Last updated

18 May 2015

Have a play around with this task, and please share any questions, extensions, simplifications, modifications, or lines of inquiry in the comment box below. The idea is to collect loads of suggestions that can then be used for effective differentiation. The full set of these tasks, along with additional notes, can be found here: http://www.mrbartonmaths.com/richtasks.htm
Creative Commons "NoDerivatives"

### Reviews

4.7

Something went wrong, please try again later.

#### manfred_lisa

10 months ago
5

Thank you for all your work. I've just read your book How I Wish I Taught Maths, and I'm loving all your resources. I was thinking of doing a 100 grid, but with counters. Each person has a different colour counter. They can choose a PRIME number and claim all the multiples of the number by putting their colour counters over them. Students take turns choosing a number and claiming all the multiples, and they keep a record of the numbers chosen, because that number can't be used again. (e.g. someone chooses 2 and puts 50 counters on all the even numbers, they write 2 on a piece of paper). This is important because if someone spots a COMPOSITE number with all it's multiples taken (e.g. if 2 and 3 are taken, this means all the multiples of 6 are taken), they get to claim all those multiples (by swapping the counter there for one of their own). Some variations, i) they claim the composite multiples AND they get their turn selecting a prime number; ii) when a multiple becomes available the first person to yell 'Swipe!' gets to claim it (good for groups with similar ability or teams), or iii) you can only claim it on your turn iv) lose a turn if you pick a composite number that's not yet allowed v) skip the next person if you select a prime number with no multiples under 100. When there are no numbers left, everyone counts up their counters and a winner is declared!

#### cree_giraud

4 years ago
5

Thanks Mr Barton! You're a a star

5 years ago
5

#### jmehers

5 years ago
4

A great task to get them thinking.