Term 3
Mathematics
MULTIPLICATION
Many of the students, this term, are involved with a multiplication investigation focus on the array concept of multiplication, partitioning arrays to make 'sub-arrays', whole number skills - times tables, place value related to multiplying by 10, 100 etc., the distributive property/distributive law as a multiplication strategy, long multiplication and the multiplication algorithm, links to area of a rectangle, links to decimal multiplication, and links to factorising.
Sequence for the Development of the Multiplication Concept
1. Develop the multiplication concept – repeated addition, arrays to model these situations, vertical recording , x symbol
2. Building up the basic facts by developing thinking strategies and automatic response
3. Thinking in tens
4. 2 digit x 1 digit with renaming
5. 2 digit x tens using distributive model
6. 2 digit x 2 digit combining the earlier steps
7. Multiplication with larger numbers
8. Strategies for estimation, mental computation and calculator use
9. Multiplication with decimal fractions
FRACTIONS
Other students who have a strong grasp of the multiplication concept will be moving into looking at Fraction Ideas this term. Proficiency with fractions is an important foundation for understanding more advanced mathematics. Fractions are a student’s first introduction to abstraction in mathematics and as such, provide the best introduction to algebra in the primary and middle school years. Time and emphasis are necessary for students to develop the links among common fractions, decimal fractions and per- cents and solve problems involving their use.
Fraction ideas refer to the different mathematical ways of dealing with ‘parts of things’. In today’s world, their use largely focuses on decimal fractions through which measurement is expressed, and in per-cents which are a convenient way to express proportion and change in matters ranging from finance to sporting achievements. Despite their name, common fractions are no longer used that often, except to name particular amounts, and any computations involving them are usually converted to decimal calculation. None the less, an ability to name fractions in general is covered.
Sequence for the Development of the Fraction Concept
1. Realisation that 1 one must be partitioned into equal-sized parts.
2. Naming the number of equal-sized parts to be considered.
3. Naming the number of equal- sized parts in 1 one and thus naming their size.
4. Recording Fractional Amounts – (decimal fractions, per-cents, common fractions)
5. Renaming common fractions
6. Renaming as equivalent fractions
7. Add and subtract like common fractions
8. Establish a process for renaming common fractions as equivalent fractions Add and subtract unlike common fractions
