About cookies

The NCETM site uses cookies. Read more about our privacy policy

Please agree to accept our cookies. If you continue to use the site, we'll assume you're happy to accept them.

 

Personal Learning Login






Sign Up | Forgotten password?
 
Register with the NCETM

Secondary Magazine - Issue 45: An idea for the classroom


This page has been archived. The content was correct at the time of original publication, but is no longer updated.
Created on 14 October 2009 by ncetm_administrator
Updated on 27 October 2009 by ncetm_administrator

Secondary Magazine Issue 45   RISPs - Rich Starting Points
 

An idea for the classroom - Rich Starting Points

Having read Jonny Griffiths’ article in Mathematics Teaching 215, the most recent journal from ATM, about the use of Rich Starting Points, I was inspired to visit the website and investigate a few for myself. Beware – this is seriously addictive!

The first one I tried was RISP 8: Arithmetic Simultaneous Equations

RISP arithmetic simultaneous equations

I won’t tell you what happens if you want to try it!

Several things struck me as I worked through the problem:

  • Why restrict this to A Level? Surely GCSE students would be able to tackle this activity? Could I run this activity as part of GCSE revision classes?
  • This is a great way to have some differentiation in my classroom. Able students would be able to make headway with the investigation, whilst less able students would get the practice that they need in solving simultaneous equations.
  • Students are working on their own mathematics, albeit in the same context as other students.
  • This activity allows students to generate their own equations to solve, hopefully to try and test out particular ideas which they are suggesting. (Having done two examples, I had a theory involving common differences in my head which was dashed as I tried a third example).
  • The activity generates a need to solve the equations – to find something out – rather than wading through a page of questions for the sake of just doing them, which I know is a source of frustration to some of our students.

So would these general points apply to other Rich Starting Points? I had a look at RISP Brackets In, Brackets Out and had a similarly rewarding experience. Being a mathematician, I realise that two examples in no way constitute a proof but I did feel inspired to think about using more of these Rich Starting Points within the curriculum. 
 

 
 
 View this issue in PDF format
 
 Visit the Secondary Magazine Archive
 
 About Magazine feeds
 
 
 Previous page
Next page 
 
 
 Back to top

 
 
 

Quicklinks

 
Secondary Magazine Issue 45 - download as a PDF
 
 
Magazine Feed - keep informed of forthcoming issues
 
Departmental Workshops - Structured professional development activities
 
Explore the Secondary Forum
 
Contact us - share your ideas and comments 

Comment on this item  
 
Add to your NCETM favourites
Remove from your NCETM favourites
Add a note on this item
Recommend to a friend
Comment on this item
Send to printer
Request a reminder of this item
Cancel a reminder of this item

Comments

 


There are no comments for this item yet...
Only registered users may comment. Log in to comment