# data[].attributes.body
Names: Joe Bloggs
https://nrich.maths.org/1079

Positives
- Uses children's problem solving skills
- Gets children thinking systematically
- Reinforces key skills such as their ability to double numbers and addition skills
- Could be differentiated through choice of numbers and the amount that the plant grows by daily e.g. tripled rather than doubled
- Could be used alongside a class project growing plants to make it more relevant and engaging
- Could be adapted to develop the children's measuring skills

Negatives
- Very closed question - doesn't allow children to explore the answer.
- Very lengthy. The children could switch off and not finish the question. This could be overcome by cutting out the irrelevant information.

# data[].attributes.body
Names: Kate Appleby, Holly Bourne, Faye Norman, Emily Pennells
https://nrich.maths.org/6986

Positives
- Develops working as a team
- Encourages communication using appropriate vocabulary
- Develops concrete knowledge
- Promotes questioning & searching for answers
- Fun & interactive games
- Can be done as a whole class activity
- Good activity to be used with booster groups
- Develops knowledge & identification of shapes

Negatives
- Some children might struggle to come up with relevant questions
- Questions may be answered incorrectly
- Discussion might go off topic
- Activity can't be done / won't be useful if children don't have prior knowledge
- Children need to be engaged from the start
- Visual learners may struggle
- Misconceptions may not be elicited
- Discussion may be led by children with a greater level of knowledge
- Children with less knowledge may be afraid to join in

# data[].attributes.body
Names: Amy Hunter, Chloe Kirkham Harrington,  Victoria Rose, Emma Madison and Annie Allison
https://nrich.maths.org/9692

Positives:
-  Gets children thinking systematically.
- uses problem solving skills
- contextual.
- promotes use of mathematical vocabulary.
- Develops reasoning skills.
- Embeds variation.
- Extends challenge with open questioning allowing children to use mathematical dialogue to reason.
- Allows for all levels of CPA approach to be utilized

Negatives:
- Would be difficult to complete without understanding of the term ' symmetrical .
-  Children need to understand that there are a number of possibles outcomes by changing certain variables.
- Not much room for extension after completion of activity.

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Names: Daisy McLean, Beth Lynn, Charlie Malarkey
https://nrich.maths.org/233

Positives:
- develops reasoning skills through questioning
- uses recognisable shapes which is good for introductions to variation as children will not get confused
- uses a lot of mathematical vocabulary to develop understanding in other areas in and out of geometry

- shows examples and non-examples
- could be made into a practical, problem solving task
- room for extension -different starting shapes

Negatives:
- could be a difficult task as children can not hold and manipulate the shape meaning visual learners may struggle
- closed questions which limits discussion

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Names : Mélaine TERRIER Méline POULET
https://nrich.maths.org/1787

Positives:
-reviews mental arithmetic
-allows to different levels :
use addition, subtraction, multiplication or division
-develops reasoning skills

Negatives:
-needs a complete understanding otherwise it will be impossible to do the exercice.
Could discourage children

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Names: Rebecca Mountain, Eleanor Papworth, Katie Richardson and Charlotte Hives
https://nrich.maths.org/7551

Positives:
-Develops knowledge on colour and recognition of colour
-Uses and encourages mathematical vocabulary to be used
-Encourages deeper learning and teaches children 'why'
-Develops CPA approach
-Engages with current issues and key events in the environment
-Fun and interactive
-Can be adapted and varied for different children depending on any specific learning difficulties
-May encourage children who are interested in sport but not mathematics

Negatives:
-Does not include irregular shapes
-Does not show variation in size
-Very closed questioning and choice of what the children can do
-Limiting to the children's knowledge on shapes

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Alice Franklin
https://nrich.maths.org/7043

Positives:
-develops children's knowledge of shape
-gets the child thinking about patterns and that they can sometimes be irregular.
-uses basic multiplication skills
-could be done as a class
-children could make their own pattern

Negatives:
-could be confusing, (children might not know whether the pattern only consists of one colour)
-not much differentiation in the use of shapes

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Ella Glover, Emily Illingworth
https://nrich.maths.org/7043

Positives:

-It allows the children to work on their visualisation skills.

- There are range of sequences.

-It gets more challenging as it progresses

- Allows children to be independent as they’re creating their own patterns

- It allows questioning- teachers and peers can question their patterns, allowing the child to reason.

-Can add different colours to make it more challenging

Negatives:

- The same objects have been used, so this could limit their understanding. Using different objects/shapes could allow them to understand that patterns apply to a range of shapes.

- Children may stick to creating simple patterns if they’re left alone to create their own patterns.

- Could be used as a distraction, children can play with them rather than use them mathematically.

# data[].attributes.body
Name: Sarah Harris

https://nrich.maths.org/1813

Positives:

-          Leads nicely to paired or class discussion

-          Will easily show if children don’t understand the mathematical vocabulary

-          Allows for a good CPA transition.

