The curriculum map is the single-best source to understand the year’s work in the module lessons for each grade level: a detailed view of the scope and sequence of the modules showing module titles, topics, targets, and standards explicitly taught and formally assessed in each module.

The curriculum map is the single-best source to understand the year’s work in the module lessons for each grade level: a detailed view of the scope and sequence of the modules showing module titles, topics, targets, and standards explicitly taught and formally assessed in each module.

This problem was designed to explore equivalence of change (ie. if a 10% decrease isn't the opposite of a 10% increase, what is? ) and to move students towards the concept: exponential growth and decay.

'Tricks' tap into children's natural curiosity and can provide the motivation for exploring the underlying mathematics in order to unpick how they are done. This Nrich problem explores a "trick" to provide an engaging context in which to explore place value and in particular 'adding nine' as 'adding ten and subtracting one'.

The Nrich problem offers opportunities to think about area, proportion and fractions, while offering an informal introduction to the mathematics of infinity and convergence which would not normally be met by younger students, to tempt their curiosity.

This Nrich problem gives learners practice in fractions (tenths) as well as in addition and subtraction in a challenging form.

This Nrich problem uses the idea of sequences in a very tangible form. Children will need to recognize odd and even numbers as well as be able to count fluently both backwards and forwards. They will also have opportunities to justify their answers.

The Nrich game as introduced is intended for children who are just beginning to become confident with small numbers. However there are many variations, some suggested below, that make it suitable for older children. As with many of the NRICH games, consolidation of basic number facts is combined with an element of strategic thinking.

This Nrich activity provides a context for doubling multiples of 5. The children will also be noticing and describing patterns.

This team-building task is designed to develop students' team-working skills. If you wish to learn more about these skills, and find other team-builder tasks, take a look at this article.

Unit fractions are the first fractions children meet, and here we discover some very surprising and interesting characteristics of these familiar numbers. Some of these characteristics were known to the ancient Egyptians whilst other conjectures are yet to be proved. Whilst meeting both old and new mathematical ideas, students can improve their fluency in addition and subtraction of fractions and be challenged to generalize and explain their findings.

The topic of music can make a good connection between science and mathematics. The nature of sound and the working of the ear are rich areas of applied mathematics. The ratio emphasis follows from harmonics or overtones and rests on ideas like lowest common multiple.

This article is for elementary teachers putting together fraction units. There is a discussion of activities and misconceptions.

This Nrich problem will help to improve learners' knowledge of factors, especially those in the usual multiplication tables, and encourages them to use trial and improvement.

In this Nrich problem, the familiar context of sharing provides an opportunity in which to explore fractions in a variety of ways. The task involves finding fractional quantities of whole numbers as well as dividing a unit into equal pieces.

This Nrich problem starts with a simple situation which can be analyzed quickly using mental methods, but which provides a starting point for tackling a more challenging problem. The challenge can be tackled at many different levels, using trial and improvement (perhaps using spreadsheets), looking for number patterns, or with a more formal algebraic approach.

Ordering fractions can seem like quite a mundane and routine task. This Nrich problem encourages students to take a fresh look at the process of comparing fractions, and offers lots of opportunities to practice manipulating fractions in an engaging context where students can pose questions and make conjectures.

This Nrich activity provides a context for practicing counting on in 1s and 10s (and later 100s). Children will also be invited to find out how far from 50 they end up so they will be practicing finding the difference between two numbers. It encourages children to find more than one way of getting to a solution.

This Nrich can be very engaging. It has the ability to introduce pupils to some logical reasoning as well as being solvable by trial and improvement.

This Nrich problem is useful for those pupils who are coming to terms with spatial representation of fractions where area is concerned rather than just length. Pupils' visualizations vary a great deal and this may prove very difficult for some and yet readily accessible to others.