Page 38 - 新思维数学教师用书6 试读样张

mathematics 6 teacher’s resource

ConTInuED
You can use questions during a lesson to get Type of Examples
learners started on a task, to extend their thinking question
or to help them when they are stuck. Try using
some of these ideas. When • What have you done so far?
learners • Is there something you already
Type of Examples are stuck know that might help?
question
• Have you talked to your partner?
Getting • What do you know already that
started might help? • Could you try it with simpler
numbers/using a number
• What information do you have? line/______?
What do you need to know? • What about ______ ?
• Will you do it mentally, or with
paper and pencil, or will you use a As you work through this unit, focus on your
calculator? Why? questioning techniques. Think about the questions
• What equipment do you need? you will ask during each lesson. You might find it
• What method are you going to helpful to prepare a few key questions.
use? Why? Reflection:
• How will you record your results? • At the end of the unit, think about what went
During an • Can you explain what you have well and what did not go as planned.
activity done so far? • Try waiting for at least three seconds after
• Why did you decide to use this asking a question to get better responses
method? Can you think of a different from your learners.
method that might work better?
• Is there a quicker/better method
of doing this?
• Have you thought of all the
possibilities? How can you be sure?

Mental mathematics guidance

Recalling number facts is important and regular short • Give learners a calculation such as 4.8 ÷ 6 and ask them
periods of practice will help learners to remember them. how they can use a known fact to work out the answer.
Mental calculation is more than just recalling facts, as For example, 48 ÷ 6 = 8 so 4.8 ÷ 6 = 0.8 (divide by 10).
it includes applying facts, designing and comparing Learners will work on decomposing numbers in this
procedures and interpreting results. Combining known unit, for example, 2.9 = 2 + 0.9. It is appropriate to spend
multiplication and division facts with an understanding some time showing how compensation, for example,
of place value enables learners to work out related 2.9 = 3 − 0.1, can support mental calculation. An example
facts involving decimals; for example, if you know that is when you add or subtract a decimal with ones and
6 × 7 = 42, you can work out 0.6 × 7 = 4.2 and 6 × 0.7 = 4.2. tenths that is nearly a whole number:
Try spending a few minutes at the beginning of a lesson • 4.3 + 2.9 can be done mentally by adding 3 and
applying known facts: subtracting 0.1:
• Give learners a known fact such as 8 × 7 = 56 and ask 4.3 + 3 − 0.1 = 7.3 − 0.1 = 7.2
them to find and explain any two associated facts. • 6.5 − 3.8 can be done mentally by subtracting 4 and
For example, 0.8 × 7 = 5.6 (divide by 10) and adding 0.2:
0.8 × 0.7 = 0.56 (divide by 10 and 10 again). 6.5 − 4 + 0.2 = 2.5 + 0.2 = 2.7

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