Negatives:

-          There are only 3 example questions, currently high attaining children will need more questions.

-          The language may be confusing, moving one peg may be confused with moving one space.

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Names: Steph Secker, Katie Murray, Naomi Pritchard
https://nrich.maths.org/2660

Positives:
- Promotes discussion among pupils in the class
- Promotes correct use of certain mathematical vocabulary (e.g. multiples, square numbers etc.)
- Opportunity for differentiation as it explores many number groups - one group could look for multiples whilst another looks for the square numbers

Negatives:
- If instructions are not made explicitly clear, children may just try to group the numbers in any way, not taking into account that there should only be four numbers in a group
- Some children may think you can only use each number once

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D'arcy Lockley and Lauren Glendenning
https://nrich.maths.org/7281

Positives:
- Encourages children to think systematically
- Uses children's problem solving skills
- Provides an opportunity to make maths practical
- Reinforces other skills such as directional skills
- Can promote teamwork
- Allows children to compare
- Using adding and subtracting in a practical sense

Negatives:
- Not always accurate in something like a garden because of the surrounding
- Not easily applicable to other children's garden
- Can easily get confusing as each child could mark it out differently
- Not necessarily the most accurate game

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Jenny Rowley, Molly Groombridge, Iona Karrman-bailey and Katie Huntington
https://nrich.maths.org/9970

Postives
- Good investigative questions that can develop children responses
- Practical activity
- Good for discussion
- There can be multiple answers

Negatives
- Limited learning
- Only set representations of numbers
- Barriers for progression for children currently high achieving

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Christian Leigh & Tegan Zielinski

https://nrich.maths.org/10829

Positives:
- Concrete, Pictorial approach to the task
- Promotes questioning and deeper understanding/thinking
- Uses real life objects to solve and create problems
- Can be completed individually or in groups
- Good for starters, plenaries and mini assessments

Negatives:
- Doesn't actually form regular shapes - misconception + wouldn't be able to work angles
- No structure to the activity
- The activity is not adapted for children with visual impairments

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Verity Ellis, Amelia Grayson, Niamh Egars, Sophie Galloway, Libby Dixon and Jo Davison.
https://nrich.maths.org/12673

Positives:
-Encourages conceptual variation.
-Encourages reasoning and problem solving.
-Encourages them to make connections between different areas of geometry.
-Can easily be differentiated.
-A good bridge from moving from pictorial representations to abstract.
-Encourages discussion.

Negatives:
-Children who still need the support of concrete resources will not be supported.
-Focus might be placed on summative result rather than reasoning. For example, they may be more fixated on being 'right' over their peers.
-Difficult to include and discuss non-stereotypical shapes.
-Not adapted for children with visual-impairments to interact with.
-Not multi-sensory.

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Alisha Adams
https://nrich.maths.org/241
Positives-
* Visual activity.
* See patterns through visual Dominos on the screen.
* Can use trial and error to work out the pattern.
* If working as a class this could promote discussion.
Negatives-
* Even though Dominos is a real thing, it isn't something you would do in real life.
*Limited as to which numbers are used.
*Limited for progression.

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Lucy McKinley
https://nrich.maths.org/2343

Positives:
- Develops visualisation
-Allows children to use the concrete to understand the visual
-Allows children to explore depth, width and height of shapes

Negatives:
-Children  may be tempted to make regular shapes due to lack of exposure to irregular ones
-Children may not be able to reason why they have made a particular shape

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Sophie Vayro
https://nrich.maths.org/10829

Positives:
- Problem solving

- Variation

- Children can use their imagination

- This could be used with resources or as a visual approach.

Negatives:

- It doesn't relate to real life
- One question is not very specific and open, which could lead the children off topic
- This isn’t appropriate for an abstract way of learning

# data[].attributes.body
https://nrich.maths.org/12671
Strengths
Range of examples
Areas to explore
Practical
Deeper thinking opportunities

Weaknesses
Confusing wording
Need resources as support
Hard for some children to read

Eleanor, Sophie, Beth, Sally, Jade and Charlotte

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Nicola Brown, Amy Taylor, Leah Mortley & Ella Urwin
https://nrich.maths.org/5944

Positives:
- Good for visual learners
- Can be used as a concrete resource to aid children's understanding
- Can use physical resources
- Children are able to work at their pace
- Easily differentiable

Negatives:
- Restricted in terms of the shapes used
- Limited opportunity for questions to be asked
- Very little scope
- More challenging for those children with visual impairments (e.g. colour blindness)
- Not necessarily the most accurate use of shapes if cut out by the children

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Alex Newbound, Rebecca Kitchin and Molly Meadows.
https://nrich.maths.org/7128

Positives:
- Practical activity
-Concrete approach
-Investigative nature (no right or wrong answer)

Negatives:
- May not understand purpose of the task
- Resources may be distracting, playing rather than using them mathematically
-Learning may be limited

