Learning Path
Exploring Problem Solving with 3rd and 4th Class Learning Path
By PDST
This learning path gives a brief overview of how to develop a classroom culture of sharing knowledge, valuing mistakes and providing cognitively challenging tasks. Problem solving strategies can be explicitly taught using this learning path with an introduction to the concept of Low Threshold High Ceiling Tasks also.
8 resources in this Learning Path
1
Low Threshold High Ceiling
https://nrich.maths.org/8769 Added: 26 Mar 2020 Contributor: PDST Resource type:A low threshold high ceiling task is one which is designed to be mathematically accessible, and to have built-in extension opportunities. In other words, everyone can get started and everyone can get stuck. In this updated feature, NRich brings together their favourite low threshold high ceiling tasks, as well as two articles which will support you in creating a low threshold high ceiling classroom.
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2
Problem Solving with 3rd and 4th Class - 4 Dom (Trial and Improvement)
https://nrich.maths.org/179 Added: 27 Mar 2020 Contributor: PDST Resource type: Assessment / Game / Lesson Plan / Tool / OtherThis challenging problem, provides a great opportunity to focus on key problem-solving skills (e.g. trial and improvement) as the level of challenge is provided by there not being an obvious way to solve it, rather than from the number or calculation content. This activity can be completed using physical dominoes but has an online version for tablet and desktop.
View full descriptionHow it maps to the curriculum
Strand: Algebra
Suggestions for use: Development of higher order maths skills: Applying and problem-solving, Communicating and expressing, Integrating and connecting, Reasoning
Strand: Algebra
Suggestions for use: Development of higher order maths skills: Applying and problem-solving, Communicating and expressing, Integrating and connecting, Reasoning
3
Problem Solving with 3rd and 4th Class - School Fair Necklaces (Working Systematically)
https://www.scoilnet.ieuploads/resources/31524/31262.pdf Added: 19 Dec 2019 Contributor: PDST Resource type: Guide/notes / ActivityDescribes an activity/problem involving creating a necklace and using a certain number of beads arranged symmetrically.
View full descriptionHow it maps to the curriculum
- 3-4
- Mathematics
Strand: Number
Strand unit: Operations: Addition & Subtraction
Suggestions for use: Use as a guide to facilitate a maths station or display on screen as a reminder what to do in a teacher led activity.
4
Problem Solving with 3rd and 4th Class - Nice or Nasty (working backwards)
https://nrich.maths.org/6605 Added: 27 Mar 2020 Contributor: PDST Resource type: Assessment / Game / Guide/notes / Lesson Plan / Tool / OtherThese games are thought provoking and very engaging. They encourage discussion of place value, and strategic mathematical thinking.
View full descriptionHow it maps to the curriculum
- 3-4
- Mathematics
Strand: Number
Strand unit: Place Value
Content objective: This resource should enable a child to:
- explore and identify place value in whole numbers, 0-999
- explore and identify place value in whole numbers, 0-9999
- read, write and order four-digit numbers and solve simple problems
- read, write and order three-digit numbers
5
Problem Solving with 3rd and 4th Class - How many times? (Pattern)
https://nrich.maths.org/981 Added: 27 Mar 2020 Contributor: PDST Resource type: Assessment / Guide/notes / Lesson Plan / OtherThis problem will help consolidate children's understanding of the 24 hour clock notation. It could also be used to focus on ways of working systematically and spot any pattern
View full descriptionHow it maps to the curriculum
- 3-4
- Mathematics
Strand: Measures
Strand unit: Time
Content objective: This resource should enable a child to:
- express digital time as analogue time and vice versa
- read time in five-minute intervals on analogue and digital clock (12-hour)
- read time in one-minute intervals on analogue and digital clock (12-hour)
- record time in analogue and digital forms
- solve and complete practical tasks and problems involving times and dates
Suggestions for use: consolidates 24 hour time
6
Problem Solving with 3rd and 4th Class - Skeleton Shapes (Visualising)
https://nrich.maths.org/1156 Added: 27 Mar 2020 Contributor: PDST Resource type: Assessment / Guide/notes / Lesson Plan / Tool / OtherThis problem helps children begin to understand the various properties of common geometric solid shapes, concentrating on edges and vertices. It also helps in promoting discussion and experimentation.
View full descriptionHow it maps to the curriculum
- 3-4
- Mathematics
Strand: Shape & Space
Strand unit: 3-D Shapes
Content objective: This resource should enable a child to:
- construct 3-D shapes
- explore and describe the relationship of 3-D shapes with constituent 2-D shapes
- explore, describe and compare the properties of 3-D shapes
- identify, describe and classify 3-D shapes, including cube, cuboid, cylinder, cone, sphere, triangular prism, pyramid
- identify, describe and classify 3-D shapes, including, cube, cuboid, cylinder, cone, sphere, triangular prism, pyramid
7
Problem Solving with 3rd and 4th Class - Three Neighbours (Conjecture)
https://nrich.maths.org/8108 Added: 27 Mar 2020 Contributor: PDST Resource type: Assessment / Guide/notes / Lesson Plan / OtherThis challenging problem supports the development of the idea of generic proof and mathematical conjecture with learners. This is a tricky concept to grasp but worth addressing to develop logical thought and applying a range of higher order skills
View full descriptionHow it maps to the curriculum
- 3-4
- Mathematics
Strand: Algebra
Suggestions for use: Development of higher order maths skills: Applying and problem-solving, Communicating and expressing, Integrating and connecting, Reasoning
8
Problem Solving with 3rd and 4th Class - If the World were a Village (Reasoning and Verifying)
https://nrich.maths.org/7725 Added: 27 Mar 2020 Contributor: PDST Resource type: Assessment / Guide/notes / Lesson Plan / OtherThe data in this book are real, engaging and meaningful. There is nothing here about favourite colour - this is real life and death stuff. As well as interpreting real data, this activity gives an opportunity to consider how data are presented and interpreted. Showing the same data set in different ways will make children curious about the effects of the different representations and keen to create their own ways of presenting effectively.
View full descriptionHow it maps to the curriculum
- 3-4
- Mathematics
Strand: Data
Strand unit: Representing and interpreting data
Content objective: This resource should enable a child to:
- collect, organise and represent data using pictograms, block graphs and bar charts
- use data sets to solve and complete practical tasks and problems
Suggestions for use: Real life use of data to solve problems
