Brain Teaser of the Week 3/4 in portfolio folder A4

Material for weekly brain teasers about perception, arithmetic, geometry, logic or calculations to solve Contents: portfolio folder with 160 pages A4, of which 70 master copies (a task is often printed on one side of A4, which saves copying costs) and 70 solution and advice sheets.

• for 3rd school year, 4th school year, older pupils (SEK 1)
• 70 copy templates
• 70 solution and hint pages

Support and therapy areas: calculation, maths, integration, thinking, concentration, talent programme (3/4)

Media/materials: worksheets, master copies

Brain teaser of the week 3/4 in portfolio folder A4
3. School year, 4th year of school, older pupils (sec 1)

Arithmetic
Equality of totals, match tasks, uncovering structures, skilful subtraction, letter puzzles, recognising correlations, correlating properties, sum of all numbers in the hundred field, arranging numbers, uncovering mathematical contradictions.

Geometry
Parquetry tasks, doubling (arithmetic-geometric), spatial imagination, skilfully dividing surfaces, surfaces on three-dimensional structures, rotating cubes, body surfaces, water in cubes.

Logic
Finding continuation, line patterns, repetition, the missing number, circle, triangle, square, numbers and pattern, relationship, opposites, find middle part, note differences.

Word problem
Combinatorics, relational tasks, system of equations with unknowns, direct and indirect triads, arrangements, limit value tasks, tasks with dynamic problems, probability calculation, calculation with fractions, finding distribution, finding relevant information, intersections, peculiarities of the calendar.

The pupils learn to implement different thought processes, to develop ideas step by step, to understand different solutions and to try them again and again, to consider mistakes as clues and to ask exact questions.

• They acquire strategies to solve problems independently and to ask exact questions again and again.
• We have printed interesting solutions for children for each task so that you can see what ideas the pupils can come up with when solving the tasks before you start using them.
• For each task, you will receive more tips on how to get even weaker pupils to successfully complete the puzzles without anticipating the solution.
• Other variants offer the opportunity to differentiate.