Maths

=Maths= Currently students are learning to understand fractions and how to problem solve using frcations. This is actually a perfect timing especially after having learnt measurement(Length and Areas) as measurement is closely related to 'Fractions.' __Key Ideas __ The students must realise that the symbols for fractions tell how many parts the whole has been divided into (the bottom number or denominator) and how many of those parts have been chosen (the top number or numerator). For example, 23 (two-thirds) shows that one (a whole) is divided into three equal parts (thirds) and that two of those parts are chosen. Note that the terminology is not as significant as the idea, although the students will acquire the correct terms if they are used consistently.

Students also need to appreciate that the most common context for fractions is division where the numbers do not divide evenly. For example, when four people share 14 things, each person will get three things but two things will remain to be shared. These two things must be divided into halves to make the equal sharing possible.

The English language presents a barrier to the students generalising the meaning of fractions. Halves, thirds, and quarters (fourths) are special words, and it is not until fifths (five-ths), sixths, sevenths, and so on are encountered that the “ths” suffi x code becomes evident.

This is the current focus for our fraction lessons. Please give your child a real-life problem to see if your child can solve problems using fractions.

Wafers I am learning to fi nd fractions of lengths, including seeing when a fraction is greater than one. e.g. There are 3 bisucuits on a plate and there are 4 of us. If we all 4 to share those 3 bisucuits, how much would w al get each?

 3 divided by 4 = 3/4 Hopefully, by now your child id able to drw and explain why the answer is 3/4 and what 3/4 of a biscuit looks like.

Here are links to some fraction games your child can choose to play. This will help your child deepen their understanding of fraction while they have fun.

More Fraction Games Fraction Monkeys A Booster Activity Dolphin Game More Math Games!!

For the past 6-7 weeks Grade 3 children have been learning to use various strategies to solve problems.
 * __ Multiplication & Divisions __**

We have now moved onto the next strand of mathematics, measurement in mm, cm, m and km. So it would be great if you are able to encourage your child to continue using those learnt strategies to solve any division and multiplication problems so that he/she will remember. Here are some of the strategies they learnt to use to solve problems.

__** Multiplying 10s **__
 * 1. 4 x 3 = 12 so 4 x 30 = 120 **
 * 2. 7 x 800 = **
 * - 7 x 8 = 56 so 7 x 800 = 5600 **

__** Using Tidy Numbers **__ ** 1. 4 x 299 can be solved as 4 x 300 = 1200 ** ** Then take away 4 x 1 from 1200 ** ** This equals 1196 **

** Therefore, 4 x 299 = 1196. **

__ **Goesintas(Family of Facts/Factors)** __

**1. As 3 x 4 = 12, then 12** **÷ 3 = 4 and 12 ****<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">÷ 4 = 3 ** **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1. 80 ****<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">÷ 5 can be solved as 80 ****<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">÷ 10 = 8 then 8 x 2 = 16 because there are 2 fives in 10 so the answer to 80 ****<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">÷ 5 = 16 **
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Divide it by 5 __**

**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">There are some other strategies that our children learnt. Hope they remember some of them to use in their daily lives. **

**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">We also spent a week on learning to divide using algortythm/working form. Some children found this quite challenging. **

These are the some of the number strategies we have been working on.
 * __Addition & Subtractions__ **

__**Make Ten**__ I am learning to add three or more numbers by first making up pairs that add up to 10. 6 + 7 + 4 These numbers can be added by combining the six and four piles. Encourage them to add the six and four first to give 10, which makes the answer (17) obvious. Here are some examples; 8 + 6 + 4 + 7 + 2 = 7 + 8 + 4 + 3 + 2= 5 + 2 + 3 + 7 + 8 + 5=

__**Compatible Numbers**__ I am learning to use compatible numbers to solve problems like 5 + 3 + 6 – 8, by first adding five and three to get eight then removing the eight.

6 + 2 + 3 – 9 The students model piles of six, two, and three counters. Discuss which two piles add to nine and remove them to leave the pile with two counters. Here are some examples; 3 + 5 + 5 – 8= 4 + 6 + 4 + 3 – 7=

__**Jumping the Number Line**__ “Tidy” numbers end in a zero. They are frequently useful numbers to reach during an addition or subtraction calculation. I am learning to jump through a tidy number on a number line to solve problems like 17 + □ = 91. Basically children solve problems by finding out how many numbers they have to jmp to get from 17 to 91. (Working out the difference in number).

There are lot more strategies Grade 3 children have learnt. If you are interested in the way this NZ Numeacy Program delivers its curriculum, here is the link; www.nzmaths.co.nz.