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Emily Coyne, Peighton Doman and Ellie Burgess

https://nrich.maths.org/12673

Positives:
- Encourages children's reasoning and problem solving skills
- Encourages the children to discuss vocabulary and builds subject knowledge
- There are a range of examples so the children remain engaged

Negatives:
-  It may lead to confusion as children may believe that all the statements are true.
- The discussion may go off topic
- Children won't have the concrete resources to help with their conceptual understanding

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Names: Ella Atkinson, Niamh Cavadino, Ellie Collins and Jordan Hughes.

https://nrich.maths.org/7551

Positives:

-Uses very simple basic questions good for EYFS.
- Good introduction to repeat patterns.
-Good for a follow on lesson of shapes as the children can recap what shape is what.
- Allows the children to be creative in designing their own.
- good cross-curricular links between olympics.

Negatives:
- Very basic in terms of older children especially 7 year olds who already grasp simple shapes.
- Not very thought provoking due to the basics of the task.
- Always uses basis shapes and doesn't think about irregular shapes.

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Jarv Vickers and Callum Johnson

https://nrich.maths.org/7128
Positives:
- pratcial and hands on
- Encourages skills to help with solving maths problems
- this activity allows the chidlren to look at translation of shapes and order of symmetry.
-children can also begin to understand how shapes can go together to form more complex shapes and structures.

Negatives:

- This activity does not take a huge amount of time and for this reason may have to be used as a starter, there also isn't much variation and it is hard to differentiate.

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Ellie Watkin and Harriett Welch

https://nrich.maths.org/7228

Positives:
- promotes discussion with the children
- gets children to think about different scenarios
- gets children to visualise different shapes
- gets the children to look at patterns
- good starting point for a lesson
- easy to adapt for different age groups
- can relate to real life contexts as it uses party tables and handing out sweets
- can be differentiated based on different attainment levels in the class

Negatives:
- only focuses on using regular shapes
- children need to have prior knowledge on regular 2D shapes
- some children might not be able to visualise the scenario, therefore they will need to have pictures to help

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Joanna Saunders
https://nrich.maths.org/6713
Positives:

-      There is a wide range of numbers from 3,5,7 to 38, 56, 74

-      Opportunity for discussion, and group work

-      Different levels for the children

-      Variation is used

-      Questions at the bottom for children to consider about sequences

Negatives:
-      Could confuse children with their times tables

-      Only numbers used and always going up in addition

-      The ‘shifting times tables’ concept could be confusing.

-      Only one answer

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Megan Wright, Rebekah Stoves and Emily Sutton

https://nrich.maths.org/2016

Positives:
- Provides an opportunity to look at inverse operations.
- Gets the children to think about patterns and then lead them on to thinking about patterns in numbers.
- It engages the children as they will be determined to find all the possibilities.

Negatives.
- Some children might find it confusing. This can be overcome by the teacher giving the children some beads to show them the concrete version of the activity.
- A hard task to differentiate, as it is not a flexible task.
- Not much room for questioning and discussion.

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Rebecca Best, Tom Bartram and Arthur Green  https://nrich.maths.org/10490
Ages 7-11

Advantages:

·         This task encourages children to think about division rules independently through investigation. The children can find out patterns for particular divisors and come up with a list of rules. For example, when the divisor is 5, if they dividend ends in a 5 or 0 then the answer will be a whole number.

·         Children could create their own booklets that have rules for common divisors in them and then this will allow the children to see patterns that cross over different divisors.

·         This activity includes procedural variation where one aspect (the dividend) is varied, whilst another aspect (the divisor) is kept the same. This allows pupils to observe what essential features and rules are needed when dividing by a particular number.

Disadvantages

·         If children make a mistake then this could create a misconception that then carries on with them after the activity affecting the rest of their learning.

·         Children may only come up with one rule for each answer and they may think that this is the only rule. For example, with the question ‘When is the answer a whole number?’ when working with the divisor of 5, children may identify that the dividend has to end in a 5, which is correct, however, they may miss the other rule of the dividend ending in 0.

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Keri Burrows & Jordan Todd https://nrich.maths.org/5157
Age five to seven

Positives

Encourages children to look at different ways of grouping

Shows multiple options for grouping

Develops perceptions of shapes

Offers opportunities for discussion & use of vocabulary

Interactive capability for physical engagement with the pictorial

Negatives

Limited scope- little to push high attaining children without adaptation

Minimal selection of shapes included

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Chloe Turnock

Age 7 to 14
https://nrich.maths.org/6986
Positives
- Allows children to develop their questioning skills and determine what kind of questions can be good or bad.
- Children can develop their vocabulary with regards to the features of the shapes they are describing
- Allows children to test their prior knowledge

Negatives
- There is limited room for discussion when the children are discussing what shape they can see.
- Children must have some prior knowledge in order to ask specific questions.