Skip over navigation
Cambridge University Faculty of Mathematics NRich logo
menu search
  • Teachers expand_more
    • Early years
    • Primary
    • Secondary
    • Post-16
    • Events
    • Professional development
  • Students expand_more
    • Primary
    • Secondary
    • Post-16
  • Parents expand_more
    • Early Years
    • Primary
    • Secondary
    • Post-16
  • Problem-Solving Schools
  • About NRICH expand_more
    • About us
    • Impact stories
    • Support us
    • Our funders
    • Contact us
  • search

Or search by topic

Number and algebra

  • The Number System and Place Value
  • Calculations and Numerical Methods
  • Fractions, Decimals, Percentages, Ratio and Proportion
  • Properties of Numbers
  • Patterns, Sequences and Structure
  • Algebraic expressions, equations and formulae
  • Coordinates, Functions and Graphs

Geometry and measure

  • Angles, Polygons, and Geometrical Proof
  • 3D Geometry, Shape and Space
  • Measuring and calculating with units
  • Transformations and constructions
  • Pythagoras and Trigonometry
  • Vectors and Matrices

Probability and statistics

  • Handling, Processing and Representing Data
  • Probability

Working mathematically

  • Thinking mathematically
  • Developing positive attitudes
  • Cross-curricular contexts

Advanced mathematics

  • Decision Mathematics and Combinatorics
  • Advanced Probability and Statistics
  • Mechanics
  • Calculus

For younger learners

  • Early Years Foundation Stage

Paper Patchwork 1

Age 5 to 7
Challenge Level Yellow star
Primary curriculum
  • Problem
  • Getting Started
  • Student Solutions
  • Teachers' Resources

Mrs Offley and Year 3 class from Moulton CEVCP sent in the following description and the lovely display. Thanks and well done!

Last week we tried the Paper Partners problem and enjoyed describing paper sizes, positions and colours to each other. This week we tried Paper Patchwork 1. We talked about how the folding worked to change a rectangle into a square and about how important it was to get the folds in the correct order. Then we tried out lots of different contrasting patterns.

Once each pair had decided on their favourite pattern, we looked round at each other's patterns. We found that lots of pairs chose the pattern where the squares were turned through 45 degrees to offset the squares, centered on the middle of the shape. We put our patterns together to make one big pattern:


Thank you for this display I hope it may inspire others to produce their own displays of this activity.

Well it did inspire others because a little while later we received an email from J. Preece saying


 The children really enjoyed the problem. We are Windrush Primary school Royal Borough of Greenwich, London, children from year 1 to 6 took part And we pre cut the squares so that they could concentrate on what was the same what was different. There was a lot of very interesting discussion between the pupils.
 



Thank you, that looks wonderful, well done all of you who were involved.

You may also like

I'm Eight

Find a great variety of ways of asking questions which make 8.

Let's Investigate Triangles

Vincent and Tara are making triangles with the class construction set. They have a pile of strips of different lengths. How many different triangles can they make?

Noah

Noah saw 12 legs walk by into the Ark. How many creatures did he see?

  • Tech help
  • Accessibility Statement
  • Sign up to our newsletter
  • Twitter X logo

The NRICH Project aims to enrich the mathematical experiences of all learners. 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.

NRICH is part of the family of activities in the Millennium Mathematics Project.

University of Cambridge logo NRICH logo