Page 42 - 新思维数学教师用书6 试读样张

mathematics 6 teacher’s resource

the ‘odd one out’. Learners would then need to test to
Plenary idea see if the other examples match one of these numbers.
Multiply and divide (5–10 minutes) Encourage them to use a place value chart as support.
Resources: Calculations for display (see description). 1 1 1
1s 10 s 100 s 1000 s
Description: Display the set of calculations as shown
here, but do not include the answer lines. 1234 thousandths 1 2 3 4

× 100 × 10 ÷ 1000 123.4 hundredths 1 2 3 4

× 100 ÷ 1000 123 hundredths and 1 2 3 4
4 thousandths
Learners can explain their answer by using diagrams.
× 1000 ÷ 100 × 100 ÷ 10 Point out that a mathematical explanation can be in
the form of written text, diagrams, examples or a
combination of different forms. When learners justify a
× 10 × 100 × 10 × 10 solution to a problem, they are convincing.

÷ 1000 × 10 CRoSS-CuRRICuLAR LInkS
× 10 × 10 × 10 different number systems
÷ 10 In this unit, learners discover more about our
number system, the decimal system, which uses
Ask learners to match pairs of equivalent calculations, ten digits: 0–9. Learners could investigate the
then ask them to explain their answers by giving a pair of binary system which uses two digits (0 and 1)
calculations, for example: and the hexadecimal system which uses ten
× 10 × 100 is equivalent to × 10 × 10 × 10 digits and six characters (0–9, A, B, C, D, E, F).
5 × 10 × 100 5 × 10 × 10 × 10 Most computers and other electronic devices
use the binary system.
= 50 × 100 = 50 × 10 × 10
= 5000 = 500 × 10
= 5000 Homework ideas
Assessment ideas: Assess learners’ oral explanations. 1 Learners can design a poster that shows how to
Did they choose suitable numbers? Was their choice of multiply and divide by 10, 100 and 1000. They
vocabulary appropriate, for example, did they use the should use whole numbers and decimals and include
word ‘equals’ correctly? drawings, pictures or photographs. They could use
More teaching ideas are available to download from real life examples, such as:
the platform (as part of this Teacher’s Resource).
• 1 metre is 100 times as long as 1 centimetre
• 1 cent is 100 times smaller than 1 dollar.
Guidance on selected Thinking and
Working Mathematically questions 2 Learners can design a game involving multiplication
and division of decimal numbers by 10, 100 and 1000.
Learner’s Book, Exercise 1.1, question 3 They could create their own version of the ‘Three in
In this question, learners choose and test numbers written a row’ game (see Main teaching idea, Multiplying
in different ways to find the ‘odd one out’. When they do and dividing by 10, 100 and 1000, in the Additional
this successfully, they are specialising. teaching ideas) or design a new game.
Learners may notice that 1.234 and 12.34 are different
numbers that use the same digits so one of them must be

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