This Nrich activity is an unusual context in which pupils can consolidate recognizing, finding, naming and writing fractions. The rich environment also gives them the opportunity to identify, name and write equivalent fractions of a given fraction, represented visually as a chain. Furthermore, learners will be adding and subtracting fractions with the same denominators and denominators which are multiples of the same number.

This problem gives work on percentages in an interesting and challenging way. It also gives you an opportunity to discuss different ways of estimating and therefore shows learners how expressions which look very different can give very close answers.

This Nrich problem brings in doubling, halves and quarters in a very practical way using rods made from interlocking cubes. It gives children a practical context in which to explore simple multiplying and dividing, even if these particular terms are not used explicitly. It can provide a very useful context for introducing and using the vocabulary of halves and quarters.

This Nrich problem encourages children to use counting-on techniques, but offers you an opportunity to introduce them to the idea of multiples.

This Nrich game can be played to improve students' recognition of equivalent fractions, decimals and percentages.

Students sort and classify triangles based on similarities. Students are asked to discuss their decisions in this Nrich activity.

This course covers the mathematical techniques necessary for understanding of materials science and engineering topics such as energetics, materials structure and symmetry, materials response to applied fields, mechanics and physics of solids and soft materials. The class uses examples from the materials science and engineering core courses (3.012 and 3.014) to introduce mathematical concepts and materials-related problem solving skills. Topics include linear algebra and orthonormal basis, eigenvalues and eigenvectors, quadratic forms, tensor operations, symmetry operations, calculus of several variables, introduction to complex analysis, ordinary and partial differential equations, theory of distributions, and fourier analysis. Users may find additional or updated materials at Professor Carter's 3.016 course Web site.

In this Nrich problem students evaluate percentages in the real world situation of an election.

All work on probability is based on ideas of randomness, an idea which has precise mathematical meaning, while being informally used in everyday life. This Nrich activity will lead to discussions of tricky ideas should challenge students' understanding.

This activity from Nrich mathematics encourages students to explore combinations and patterns systematically.

This Nrich problem gives a clear context in which fractions, ratio and proportion can be investigated. When using the interactivity, students can develop strategies for comparing fractions or ratios while thinking about which strategies are most useful for different cases.

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.

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.