Unit 2–3
Student page 6
Indicators
Outcomes N3.3, N3.1a
The student is able to: • produce and use standard partitions (that is, into hundreds, tens and units) of two- and threedigit numbers.
Skills • recording place value
Memory Masters (N3.3)
Resources • calculator • Base 10 MAB • place value charts (see page 205) • tape measure
Language • place value • ones • tens • hundreds • calculator
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Number (N3.3)
• Students choose and use a repertoire of mental, paper and calculator strategies, meeting needed levels of accuracy and judging the reasonableness of results.
Main Activity (N3.1a) Warm up
• Divide the class into small groups. Distribute place value charts to each group. (It is recommended that the charts be laminated for durability and reuse.) • Ask students to point to the columns as they are called out—ones, tens and hundreds. • Ask students to write the digits for the following numbers in the correct place value column—824, 6, 95, 420. • Ask the students to take out their calculators and enter the number 5. • Ask students to multiply 5 by 10. What number is obtained? • Repeat this process with 8, 4, 15 and 26.
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Teac he r
• The focus for this unit is division and subtraction of basic facts.
What to do
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• Read the instructions in the workbook and direct the students to complete the activity. • When students have completed the activity, ask them to examine their place value chart then describe any patterns they may see on the chart. • Students can share their discoveries with the class.
Challenge
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• Students are to measure their height and arm span. Working in pairs or small groups may help. • Compare the two measurements, then determine whether the two measures are or are not the same as or very close to. • Expressions of mathematical logic should be the key to the explanations.
For a relevant assessment activity refer to RIC-0030 Maths Assessment – Level 3 pages 36 – 37. • 28 • New Wave Maths Book D – Teachers Guide
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