Page 38 - 新思维数学教师用书5 试读样张

MATHEMATICS 5 TEACHER’S RESOURCE

TEACHING SKILLS FOCUS

self-assessment
You can create amazing lessons, but only your guidance in the Background knowledge section of
learners can do the learning. You will need to these notes.
guide learners in how to approach their work At the beginning of each section in the unit,
and use feedback positively. You will need to learners are presented with a list of ‘We are going
encourage them to be reflective about the quality to…’ statements so they can check what they will
of their thinking and the work they produce by be learning and see how they are doing as they
asking questions about their learning: work through the section. At the end of each
• What do I know? section there are ‘I can …’ statements, so they can
• What do I need to know? check that they are on target and seek help if this
• How can I improve this? is not the case.
• What made sense and what didn’t? As part of each exercise there are prompts
for learners to check work and reflect on their
• What did I do well and what can I improve? progress. Ensure that these prompts are taken
There are many features in the Learner’s Book that seriously. They include, for example:
encourage self-assessment, so try to help learners • Look back over your answers. Did you use the
understand how to get the best out of the book. worked example to help you? Did you find any
At the beginning of every unit, learners are asked to question particularly hard? Why?
complete a short exercise called ‘Getting started’. • Think about the questions you have just
This informs them of some of the facts, skills and answered. If you were asked similar questions,
strategies needed for the unit. When you give the what would you do differently?
answers, encourage them to assess their knowledge Reflect on how your learners respond to self-
and work out if they need to revisit anything. If any assessment. Have you noticed any improvement
learners are having difficulties, you will find helpful
over time? How might you help them to get better?

Mental mathematics guidance

When learners are multiplying and dividing by 10 and check that their calculated answer is correct. Learners
100, you can practise using ‘people maths’. Learners have not yet learnt how to add decimals, so provide a
hold a digit card and sit on chairs labelled with 1000s, calculator for the addition/subtraction at this stage.
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100s, 10s, 1s, s and 1 s. They then move one, two or At a convenient time during a lesson on rounding,
10 100 ask questions such as ‘Which of these is the best
three places to the left or right to show multiplication or approximation for $5.08 + $3.97? How do you know?’
division by 10, 100 or 1000 (don’t allow division that In this case rounding each number to the nearest whole
results in anything smaller than hundredths). number (5 + 4) would give an approximation of 9.
As you discuss methods and answers with learners you 5 + 3 dollars 6 + 4 dollars 5 + 4 dollars
will revise and consolidate their place value vocabulary. 5 + 9.7 dollars 5.1 + 3 dollars
You can give purpose to work on rounding by linking Acknowledge different, reasoned answers.
it to work on calculation. Learners should use rounding
to help them estimate before they calculate so they can

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4+ ྍනົඔ࿐࢝ഽႨ඀ ᆞ໓č1 Ď ཮@නૼ JOEE
4+ ྍනົඔ࿐࢝ഽႨ඀ ᆞ໓č1 Ď ཮@නૼ JOEE