Page 10 - 新思维数学教师用书3 试读样张

MATHEMATICS 3 TEACHER’S RESOURCE

For each topic, there is a selection of starter ideas, main teaching ideas and plenary ideas.
You can pick out individual ideas and mix and match them depending on the needs of your class. The
activities include suggestions for how they can be differentiated or used for assessment. Homework
ideas are also provided.

Starter idea Main activity idea

Revisiting the 100 square (10 minutes + 1 to 1000 strip (40 minutes)
10 minutes Getting started exercise) Learning intention: Learners will use what they
Resources: Resource sheet 1C know about 2-digit numbers to begin to extend their
Description: understanding to 3-digit numbers.
Give learners a copy of the 100 square. Resources: Resource sheet 1C, Resource sheet 1A,
scissors, sticky tape

The Cross-curricular links feature provides suggestions
for linking to other areas of the Primary curriculum. CROSS-CURRICULAR LINKS
Resources in any area may be labelled with how
many there are. Science, design technology and
art may all have bulk resources labelled in this
way. Invite learners to make some comparisons;
for example, the number of magnets is less
than (<) the number of small dishes.
Thinking and Working Mathematically skills are woven
throughout the questions in the Learner’s Book and
Workbook. These questions, which are indicated by , Guidance on selected Thinking and
incorporate specific characteristics that encourage
mathematical thinking. Working Mathematically questions
The teaching notes for each unit identify all of these Learner’s Book Exercise 1.1 Think like a mathematician
questions and their characteristics. The Guidance on Learners will need to characterise (TWM.05) and classify
selected Thinking and Working Mathematically (TWM.06) the hundreds, tens and ones used in the numbers
questions section then looks at one of the questions in provided to identify which place value cards have not
detail and provides more guidance about developing the been used. Once learners have identified these generalised
skill that it supports. (TWM.02) values, learners can specialise (TWM.01) by
Additional teaching notes are provided for the six using them to make two 3-digit numbers.
NRICH projects in the Learner’s Book, to help you
make the most of them.
Projects and their accompanying teacher
guidance have been written by the NRICH Team. PROJECT GUIDANCE: PROJECT 1 SURPRISING SUMS
NRICH is an innovative collaboration between
the Faculties of Mathematics and Education at This guidance accompanies the project in the Learner’s Book.
the University of Cambridge, which focuses on Why do this project?
problem solving and on creating opportunities for This task gives learners the opportunity to explore digit sums
students to learn mathematics through exploration and spot patterns using the idea of adding the digits of a
and discussion https://nrich.maths.org.
number. It encourages learners to conjecture by forming
Digital Classroom: If you have access to questions and ideas about what happens to the digit sums
Digital Classroom, these links will suggest when we add numbers.
when to use the various multimedia
enhancements and interactive activities.

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4+ ྍනົඔ࿐࢝ഽႨ඀ ᆞ໓č1 Ď ཮@නૼ JOEE