Exploring Operations and Numbers

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 Look at your headings and add 4. Think: What else
ë Look at your ͞Operations͟
estimation skills things you don't do you want to know
pretest 
reflection. understand to your about operations?
mathematics goals.

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¦REFULLY OMPLETE ¦ TOT¦L OF SIX ¦ TIVITIES ONNE TED TO YOUR M¦THEM¦TI S GO¦LS.

¦ TIVITIES TO HELP YOU ST¦RT THINKING ¦OUT THE NUMER SYSTEM ¦ND
L¦RGE NUMERS
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ë. ¦n inquiry into the language of multiplication and division,
for example, factor, multiple, product, quotient,
prime numbers, composite number.
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Stage: 2 Can you see how these factor-multiple chains work? Find
the chain which contains the smallest possible numbers. How about
the largest possible numbers?
  


Stage: 2 Can you make square numbers by adding two prime


numbers together?
Reflect on each activity by:
  
Y  Y  Y     ,š±
   Y  Y
  

    

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Reflect on each activity by:
  
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¦. FOR RE¦L: I¦N ¦'S . TOGETHER ¦G¦IN . I'VE GOT YOUR


UNDOING NUMER
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a. lick here and      
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. ike route source: cyberchase 60.0 0 interactive/online activity
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Stage: 3
E. For real: harry's such a card source: cyberchase 60.0 video
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got all jumbled up! Swap
them around and see if
F. Glowla's estimation contraption you can find a
  Y              combination where every
measurement is valid.
G. Jellybean jostle 

 
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Work in a team of two or more people.

a. lick here to choose an estimation style for each problem. (You can also
use the class estimation posters) hoose a different strategy each time.
http://portal2.nist.ac.th/eleschool/y6/public/6¦R/EstimationStyles¦Richel.p
df

b. Estimate the answer without showing your partner.

c. When you have finished, show each other how you did and explain why
you chose a particular strategy.

Problems
ë. 22.3 X 3.9 = 2. 398 + 402 + 399 = 3. ë,ë98 / 3.9 =

4. Make up problems suited to different strategies and see if your partner


chooses the best strategy to solve the problem.
. ¦n inquiry into modeling the addition
and subtraction of decimal numbers .

      


    

a. How Much Did it ost?
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 c. Decimal Time


 
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Reflect on each activity by:
  
Y  Y  Y     ,š±
   Y  Y
  

    

8. ¦n inquiry into modeling the multiplication of whole numbers and decimal
numbers.
O  O        
 lick on the multiplication   Y      

  Stage: 2 and 3

A game that tests your understanding of


. FOR RE¦L: DONUT DOZE OFF remainders.




 
Y/- --4 
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   Multiplying and Dividing Decimals

 
  
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MULTIPLI ¦TION VIDEOS ë"ë0/50 Y 6ë

 Whole Numbers Multiplication and Division ÷  *  , - 

% MULTIPLYING NUMERS IN ¦ OLUMN


 MULTIPLY Y ¦ TWO-DIGIT NUMER
Reflect on each activity by:
  
Y  Y  Y     ,š±
   Y  Y
  

    
9. ¦n inquiry into modeling the division of whole numbers and decimal numbers.
   
O  O        

Stage: 2 and 3
a. lick on the multiplication   Y   
A game that tests your understanding of
remainders.
b. DIVISION VIDEOS


ë PL¦ E V¦LUE ¦ND DIVISION NUMER F¦MILIES Multiplying and Dividing Decimals

2. SHORT DIVISION ë

 SOLVING SHORT DIVISION PROLEMS Y 



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Y 
  $
 Y 
 Y 
, DIVISION WITH REM¦INDERS  Y   Y


 Y 
LONG DIVISION WITH REM¦INDERS

Y   Y

Y  1
ë
 ë"ë0/50 Y 6ë
‰. This Excel file just lightens the computation burden for
÷  *  , - 
division, allowing the teacher and student to discuss the process
and explore the relationships between the process elements.

Reflect on each activity by:


  
Y  Y  Y     ,š±
   Y  Y
  

    
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Stage: 2 Challenge Level: Mrs Morgan, the class's Stage: 4 Challenge
ë  .  teacher, pinned numbers onto the backs of three Level:
     children. Use the information to find out what the
Can you convince me of
three numbers were.
each of the following: If
= "
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= a square number is
multiplied by a square
Stage: 2 Challenge Level: Add the sum of the squares
number the product is
of four numbers between 10 and 20 to the sum of the
ALWAYS a square
squares of three numbers less than 6 to make the
number...
square of another, larger, number.
Reflect on each activity by:
  
Y  Y  Y     ,š±
   Y  Y
  

    

ëë! " 
    

Y   
 Y
       
   

Reflect on each activity by:


  
Y  Y  Y 
   ,š±
   Y  Y
  


    

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