits can go in this place. 8 12MULTIPLICATION AND DIVISION0123456789I SEE PROBLEM-SOLVING β UKS2
Task 16: Remainder of one-halfExample method: work outwhich digits can go in this place. 8 2Try 3:28 8 1π3πNOT a solution as the digits 2 and 8are used twice.MULTIPLICATION AND DIVISION0123456789I SEE PROBLEM-SOLVING β UKS2
Task 16: Remainder of one-halfExample method: work outwhich digits can go in this place. 8 2Try 4:36 8 1π4πThis is a possible solution.MULTIPLICATION AND DIVISION0123456789I SEE PROBLEM-SOLVING β UKS2
Task 16: Remainder of one-halfExample method: work outwhich digits can go in this place. 8 2Try 5:44 8 1π5πNOT a solution as the digit 4 is usedtwice.MULTIPLICATION AND DIVISION0123456789I SEE PROBLEM-SOLVING β UKS2
Task 16: Remainder of one-halfExample method: work outwhich digits can go in this place. 8 2Try 6:52 8 1π6πNOT a solution as the digit 2 is usedtwice.MULTIPLICATION AND DIVISION0123456789I SEE PROBLEM-SOLVING β UKS2
Task 16: Remainder of one-halfExample method: work outwhich digits can go in this place. 8 2Try 7:60 8 1π7πThis is a possible solution.MULTIPLICATION AND DIVISION0123456789I SEE PROBLEM-SOLVING β UKS2
Task 16: Remainder of one-halfExample method: work outwhich digits can go in this place. 8 2Try 9:76 8 1π9πThis is a possible solution.MULTIPLICATION AND DIVISION0123456789I SEE PROBLEM-SOLVING β UKS2
Task 16: Remainder of one-halfExample method: work outwhich digits can go in this place. 8 2Possible solutions:60 8 76 8 π7ππ9π36 8 MULTIPLICATION AND DIVISION1π4π0123456789I SEE PROBLEM-SOLVING β UKS2
Task 17: Find the factors532123456789Without calculating we know MULTIPLICATION AND DIVISIONI SEE PROBLEM-SOLVING β UKS2
Task 17: Find the factors532123456789Without calculating we know MULTIPLICATION AND DIVISIONI SEE PROBLEM-SOLVING β UKS2
Task 17: Find the factors532123456789600 is a multiple of 360 is a multiple of 3540 is therefore a multiple of 3MULTIPLICATION AND DIVISIONI SEE PROBLEM-SOLVING β UKS2
Task 17: Find the factors532123456789600 is a multiple of 360 is a multiple of 3540 is therefore a multiple of 3So 3 is not a factor of 532.540 β 532 8. 8 is not a multiple of 3.MULTIPLICATION AND DIVISIONI SEE PROBLEM-SOLVING β UKS2
Task 17: Find the factors5321234567893 is not a factor of 532, therefore6 and 9 are not factors of 532.MULTIPLICATION AND DIVISIONI SEE PROBLEM-SOLVING β UKS2
Task 17: Find the factors5321234567893 is not a factor of 532, therefore6 and 9 are not factors of 532.MULTIPLICATION AND DIVISIONI SEE PROBLEM-SOLVING β UKS2
Task 17: Find the factors5321234567894 is a factor of 100 (4 25 100)This means 4 is a factor of 500MULTIPLICATION AND DIVISIONI SEE PROBLEM-SOLVING β UKS2
Task 17: Find the factors5321234567894 is a factor of 100 (4 25 100)This means 4 is a factor of 5004 is a factor of 32 (4 8 32)So 4 is a factor of 532 (500 32 532)MULTIPLICATION AND DIVISIONI SEE PROBLEM-SOLVING β UKS2
Task 17: Find the factors5321234567897 is a factor of 490 (7 70 490)MULTIPLICATION AND DIVISIONI SEE PROBLEM-SOLVING β UKS2
Task 17: Find the factors5321234567897 is a factor of 490 (7 70 490)532 β 490 42MULTIPLICATION AND DIVISIONI SEE PROBLEM-SOLVING β UKS2
Task 17: Find the factors5321234567897 is a factor of 490 (7 70 490)532 β 490 427 is a factor of 42 (7 6 42)So 7 is a factor of 532 (490 42 532)MULTIPLICATION AND DIVISIONI SEE PROBLEM-SOLVING β UKS2
