Page 5 - 新思维数学学生用书4 样章

How to use this book

How to use this book

In this book you will find lots of different features to help your

learning:

Questions to find out what Getting started

you know already. 1 Write the term-to-term rule for finding the next term in these
sequences.
a 185, 180, 175, . . . b 235, 245, 255, . . .
c 901, 801, 701, . . .
2 Read these numbers to your partner, then write each number in
words.
What you will learn in the unit. We are going to . . . b 299 c 111
a 601
3 Write the number you make when you put the place-value cards
• count on and back in steps of tens, hundreds and thousands starting
together.
from any number
a
• count back through zero to include negative numbers such as −2
3
0
0
• recognise linear sequences and non-linear sequences
0
6
• extend sequences and describe the term-to-term rule
Important words that you • recognise and extend patterns that represent square numbers.
4
equivalent fraction
b
will use. 9 0
proper fraction 0
9
Step-by-step examples Worked example 2
4 Copy and complete these number sentences.
+ 60 +
a 562 =
showing a way to solve a Written method of addition b 305 = 300 +
Calculate 235 + 174.
5 Write the missing numbers.
Start with an estimate.
problem. Estimate 200 + 200 = 400 b 56 × = 560

a 16 × 10 =
235 = 200 + 30 + 5
2 Copy and complete this square using the rule ‘add 2 across and add 2
174 = 100 + 70 + 4 Decompose the numbers.
down’.
235 + 174 = 300 + 100 + 9 Add the hundreds, tens and ones
What do you notice about the numbers on the diagonal?

= 409 together.
Discuss with your partner.
There are often Answer: 409 +2 Then compose the parts.
many different +2 1
ways to solve a
problem.
Draw two more 5 by 5 squares and choose a rule using addition.
Predict what the numbers on the diagonal will be before you
complete the squares.
These questions will help you 3 Choose any two of these three sequences.
develop your skills of thinking How are they similar to each other and how are they different?
3, 5, 7, 9, . . .
2, 5, 8, 11, . . .
2, 4, 6, 8, . . .
and working mathematically. 4 Look at these sequences.
Which could be the odd one out? Explain your answer.

13, 16, 19, 22, . . . 8, 11, 14, 17, . . . −5, −2, 1, 4, . . .
9, 12, 15, 18, . . . 16, 19, 22, 25, . . .

4