Coleridge Maths Problem Solving

Coleridge Maths Problem Solving

Problem Solving and the New Curriculum

Conceptual Understanding
Pupils become fluent in the fundamentals of mathematics, so that they develop
conceptual understanding and the ability to recall and apply knowledge rapidly and
accurately.

Mathematical Reasoning
Pupils reason mathematically by following a line of enquiry, conjecturing relationships
and generalisations, and developing an argument, justification or proof using
mathematical language.

Problem Solving
Pupils can solve problems by applying their mathematics to a variety of routine and non-
routine problems with increasing sophistication, including breaking down problems into a
series of simpler steps and persevering in seeking solutions .
 Coleridge Maths Problem Solving

Problem Solving and the New Curriculum

‘Pupils who grasp concepts rapidly should be challenged

through being offered rich and sophisticated problems before
any acceleration through new content’ (NC 2014)
 Coleridge Maths Problem Solving

Problem Solving

• Trial and Improvement

• Working Systematically
• Pattern Spotting
• Working Backwards
• Reasoning
• Visualising
• Conjecturing, Generalising and Proving
 Coleridge Maths Problem Solving

Problem Solving Trial and Improvement

Heads and Feet

Stage: 1 Challenge Level:              
The process of trying something
out, not necessarily to find the
right answer straight away but
instead to gain greater insight
into the problem so that your
next attempt is a more informed
On a farm there were some hens
one.
and sheep.
Altogether there were 8 heads
and 22 feet.
How many hens were there?
 Coleridge Maths Problem Solving

Problem Solving Working Systematically

Working in a methodical and Three Ball Line Up

efficient way to ensure you find Stage: 1 Challenge Level:

all the possibilities.

Two children are playing with three balls,

one blue, one red and one green.

They toss up the balls, which run down a

slope so that they land in a row of three.

How many different ways could the balls

land?

You might like to use the interactivity

below to explore the problem.
 Coleridge Maths Problem Solving

Problem Solving Pattern Spotting

Ring a Ring of Numbers

During the problem solving Stage: 1 Challenge Level:
process, being able to spot a
pattern can save you time. Choose four of the numbers from this list:
1,2,3,4,5,6,7,8,9 to put in the squares
below so that the difference between
More importantly though,
joined squares is odd. You must use four
by trying to work out why a different numbers.
pattern occurs, children will
gain a greater insight into
mathematical structures
which will deepen their
conceptual understanding.

What must you do to make the difference

even?
 Coleridge Maths
Problem Solving Working Backwards
Although starting at the end
of a problem may sound
counter intuitive, it can be
an efficient way to solve it.
Problem Solving
The Tall Tower
Stage: 1 Challenge Level:
You have been imprisoned at the top of
the Tall Tower by the Wicked Magician!
You can get out by climbing down the
ladders. As you come down, you collect
useful spells. You can go down the ladders
and through the doorways
into the adjoining room but
you cannot go into the same
room twice, nor climb up the
ladders. The numbers in the
rooms show how many spells
there are in each one.
Can you find a route that
collects 35 spells?
 Coleridge Maths Problem Solving

Problem Solving Reasoning

Coded Hundred Square

Stage: 2 Challenge Level:
This hundred square is written in code. It
Evaluating situations starts with one and ends with a hundred.
Can you build it up?
Selecting problem-solving
strategies
Drawing logical conclusions
Developing solutions
Describing solutions
Reflecting on solutions
 Coleridge Maths Problem Solving

Problem Solving Visualising

Cubes Within Cubes

Picturing what is happening
or what might happen in
your mind’s eye.
Stage: 2 Challenge Level:
We have multi-link cubes in ten different
colours, up to 1000 of each. We started with
one yellow cube. This was covered all over with
a single layer of red cubes. This was then
covered with a layer of blue cubes. Then came a
layer of green, followed by black, brown, white,
orange, pink and purple for as long as there
were enough cubes of that colour to cover the
layer that came before. The unused cubes were
put away.
The many-layered cube was then broken up and
each colour made into cubes. These were just of
the one colour and the largest cubes possible
made.
 Coleridge Maths Problem Solving

Problem Solving Conjecturing, Generalising and Proving

Using similarities and differences that Break it Up!

Stage: 1 and 2 Challenge Level:
you find to speculate about what might
You have a stick of 7 interlocking cubes.
happen if…
You cannot change the order of the cubes.
An ability to make generalisations and You break off a bit of it leaving it in two
predictions. pieces. Here are 3 of the ways in which
you can do it:
Shows a deeper understanding of the
mathematical structure of a problem.
In how many different ways can it be
Number of Number of done?
Now try with a stick of 8 cubes and a stick
cubes ways
of 6 cubes:
6 cubes ?

7 cubes ?

8 cubes ?
 Coleridge Maths Problem Solving

Problem Solving

Amy's
Dominoes
Stage: 2 Challenge Level:              

Amy has a box containing ordinary domino

pieces but she does not think it is a complete
set.

She has 24 dominoes in her box and there are

125 spots on them altogether.

Which of her domino pieces are missing?

 Coleridge Maths Problem Solving

Problem Solving

Use of partnered work in games to elicit constant mathematical

discussion. Helps the children think through their ideas and strategies.

Getting children to work out rules for the

games themselves – children found this part
the most challenging.