Mathematics Workshop. For Parents of 3 & 4

Transcription

1 Mathematics Workshop For Parents of 3 & 4

2 Objectives Participants will be able to: Learn how to help your child solve P3 & P4 Math problem sums using the Polya s problem solving approach. Learn how to use model drawing to solve word problems

3 Problem Solving Approach

4 Whole school Heuristics Approach Model Drawing Guess and Check Make a list Working backwards Find a pattern Logical reasoning Draw a diagram

5 Use of Model Drawing Provides students with the means to: (1) handle information (2) deal with complexity and (3) communicate their thinking through the use of visuals which they can manipulate

6 Model Drawing Addition & Subtraction (P3) A florist sold a total of 698 red, pink and white roses in a month. She sold 138 white roses. She sold 98 more pink roses than white roses. The rest were red roses. How many red roses did she sell?

7 Step 1: Understand the Problem Circle and underline the key words and values. How many roses were sold in total? 698 How many white roses were sold? 138 How many more pink roses were sold? 98 How many pink roses were sold? = 236 (pink roses) What do I need to find? Number of red roses

8 Step 2 : Draw a model ?

9 Step 3 : Solve and Check = 236 (pink roses) = 374 (white) + (pink) = 324 Answer: 324

10 Model Drawing Multiplication & Division (P3) Chris has three times as many stickers as Ben. Ben has twice as many stickers as Ashton. They have 270 stickers altogether. How many stickers does Chris have?

11 Step 1: Understand the Problem Circle and underline the key words and values. Chris has three times as many stickers as Ben Who has more stickers? Chris Ben has twice as many stickers as Ashton. Who has more stickers? Ben

12 Step 1: Understand the Problem How many stickers do the three boys have altogether? 270 What do I need to find? Number of stickers Chris has

13 Step 2 : Draw a model? Chris Ben 9 units = Ashton

14 Step 3 : Solve and Check 9 units = unit = = 30 6 units = 30 6 = 180 Answer: 180

15 Model Drawing Making It Equal (P3) Ben has 320 stickers. Elsa has 210 stickers. Alice has 130 stickers. How many stickers must Ben give away so that each of them will have the same number of stickers?

16 Step 1: Understand the Problem Circle and underline the key words and values. At first, Ben, Elsa and Alice, each have different number of stickers. Ben 320, Elsa 210, Alice 130 Ben will give away some stickers so that each of them will have the same number of stickers.

17 Step 1: Understand the Problem What is the total number of stickers altogether? = 660 If the three children share their stickers equally, how many stickers can each person have? = 220

18 Step 2 : Draw a model At first, After:

19 Step 3 : Solve and Check = 660 (Total) = = 100 Answer: 100

20 Model Drawing Making It Equal (P4) Sandy had five times as many stickers as Carol. After Carol received 44 stickers from Sandy, the two girls had an equal number of stickers. How many stickers did Sandy have at first?

21 Step 1: Understand the Problem Circle and underline the key words and values. At first, How many unit(s) is/are there to represent Sandy s stickers? 5 units How many unit(s) is/are there to represent Carol s stickers? 1 unit

22 Step 2 : Draw a model At first, Sandy Carol How many units of stickers does Sandy have to give to Candy so that they have an equal number in the end? 2 units

23 Step 2 : Draw a model At first, Sandy Carol How many units of stickers does Sandy have to give to Candy so that they have an equal number in the end? 2 units

24 Step 2 : Draw a model At first,? Sandy Carol After: 44 Sandy Carol

25 Step 3 : Solve and Check 2 units = 44 1 unit = 44 2 = 22 5 units = 22 x 5 = 110 Answer: 110

26 Model Drawing Fractions (P3) Mary and Linda each bought an identical pizza. Mary ate 3 8 pizza. of her pizza. Linda ate 3 4 of her (a) Who ate a larger fraction of her pizza? (b) How much more did she eat?

27 Step 1: Understand the Problem Circle and underline the key words and values. What fraction of her pizza did Mary eat? What fraction of her pizza did Linda eat? How are the fractions related? Their denominators are multiples of 4.

28 Step 1: Understand the Problem Who ate a larger fraction of the pizza? Linda Linda ate 3 = 6 of her pizza, 4 8 Mary only eats 3. 8 What do I need to find out? The difference in the two fractions.

29 Thank You Please work closely with your child s Mathematics Teacher.