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Using a Tiered Choice Board (TCB) means that your extension work is already pre-planned in purposeful and quality ways

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Using a Tiered Choice Board (TCB) means that your extension work is already pre-planned in purposeful and quality ways

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Tips:

Let your students choose their task. Low achieving Gifted students will often choose the easiest option, but you can steer this decision through conferring with them and coming back to learning goals.

Display the TCB throughout the entire lesson.

Take the core expectation and build upon this idea. This ensures you aren't moving on these students to the next idea, but digging deeper into the now idea.

If you have many students in your class who are low achievers, your Choice 1 might be a stripped back version of the core task, and then you just would need to offer Choice 3 as the extension option. This is highly dependant on your learners.

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Using Venn Diagrams (VDs) encourages students to think: finding similarities and differences between things helps students to dig deeper into a concept

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Using Venn Diagrams (VDs) encourages students to think: finding similarities and differences between things helps students to dig deeper into a concept

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Tips:

I always have blank VDs graphic organizers on deck ready. Then you can easily write what you want your students to explore depending on the lesson.

This can be a great collaborative exercise. It sparks conversation and also helps to sharpen reasoning.

The more different the two things you are asking students to compare, the trickier it will be to find similarities which will encourage deeper thinking and connection forming.

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A Maths VD example. This could be interesting as a class warm up.

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Doing VD's before a written task can help strengthen the quality of the written piece as it is a graphic way to organise thoughts.

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A provocation is something that sparks thought, intrigue and wonder. It could be an image, an advertisement, a quote or artwork.

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A provocation is something that sparks thought, intrigue and wonder. It could be an image, an advertisement, a quote or artwork.

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Tips:

Use your curriculum to help you choose suitable provocations for your learners. If you are doing a farm to plate unit choose provocations that will lead students to get thinking about this concept, even in implicit and abstract ways.

Use them as lesson hooks. Spark the curiosity from the get go.

Get students to ask the provocation questions to get them thinking deeply about the concept. See below for posts for examples.

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We could ask this provocation:

What is the boat floating in?

What different things can you see?

What types of materials can you see?

Does this look healthy?

How did the plastic get there?

How could we remove the plastic?

Why should we remove the rubbish?

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We could ask this provocation:

What are the men doing?

Where might they be?

Why are they working here?

What are they removing from the ground?

What might they do next?

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We could ask this provocation:

What has happened to this landscape?

How has this landscape been affected?

I wonder what this kookaburra has seen?

What happened a week before this photo was taken?

What do you see?

Why is the sky that colour?

What would this photo smell like or sound like?

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We could ask this provocation:

Why is are they inside of a hand?

Who is here?

What different types of people do you see?

What are they each holding?

What words come to mind when you look at this image?

Why are they looking upward?

What do you think the conversation would be between the people?

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We could ask this provocation:

What do you see?

Does this image have different parts? What are they?

What sounds do you hear when looking at this photo?

How did the buildings get there?

Who lives here?

Who works here?

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Sometimes called passion projects, these are projects that are available for students to complete at home or during free time in an area that they wish to explore more about.

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Sometimes called passion projects, these are projects that are available for students to complete at home or during free time in an area that they wish to explore more about.

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During Inquiry Group, students each take part in a passion project that is off curriculum. This means they are not confined to something in the curriculum but can explore other concepts that they have seen or read about in books, museums etc.

Considerations:

These should not replace curriculum concepts, but are an additional project. Students need to learn what is in the syllabus first and foremost.

These can be positioned well as homework tasks, or it can be something students can do if they are consistently finishing tasks earlier that their cohort.

Co-constructing the project together may yield more quality work and lead to a more comprehensive project, rather than just saying, 'go run!'. This is highly dependant on the learner though.

Examples of passion projects I have seen: students creating an informative book series, historical figure inquiries, deep dive research in myths and legends.

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Provocation Tables are another way to spark wonder and engagement with a concept or theme, and very effective in the Infants years.

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Provocation Tables are another way to spark wonder and engagement with a concept or theme, and very effective in the Infants years.

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Tips

Let students group at a time come to interact with the table. Encourage them to come up with some questions for the table they would ask and are curious about.

Accompany the table with quality literature

For students who are highly capable, they perhaps could explore what they would add to the table, or draw a sketch of how they would recreate the table. If they are a strong writer, they could describe what they are seeing in the provocation.

Build activities using the table as a base.

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These activities would be positioned great as class warm ups before the review in your extension maths classes. They are interactive and involve critical thinking and reasoning through a range of content strands.

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If you've arrived at this page looking for activities that will help you to develop your mathematical thinking skills, you may be interested in our new Thinking Mathematically Collection.

Are you a student who likes to think about mathematical problems?

Why not test and develop your skills with this special selection of NRICH problems? They have been chosen because they only make use of simple mathematical concepts (the sort encountered as some point early in Stage 3): the emphasis is on the thinking rather than the knowledge.

Why not print out the table and tick off the problems you have solved? Will you be able to crack them all? Don't forget, if you get stuck you can look at the Hint or Solution at the top of each problem.

Happy solving!

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On this page we give a selection of good starter activities for those new to NRICH

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Rich Tasks are open-ended and allow students to explore an endless amount of solutions or answers to one simple question. We see them often positioned well within Maths programs.

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Rich Tasks are open-ended and allow students to explore an endless amount of solutions or answers to one simple question. We see them often positioned well within Maths programs.

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Gifted Learners thrive when challenged with Rich Tasks. Rich tasks require students to go beyond algorithms, and often force students to go 'off routine' to demonstrate their knowledge, skills and ingenuity in varying ways.

Tips:

Keep it simple. If they are designed in convoluted ways, kids lose interest.

To extend beyond, give students 'extra information' to push them further. For example, for the rich task of, '503 is the answer, what is the question?' you could give your HC learners additional information such as 'Without using the numbers 5 and 3, what could the question be?'

Use them as warm-ups or in your last ten minutes to engage and review learning. They are really well used as an 'exit ticket' piece as it will give you good insight into how well a student understood and engaged with the content of the lesson.

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Explore:

Can you fill in the shape?

How many blocks did you use?

Can you fill in the shape again with more/fewer blocks?

Can you fill in the shape with just a single color of block?

Which colors work and which don’t?

What is the maximum number of different colors you can use?

What is the maximum number of blocks you can use?

What about the minimum number of blocks?

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Bloom's Taxonomy aims to develop higher-order thinking skills. 

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Bloom's Taxonomy aims to develop higher-order thinking skills. 

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Gifted learners thrive under conditions where they are continually creating and evaluating. We want them to spend more time on these skills during learning activities.

Examples of Create Tasks (basic, will ned fleshing out):

Create a poster explaining a solution for water sustainability.

Create and design a labelled drawing of a farm. Include animals and crops of your own choosing.

Create a new parliament policy on an area that interests you (health, education, mental health, infrastructure).

Create a possible solution to world poverty.

Examples for Evaluate Tasks:

How effective is the use of symbolism within this story?

Why would you recommend your bushfire plan to the RFS?

Do you believe eradicating racism in Australia is attainable? Why or why not?

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This is one I used with my Maths class.

The purple task was the easiest option

green one was a bit more challenging

the blue was the trickiest because there was more criteria for the task (worded problem, open-ended, specific amount of digits).

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180 High Floor/Low Ceiling Maths warm ups or mini tasks for a range of ages to enjoy and work through.