Task 17: Find the factors5321234567898 is a factor of 480 (8 60 480)MULTIPLICATION AND DIVISIONI SEE PROBLEM-SOLVING β UKS2
Task 17: Find the factors5321234567898 is a factor of 480 (8 60 480)532 β 480 52MULTIPLICATION AND DIVISIONI SEE PROBLEM-SOLVING β UKS2
Task 17: Find the factors5321234567898 is a factor of 480 (8 60 480)532 β 480 528 is a not a factor of 52So 8 is not a factor of 532MULTIPLICATION AND DIVISIONI SEE PROBLEM-SOLVING β UKS2
Task 18: Number detectiveDigits with sumof 13:9 and 48 and 57 and 6PROPERTY OF NUMBERI SEE PROBLEM-SOLVING β UKS2
Task 18: Number detectiveDigits with sumof 13:Number made withthese digits:9 and 494 and 498 and 585 and 587 and 676 and 67PROPERTY OF NUMBERI SEE PROBLEM-SOLVING β UKS2
Task 18: Number detectiveDigits with sumof 13:Number made withthese digits:9 and 494 and 498 and 585 and 587 and 676 and 67Multiple of 4PROPERTY OF NUMBERI SEE PROBLEM-SOLVING β UKS2
Task 19: Athletics club ratiosAthletics Club, Week 1:GirlsBoysTwice as many girls as boys.RATIOI SEE PROBLEM-SOLVING β UKS2
Task 19: Athletics club ratiosAthletics Club, Week 2:GirlsBoys6girls that joinFor every boy there are three girls.RATIOI SEE PROBLEM-SOLVING β UKS2
Task 19: Athletics club ratiosAthletics Club, Week 2:GirlsBoys6666girls that joinFor every boy there are three girls.There are 24 children at athletics club.RATIOI SEE PROBLEM-SOLVING β UKS2
Task 20: Shot accuracy statisticsJuliaβs average shots per match:12 per matchshots scoredshots missedRATIO12shots scoredper matchshots missedper matchshots takenper matchI SEE PROBLEM-SOLVING β UKS2
Task 20: Shot accuracy statisticsJuliaβs average shots per match:12 per matchshots scoredshots missedRATIO44412shots scoredper matchshots missedper matchshots takenper matchI SEE PROBLEM-SOLVING β UKS2
Task 20: Shot accuracy statisticsJuliaβs average shots per match:12 per matchshots scoredshots missedRATIO444412shots scoredper match4shots missedper matchshots takenper matchI SEE PROBLEM-SOLVING β UKS2
Task 20: Shot accuracy statisticsJuliaβs average shots per match:12 per matchshots scoredshots missedRATIO444412shots scoredper match4shots missedper match16shots takenper matchI SEE PROBLEM-SOLVING β UKS2
Task 20: Shot accuracy statisticsJuliaβs average shots per match:12 per matchshots scoredshots missed444412shots scoredper match4shots missedper match16shots takenper match16 shots per match 12 matches 192 shots in the seasonRATIOI SEE PROBLEM-SOLVING β UKS2
Task 21: Pages read, pages leftpages readpages left90 pages40%PERCENTAGESI SEE PROBLEM-SOLVING β UKS2
Task 21: Pages read, pages leftpages readpages left90 pages40%PERCENTAGES60%I SEE PROBLEM-SOLVING β UKS2
Task 21: Pages read, pages leftpages readpages left30 pages 30 pages 30 pages40%PERCENTAGES20%20%20%I SEE PROBLEM-SOLVING β UKS2
Task 21: Pages read, pages leftpages readpages left60 pages30 pages 30 pages 30 pages40%20%20%20%60 pages have been readPERCENTAGESI SEE PROBLEM-SOLVING β UKS2
Task 22: Clothes shop salesstart price 32 24sale pricePERCENTAGESI SEE PROBLEM-SOLVING β UKS2
Task 22: Clothes shop salesstart price 32 24sale price 8 8 off in the sale.Next step: 8 is what fraction of 32?PERCENTAGESI SEE PROBLEM-SOLVING β UKS2
Task 22: Clothes shop salesstart price 32 24 8 8 8 8 8 is one-quarter of 32. One-quarter is 25%.There is 25% off in the sale.PERCENTAGESI SEE PROBLEM-SOLVING β UKS2
