Counting, Multiples
Key Stages: 1 and 2 ★
Andrew put twenty biscuits in a line. Which of them ended up with no decoration?
This problem fits in well with counting and skip-counting (counting by twos etc.) and can be solved by physically modelling the biscuits and decorations with whatever objects are convenient. It is a good opportunity for children to choose the way they represent the problem in order to solve it. It may also be appropriate to introduce vocabulary such as "multiple".
This resource has comprehensive teachers' notes and resources, linked from the problem page. This includes possible approaches and key questions, as well as possible support and extensions.
The file attached is a HTML file, which, when opened, automatically redirects you to the problem on the NRICH website.
Key Stages: 1 and 2 ★
Andrew put twenty biscuits in a line. Which of them ended up with no decoration?
This problem fits in well with counting and skip-counting (counting by twos etc.) and can be solved by physically modelling the biscuits and decorations with whatever objects are convenient. It is a good opportunity for children to choose the way they represent the problem in order to solve it. It may also be appropriate to introduce vocabulary such as "multiple".
This resource has comprehensive teachers' notes and resources, linked from the problem page. This includes possible approaches and key questions, as well as possible support and extensions.
The file attached is a HTML file, which, when opened, automatically redirects you to the problem on the NRICH website.
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A good resource to get children thinking about sequencing. They would love it if they could do it after making predictions too!
useful. perfect for end of term party time
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