By Jenny Feely, Melissa Dash, Glenda Bradley, Tony Doyle, Pauline Rogers
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Additional resources for Nelson Maths Teacher's Resource: Fifth year of school
Repeat for digital time, using a different coloured pen. Record elements common to both in the overlap area. Display the chart, and have students add to it as the unit progresses. Clock Face Recall Draw a circle on the whiteboard. Say, ‘Imagine this is a clock face. g. numbers, hands. Highlight the single minute indicators that occur between each fiveminute interval. ) 60 seconds and 60 minutes Review the basic elements of time: 60 seconds in a minute; 60 minutes in an hour. Refresh students’ understanding of intervals, such as a second, 10 seconds and one minute.
G. + 5, – 1, which starts the sequence 1, 6, 5, 10, 9. Big Dice Roll Select a student to roll a large dice. g. 5. Tell students there is a rule, however; if an odd number is rolled, they must record subtraction equations and if an even number is rolled they must record addition and/or multiplication equations. Repeat a number of times. 36 Nelson Maths Teacher’s Resource — Book 5 How Far Ahead? Record the first 15 numbers when counting by 2s, then counting by 3s. Work with each pair to record the gap between the highest number reached by each sequence (30, 45).
Small Group Focus — Applying the Concept Focus Teaching Group • Addition with Double Carrying Write these two equations on the whiteboard:134 + 149, 189 + 237. Ask two students how they would solve each equation. ’ Discuss the concept of ‘double carrying’; explain how the complexity of a simple addition equation changes when two columns (tens, hundreds) change as a result of carrying or renaming numbers. Have students suggest other similar equations where single and double carrying occurs. Have students complete similar problems, with MAB blocks as support if needed.