This Nrich problem gives learners the opportunity to practice addition, subtraction, multiplication and division of money, while it includes calculating with percentage. It is also a good context for developing a recording system and a systematic approach.

This Nrich activity gives pupils the opportunity to practice ordering and comparing fractions. It extends the idea of finding a fraction of a whole to finding a fraction of 2. Working together on this task will encourage pupils to build their fraction vocabulary.

This Nrich problem follows on from Twisting and Turning, in which students are introduced to an intriguing trick which provides a context for practicing manipulation of fractions. The trick is a hook to engage students' curiosity, leading to some intriguing mathematics to explore and explain, and ultimately generalize and prove.

This Nrich problem provides the children with an opportunity to practise multiplying a single digit number by a multiple of 10. It also reinforces learning about equations being balanced and may lead to conversations about common factors. It encourages children to record their results, notice patterns and make predictions.

This problem provides the children with an opportunity to practice multiplying a single digit number by a multiple of 100. It also reinforces learning about equations being balanced and may lead to conversations about common factors. It encourages children to record their results, notice patterns and make predictions.

This Nrich problem provides the children with an opportunity to practice multiplying a multiple of 10 by another multiple of 10. It also reinforces learning about equations being balanced and may lead to conversations about common factors. It encourages children to record their results, notice patterns and make predictions.

Children are inherently musical. They respond to music and learn through music. Music expresses children’s identity and heritage, teaches them to belong to a culture, and develops their cognitive well-being and inner self worth. As professional instructors, childcare workers, or students looking forward to a career working with children, we should continuously search for ways to tap into children’s natural reservoir of enthusiasm for singing, moving and experimenting with instruments. But how, you might ask? What music is appropriate for the children I’m working with? How can music help inspire a well-rounded child? How do I reach and teach children musically? Most importantly perhaps, how can I incorporate music into a curriculum that marginalizes the arts?

This book explores a holistic, artistic, and integrated approach to understanding the developmental connections between music and children. This book guides professionals to work through music, harnessing the processes that underlie music learning, and outlining developmentally appropriate methods to understand the role of music in children’s lives through play, games, creativity, and movement. Additionally, the book explores ways of applying music-making to benefit the whole child, i.e., socially, emotionally, physically, cognitively, and linguistically.

This Nrich problem is an appealing way for children to recognize, interpret, describe and extend number sequences. Developing their own patterns, as in the later part of the activity, provides an opportunity for them to justify their own thinking, and evaluate others' patterns.

This Nrich problem is based on the story of the three bears which is a good context in which to talk about ratio and proportion. In this case, it leads on to calculating with fractions.

OpenSciEd middle school is NGSS-aligned science curriculum. Designed for all students and teachers, OpenSciEd includes student-facing materials as well as teacher guides. As with most instructional materials, excellent professional learning for teachers should be provided. For more information in Michigan contact the Michigan Mathematics and Science Leadership Network, starrm@mimathandscience.org

This Nrich question tackles proportion in a real context. It also needs systematic thinking to sort out the information and take a step-by-step route to the solution.

This Nrich activity offers free exploration that can help youngsters with their development of the concepts associated with fractions. It provides a chance for meaningful mathematical discussion and sharing of current understanding, in addition to offering opportunities for challenging misconceptions.

This Nrich problem is in three parts, with each part becoming more open-ended and requiring more reasoning, giving students a chance to develop their skills at solving problems with fractions and then applying those skills in a more challenging context. By listening to others' approaches, students will be encouraged to persevere and continue to improve on their solution to the final part of the problem.

In this Nrich problem students apply their knowledge of area and percentages to extend their understanding.

This Nrich problem is a good challenge for those children who are competent with calculating using fractions and decimals.

In this Nrich problem students extend their understanding of percentages in a multi-step real world situation.

In this Nrich activity, students explore combinations in a situation with constraints. The combinations are complicated by sets and subsets. The situation uses a Venn Diagram.

This problem gives practice in calculating with percentages. It can be approached by trial and improvement but the equivalence between fractions and percentages is very useful.