Task 23: Fraction of squareSplit blue shapeinto sectionsFRACTIONSI SEE PROBLEM-SOLVING β UKS2
Task 23: Fraction of squareππFRACTIONSI SEE PROBLEM-SOLVING β UKS2
Task 23: Fraction of squareππFRACTIONSππI SEE PROBLEM-SOLVING β UKS2
Task 23: Fraction of squareππππππFRACTIONSππ ππI SEE PROBLEM-SOLVING β UKS2
Task 24: Adding fractionsExample system to find all possible answers:6FRACTIONS 1 3I SEE PROBLEM-SOLVING β UKS2
Task 24: Adding fractionsExample system to find all possible answers:6FRACTIONS 1 13Find all the waysπto makeπI SEE PROBLEM-SOLVING β UKS2
Task 24: Adding fractionsExample system to find all possible answers:1 6ππππ 16 13Find all the waysπto makeπππFRACTIONSI SEE PROBLEM-SOLVING β UKS2
Task 24: Adding fractionsExample system to find all possible answers:1 6ππππ 16 13Find all the waysπto makeπThis is the onlyπway to makeπππFRACTIONSI SEE PROBLEM-SOLVING β UKS2
Task 24: Adding fractionsExample system to find all possible answers: 6ππππ 1 23Find all the waysπto makeπππFRACTIONSI SEE PROBLEM-SOLVING β UKS2
Task 24: Adding fractionsExample system to find all possible answers:1 6ππππ ππFRACTIONS12ππ2 ππ 3Find all the waysπto makeπππI SEE PROBLEM-SOLVING β UKS2
Task 24: Adding fractionsExample system to find all possible answers:2 6ππππ ππFRACTIONS13ππ2 ππ Find all the waysπto makeπ3ππππππ ππI SEE PROBLEM-SOLVING β UKS2
Task 24: Adding fractionsExample system to find all possible answers:3 6ππππ ππFRACTIONS16ππ2 ππ Find all the waysπto makeπ3ππππππ ππππππ ππI SEE PROBLEM-SOLVING β UKS2
Task 24: Adding fractionsExample system to find all possible answers:3 6ππππ ππFRACTIONS16ππFind all the ways2 πto makeπ3These are all theπways to makeπππ ππππππ ππππππ ππI SEE PROBLEM-SOLVING β UKS2
Task 25: Make one and a quarterExample answer 1:31 14 1FRACTIONSππI SEE PROBLEM-SOLVING β UKS2
Task 25: Make one and a quarterExample answer 1:341 14 1ππFRACTIONSππππππI SEE PROBLEM-SOLVING β UKS2
Task 25: Make one and a quarterExample answer 1:131 πI SEE PROBLEM-SOLVING β UKS2
Task 25: Make one and a quarterExample answer 2:361 14 1ππFRACTIONSππππππI SEE PROBLEM-SOLVING β UKS2
Task 25: Make one and a quarterExample answer 2:331 πππππI SEE PROBLEM-SOLVING β UKS2
Task 25: Make one and a quarterExample answer 3:381 14 ππ1ππFRACTIONSππππI SEE PROBLEM-SOLVING β UKS2
Task 25: Make one and a quarterExample answer 3:731 οΏ½οΏ½I SEE PROBLEM-SOLVING β UKS2
Task 26: Fractions of an amountExample answer 1:2of 3232FRACTIONSI SEE PROBLEM-SOLVING β UKS2
Task 26: Fractions of an amountExample answer 1:23of 3232FRACTIONSI SEE PROBLEM-SOLVING β UKS2
Task 26: Fractions of an amountExample answer 1:2316of 321632FRACTIONSI SEE PROBLEM-SOLVING β UKS2
Task 26: Fractions of an amount2Example answer 1:3of 48 324816161632FRACTIONSI SEE PROBLEM-SOLVING β UKS2
Task 26: Fractions of an amountExample answer 2:24of 3232FRACTIONSI SEE PROBLEM-SOLVING β UKS2
Task 26: Fractions of an amountExample answer 2:2416of 321632FRACTIONSI SEE PROBLEM-SOLVING β UKS2
Task 26: Fractions of an amount2Example answer 2:4of 64 32641616161632FRACTIONSI SEE PROBLEM-SOLVING β UKS2
Task 26: Fractions of an amountExample answer 3:25of 3232FRACTIONSI SEE PROBLEM-SOLVING β UKS2
Task 26: Fractions of an amountExample answer 3:2516of 321632FRACTIONSI SEE PROBLEM-SOLVING β UKS2
