Nrich Advent

Nrich Advent – 1st December 2016    nrich-advent-2016

Five Steps to 50      

This challenge is about counting on and back in steps of 1, 10 and 100.

Roll a dice twice to establish your starting number – the first roll will give you the tens digit and the second roll will give you the units digit.

You can then make five jumps to get as close to 50 as possible.

You can jump forwards or backwards in jumps of 1 or 10 or 100.

Compare your strategy with a friend.

Did you jump forwards or backwards?

Can you land on 50 exactly?

How far from 50 were you?

Could you do it another way?

Could you get even closer?

Which numbers can get you to 50?

Which can’t?

 

Roll the dice again and have another go!

 

For example:

I roll a dice and get a 2 then a 3, so my starting number is 23.

I make the following jumps to get as close to 50 as possible:

Starting number is 23

Jump one is +10 to get me to 33

Jump two is +10 to get me to 43

Jump three is +10 to get me to 53

Jump four is -1 to get me to 52

Jump five is -1 to get me to 51

Pudsey Day…Bear Problem

As it’s Pudsey day… how about solving a ‘Bear’ themed Maths problem? Have a go at…https://nrich.maths.org/4783

or here is the problem below:

Once upon a time there were three bears. There was Father Bear, Mother Bear and Baby Bear. But you knew that

the three bears

Mother Bear was three quarters the size of Father Bear.
Baby Bear was half the size of Father Bear.
And all the things they had were in the same proportions.
This means that Father Bear’s chair was twice as big as Baby Bear’s chair and Mother Bear’s chair came exactly in between.

the bears' chairs

 

Mother Bear’s chair was 60 cm high. How high were the other two chairs?
The diameter across the top of each Bear’s porridge bowl was three times the height

 

bears' porridge bowls

 

Father Bear’s bowl was 24 cm across. What was the diameter of Mother Bear’s bowl and the height of Baby Bear’s bowl?
A little girl lived with the three Bears. (Her name was Goldilocks – but you knew that too!)

Goldilocks had all the same things as the bears, but hers were all sorts of odd sizes, some nearly as big as Father Bear’s, and some almost as small as Baby Bear’s!
the bears' and Goldilock's beds

 

Who did all these beds belong to? You might need to do some measuring!
Father Bear’s spoon was 30 cm long. Goldilocks’ spoon was five sixths of that.

 

the bears' and Goldilock's spoons

 

What proportion of Goldilocks’ spoon was Baby Bear’s spoon?

Ramps and Numbers

The children in Nursery have enjoyed working together to create ramps inside and outside to use for rolling conkers and balls.  In class the children used the ramp to see whose conker would roll the furthest.  Lots of discussion about how we could check or measure whose conker had rolled the furthest, with the children using cubes, tape measures and exploring with metre sticks.  Outside, the children helped each other to make the structure to roll the conkers or balls.  The coloured balls had both numerals and spots which encouraged further counting and number recognition.photo-ramps

Questions…..

Inspired by some training today and my drive home in the car, I wondered…..

How many wheels were on our school site today?

sacrifice-team-scooter-wheel-110mm-purpleWhat questions would I need to ask to find out the answer?

What data would I need to collect to help me solve this?neills-wheels-quality-used-cars-in-torquay-cars-lk8sxi-clipart

041  Could you write some questions to help me solve this problem?