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  • Magic Vs - NRICH
    Magic Vs printable sheet The problem is explained below, but you may wish to scroll to the bottom of the page to watch a video of the NRICH team presenting this challenge Place each of the numbers 1 to 5 in the V shape below so that the two arms of the V have the same total
  • Magic Vs - NRICH
    Magic Vs Place each of the numbers 1 to 5 in the V shape below so that the two arms of the V have the same total
  • Magic Vs - NRICH
    Magic Vs This poster is based on the problem Magic Vs The poster is available as a PDF, or the image below can be clicked on to enlarge it
  • Magic Letters - NRICH
    Magic Letters printable worksheet The problem is explained below, but you may wish to go to the Getting Started page to watch a video of the NRICH team presenting the initial challenge Charlie has made a Magic V with five consecutive numbers: It is a Magic V because each 'arm' has the same total Alison drew this magic V:
  • Devon Teachers Enriching NRICH - Part 1
    This problem is called (unsurprisingly) Magic Vs and was published on the NRICH website in November 2008 What we describe above is outlined in more detail in the teachers' notes and it was great to see everyone engrossed in the challenge, no matter whether they were a Year 1 teacher, a Year 5 teacher or a consultant!
  • Developing Mathematical Thinking - Conjecturing and Generalising - NRICH
    Below are tasks which aim to exemplify how students can move from the exploratory and working systematically phases, on to conjecturing and generalising Magic Vs We're assuming students have found all the Magic Vs using the numbers 1-5 If you haven't had a go, you may like to try to do so now Show all magic Vs using numbers 1-5
  • KS2 Maths Club Activities - NRICH
    These hands-on maths resources are ideal for students aged 7-11 to explore in maths clubs and whole-school maths events
  • Year 3 Conjecturing and Generalising - NRICH
    A game for two people, or play online Given a target number, say 23, and a range of numbers to choose from, say 1-4, players take it in turns to add to the running total to hit their target
  • Developing Mathematical Thinking - NRICH
    During this webinar we had a go at the following tasks: NB Since this webinar was recorded, we have changed the way we refer to this aspect of mathematical thinking - it is now labelled as 'Explaining, convincing and proving', but the content of the webinar is still very much applicable
  • Maths Anxiety – Causes, Consequences, and Cures - NRICH
    Magic Potting Sheds (11-16) You may also be interested in this collection of resources: Anxiety and Recall - The Mathematical Association's Autumn 2017 edition of Equals In Getting into and staying in the Growth Zone Clare Lee and Sue Johnston-Wilder explain how the Growth Zone model can help develop resilience in learners of mathematics





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