The whole idea of this Nrich problem is to invite children to picture something in their mind and in this instance, pupils will need to be familiar with properties of a cube. Ideally, it would be good to encourage your class to tackle this challenge purely by trying to imagine what is happening. To convince you and each other of their solutions, they will need to explain particularly carefully what they are picturing, which can be quite tricky, and you may find that they gesticulate rather a lot! In order to reach a joint conclusion, you might find it helpful to make a model of the cube from interlocking cubes.

This lesson unit is intended to help teachers assess how well students are able to: form and solve linear equations involving factorizing and using the distributive law. In particular, this unit aims to help teachers identify and assist students who have difficulties in: using variables to represent quantities in a real-world or mathematical problem and solving word problems leading to equations of the form px + q = r and p(x + q) = r.

In this Nrich activity, student will work in groups and whole group to produce a data chart based on countable classroom situations.

This problem provides students with an opportunity to discover algebraic structure in a geometric context. More specifically, the student will need to divide up the given polygons into triangles and then use the fact that the sum of the angles in each triangle is 180_.

Parts (d) and (e) of this task constitute a very advanced application of the skill of making use of structure: in (d) students are being asked to use the defining property of even and odd functions to manipulate expressions involving function notation. In (e) they are asked to see the structure in the system of two equations involving functions.

After geometric series, this Nrich problem is one of the simplest infinite series with finite sum, all of whose terms are positive. This geometric demonstration of the result requires students to continue a pattern and to use several steps of reasoning to deduce that the sum is bounded by 2. Summing infinite geometric series also play an important role in the this proof, so this could be used to show an application of them in a larger proof. (It would be useful for students to be able to sum 12+14+18+⋯ before tackling this problem.)

In Nrich's Twisting and Turning, the Conway Rope Trick was introduced. You'll need to take a look at the video on that page and do the rope trick for yourself before reading the rest of this article, since here we're going to take a good long look at the symmetries of the resulting tangles.

This task is not about computing the final price of the shirt but about using the structure in the computation to make a general argument.

This simple conceptual problem does not require algebraic manipulation, but requires students to articulate the reasoning behind each statement.

Doing this Nrich problem is an excellent way to work at problem solving with learners. The problem lends itself to small group work, and provides an engaging context for pupils to use the skills of trial and error, and working systematically.

This Nrich problem offers an excellent opportunity for students to practice converting fractions into decimals, while also investigating a wider question that connects their knowledge of prime factors and place value.

This Nrich activity gives children the opportunity to use, reinforce and extend their knowledge of place value, multiples and times tables. It enables them to use their understanding of pattern and possibly their visualizing skills. This activity also offers an opportunity to discuss the strategies the children come up with - what is a good strategy for putting the number tiles back in the correct places as quickly as possible? What makes one strategy 'smarter' than another?

Students explore combinations in this Nrich activity. There is a simulator to help students with visualizing the possible outcomes. Discussion is a key element.

This Nrich problem encourages children to explain observations and to generalize. It requires a good understanding of multiplication. It may also introduce the idea that opposite faces of a dice add to seven, if that is something with which learners are not already familiar

This Nrich problem supports the development of the idea of generic proof with the children. This is a tricky concept to grasp but it draws attention to mathematical structures that are not often addressed at primary school level.

This task illustrates A-SSE.1a because it requires students to identify expressions as sums or products and interpret each summand or factor.

Although this task is quite straightforward, it has a couple of aspects designed to encourage students to attend to the structure of the equation and the meaning of the variables in it. It fosters flexibility in seeing the same equation in two different ways, and it requires students to attend to the meaning of the variables in the preamble and extract the values from the descriptions.

There are fascinating patterns to be found in recurring decimals. This Nrich problem explores the relationship between fraction and decimal representations. It's a great opportunity to practice converting fractions to decimals with and without a calculator.

The purpose of this task is to emphasize the adjective "geometric" in the "geometric" series, namely, that the algebraic notion of a common ratio between terms corresponds to the geometric notion of a repeated similarity transformation.