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Number strategies: use a range of counting, grouping, and equal-sharing strategies with whole numbers and fractions.
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use their mathematical knowledge to invent basic addition and subtraction problems; solve other studentss problems. devise and use problem solving strategies to explore situations mathematically (guess and check, be systematic, look for patterns, draw a diagram, make a table)
Resources
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Envelopes. Copymasters for the sealed envelopes (English) Copymaster of the problem in (Mori).
Teaching Sequence There are several ways to approach this problem. If you think that this problem can be tackled easily by many of your class, then adopt Method A. This way you give little in the way of hints to the class as a whole. However, you may need to help some of them individually. Method B is for a class that needs more help and it begins with a short session on the mat to remind the class of some of the things that they have done so far. Method A: Start with all the students together on the mat. Tell them that today they are going to be the teacher and make up some maths problems. There is only one restriction. That is, the answer has to be the one you are going to give them in a sealed envelope. The problems that they make up can be anything they like. 1. 2. Let the students work on the problem together or on their own. Help the ones who are having trouble. Those students who finish quickly could be asked to make up another problem using another envelope. When a student has finished a problem put the problem into a sealed envelope. When you have collected enough problems the envelopes could be given to other students to solve either straight away or later on.
Method B: Start with all the students together on the mat. 1. 2. 3. 4. 5. Tell them that you would like them to make up some problems of their own today. So, in a way, they will be the teacher. Ask them what problems they can remember working on. Ask the students to give you a number. Then try to get them to make up a sum using that number as the answer. Then see if they can use the sum in a word problem. Now say that you have some answers in sealed envelopes. You want them to make up a problem that has that number as the answer. Let them work singly or in groups to come up with some problems of their own. If they can only produce a sum rather than a problem then you could get them to find other sums that make up that same number or you could help them to produce a word problem. You may need to write down their questions for them. These problems could also go into an envelope for later use. Those students who finish quickly might like to try to write another problem or solve someone elses problem. On the mat, pose some of the students' problems that they have put into sealed envelopes, for the class to solve. You might like to keep some of these problems to use with the class over the next few weeks.
6. 7. 8. 9. Solution
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