Understanding Primary Mathematics by Christine Hopkins, Ann Pope, Sandy Pepperell

By Christine Hopkins, Ann Pope, Sandy Pepperell

Written for trainee and working towards academics, this publication de-mystifies the first arithmetic united kingdom curriculum and gives a necessary reference for potent mathematicss educating.

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CANCELLING DOWN Fractions are usually cancelled down to their simplest form. This is the inverse of the procedure above. The numerator and denominator are divided by the same number to give the simplest form of the fraction. Divide by 2 2 6 = 1 3 Divide by 2 36 UNDERSTANDING PRIMARY MATHEMATICS ORDERING FRACTIONS Which is larger or ? This question can be approached in several ways: 1. Intuitive sense of size When this type of problem arises it can be useful to see how much we need to add to make a whole.

IMAGES 3 4 1 of 3 objects that is 3 ÷ 4 4 3 of one whole object 4 Dividethe theobject objectinto into44equal equalparts parts Divide andselect selectthree threeof ofthose thosepart parts s and One-quarter of each object gives three-quarters Any fraction can be represented as a number on the number line. 0 3 4 1 2 34 UNDERSTANDING PRIMARY MATHEMATICS The insight that three-quarters is the same as 3 divided by 4 is an important one. When using fractions both ideas are needed. Example 1. interpreting • • 2.

From this diagram, called an array, it is apparent that 3×5=5×3 This is called the commutative property of multiplication and is very useful for switching between a calculation seen as difficult and a calculation which is familiar. 3 CALCULATING WITH NATURAL NUMBERS 27 A child may know that eight fives are forty and use this information to deduce that five eights must be forty as well. The image can be extended to a grid of squares to represent more complex calculations. Example 5 × 12 = 5 × 10 + 5 × 2 = 50 + 10 = 60 This can be simplified to a rectangle where the numbers represent the lengths of the sides.

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