Task 26: Fractions of an amount2Example answer 3:5of 80 3280161616161632FRACTIONSI SEE PROBLEM-SOLVING β UKS2
Task 27: Improper fractionsCan it befifths?FRACTIONS175 2I SEE PROBLEM-SOLVING β UKS2
Task 27: Improper fractionsCan it befifths?17 πππ π3πNOT a solutionI SEE PROBLEM-SOLVING β UKS2
Task 27: Improper fractionsCan it besixths?FRACTIONS176 2I SEE PROBLEM-SOLVING β UKS2
Task 27: Improper fractionsCan it besixths?175 πππ 2ππSolution 1I SEE PROBLEM-SOLVING β UKS2
Task 27: Improper fractionsCan it
WORKED EXAMPLES Task 1: Sum of the digits Task 2: Decimal number line Task 3: Rounding money Task 4: Rounding puzzles Task 5: Negatives on a number line Task 6: Number sequences Task 7: More, less, equal Task 8: Four number sentences Task 9: Subtraction number sentences Task 10: Missing digits addition Task 11: Missing digits subtraction
Texts of Wow Rosh Hashana II 5780 - Congregation Shearith Israel, Atlanta Georgia Wow Χ³Χ Χ³Χ:Χ³Χ ΧͺΧΧ©ΧΧ¨Χ (Χ) ΧΧ₯Χ¨ΦΆΦΈΦ½ΧΦΈΦΌΧΦΈΦΌ ΧͺΧΦ΅Φ΅Φ₯ΧΦ°ΦΌ ΧΦ΄ΧΧΦ΄Φ·ΧΦΧ©Φ·ΦΈΦΌΧ ΧͺΧΦ΅Φ΅Φ₯ ΧΧΧ§Φ΄Φ΄ΦΧΦΉΧΦ± ΧΧ¨ΦΈΦΈΦΌΦ£ ΓΦΈΦΌ ΧͺΧΧ©Φ΄Φ΄ΧΦΧΧ¨Φ΅ ΓΦ°ΦΌ(Χ) ΧΦ·ΧΧ¨Φ°ΦΈΦΌΦ£Χ Χ
3.3 Problem solving strategies 26 3.4 Theory-informed field problem solving 28 3.5 The application domain of design-oriented and theory-informed problem solving 30 3.6 The nature of field problem solving projects 31 3.7 The basic set-up of a field problem solving project 37 3.8 Characteristics o
can use problem solving to teach the skills of mathematics, and how prob-lem solving should be presented to their students. They must understand that problem solving can be thought of in three different ways: 1. Problem solving is a subject for study in and of itself. 2. Problem solving is
Combating Problem Solving that Avoids Physics 27 How Context-rich Problems Help Students Engage in Real Problem Solving 28 The Relationship Between Students' Problem Solving Difficulties and the Design of Context-Rich Problems 31 . are solving problems. Part 4. Personalizing a Problem solving Framework and Problems.
Problem Solving Methods There is no perfect method for solving all problems. There is no problem-solving computer to which we could simply describe a given problem and wait for it to provide the solution. Problem solving is a creative act and cannot be completely explained. However, we can still use certain accepted procedures
THREE PERSPECTIVES Problem solving as a goal: Learn about how to problem solve. Problem solving as a process: Extend and learn math concepts through solving selected problems. Problem solving as a tool for applications and modelling: Apply math to real-world or word problems, and use mathematics to model the situations in these problems.
Problem Solving As I researched for latest readings on problem solving, I stumbled into a set of rules, the student's misguide to problem solving. One might find these rules absurd, or even funny. But as I went through each rule, I realized these very same rules seem to be the guidelines of the non-performing students in problem solving!
focused on supporting students in problem-solving, through instruction in problem-solving principles (PΓ³lya, 1948), speciο¬cally applied to three models of mathematical problem-solvingβmultiplication/division, geometry, and proportionality. Students' problem-solving may be enhanced through participation in small group discussions. In a .
