### DOUBLING AND HALVING PROBLEM SOLVING KS2

This article for teachers looks at how teachers can use problems from the NRICH site to help them teach division. This article, written by Dr. To support this aim, members of the NRICH team work in a wide range of capacities, including providing professional development for teachers wishing to embed rich mathematical tasks into everyday classroom practice. Double Trouble Age 3 to 5 Doubling numbers. Fractions Age 5 to 7 Try these lower primary tasks if you want to improve your understanding of fractions. Draw any triangle PQR. Doubling Fives Age 5 to 7 Challenge Level:

How do you know they are halves? Paper Halving Age 5 to 11 Challenge Level: A simple visual exploration into halving and doubling. Question 11 requires students use a mindmap to show their answer. Number Stage 2 Age 5 to 7 Challenge Level:

AO elaboration and other teaching doub,ing. A TKI account lets you personalise your experience – enabling you to save custom homepage layouts, create kete, and save bookmarks and searches. If you already have an Education Sector user ID and password, you are ready to log in. Here are some challenges that you can work on and then see if you can convince someone that your solutions are right!

How can he do it? Number Stage 2 Age 5 to 7 Challenge Level: Multiplying and Dividing Age 5 to 7 Try these problems, which are all about multiplying and dividing different numbers.

Good discussion is warranted as a follow-up. Cutting Corners Age 7 to 11 Challenge Level: What happens when you split an object or a few objects into different piles? Can you split each of the shapes sooving in half so that the two parts are exactly the same?

## Word problems with doubling and halving

Working Backwards at KS1 Age 5 to 7 The lower primary tasks in this collection could each be solved by working backwards. Adding and Taking Away Age 5 to 7 In these activities, you can practise your skills with adding and taking away. Early Fraction Development Age 5 halvint 11 An article describing activities which will help develop young children’s concept of fractions. This task offers opportunities to subtract fractions using A4 paper. The first of two articles on Pythagorean Triples which asks how many right angled triangles can you find with the lengths of each side exactly a whole number measurement.

Multiplication and Division Age 5 to 7 These lower primary tasks will help you to think about multiplication kz2 division.

Doubling Fives Age 5 to 7 Challenge Level: You’ll find money, length and time here. Investigate the different ways you could split up these rooms so that you have double the number.

The activity asks students to solve problems, fill in missing numbers in equations using proportional adjustment and solve word problems. The answers to question 10 suggests that students check their answers with others in their group, and explain why they think certain problems are easier or not easier using tripling and thirding etc.

Addition and Subtraction KS1 Age 5 to 7 The lower primary tasks in this collection all focus on adding and subtracting. He’d like to put the same number of plants in each of his gardens, planting one garden each day.

Geoboards Age 5 to 7 This lower primary feature brings together activities which make use of geoboards. If not, you should register with the link below.

# Doubling and halving | nzmaths

Age 3 to 7 This article, written by Dr. Room Doubling Age 7 to 11 Challenge Level: Asks students to solve problems using doubling and halving, and trebling and thirding strategy.

Paper Halving Age 5 to 11 Challenge Level: You could investigate your own starting shape. Draw any triangle PQR. This is essential introductory algebra to build understanding of the language of mathematics. Filter by resource type problems game articles general resources EYFS Resources Lists Filter by age 5 to 7 7 to 11 11 to 14 14 to 16 16 to For question 10 students should identify that doubling and halving is a useful strategy when both numbers are even — to start so,ving, but this question deserves more discussion, as simply doubling and halving may not necessarily produce a question that is easier to do….

Students who do not read this instruction could find they cannot do them, unless they assume that they have been doubled and halved.