Maths K–6
Stage 3B
Stage 3B – Unit 59
Patterns and Algebra
Patterns and Algebra
Entry 4: Checking Solutions
This booklet includes:
• Teacher notes
(to be detached before sending to the student and supervisor)
• Supervisor notes
• Student and supervisor guide
P/M 3B 43904
Centre for Learning Innovation
Number: 43904
Title: Using Maths Tracks Stage 3B Unit 59
This publication is copyright New South Wales Department of Education and Training (DET), however it may contain
material from other sources which is not owned by DET. We would like to acknowledge the following people and
organisations whose material has been used:
Extracts from Mathematics Syllabus Years K-6 ©Board of Studies, NSW 2002
Teacher notes pp 1,
5
Supervisor notes p 5
Microsoft product screenshots reprinted with permission from Microsoft Corporation
Supervisor notes pp
2, 3
Maths Tracks Teacher’s Resource Book, Harcourt Education, 1st ed., 2004, by Trish Leigh and
Jennifer Vincent.
Maths Tracks Student Book, Harcourt Education, 1st ed., 2004, by Trish Leigh and Jennifer
Vincent.
The copyright in the Maths Tracks material is vested in the publisher, Reed International Books
Australia Pty Ltd, trading as Harcourt Education Australia. Maths Tracks for NSW has been
published under the Rigby imprint and the series covers seven stages from Early Stage 1 to
Stage 3B. Each stage has a Teacher’s Resource Book, Student Book and Homework Book.
For professional development and support, view online at www.rigby.com.au/pd/event.asp
Supervisor notes p
7,
Student sheets 4 & 5
pp 23, 24
All reasonable efforts have been made to obtain copyright permissions. All claims will be settled in good faith.
Published by
Centre for Learning Innovation (CLI)
51 Wentworth Rd
Strathfield NSW 2135
________________________________________________________________________________________________
Copyright of this material is reserved to the Crown in the right of the State of New South Wales. Reproduction or
transmittal in whole, or in part, other than in accordance with provisions of the Copyright Act, is prohibited without
the written authority of the Centre for Learning Innovation (CLI).
© State of New South Wales, Department of Education and Training 2006.
Stage 3B – Unit 59
These Teacher notes support ‘Using Maths Tracks’. The teacher should detach them
before sending the Supervisor notes and the Student and supervisor guide to the
supervisor and student. They contain:
•
•
•
•
•
•
•
•
•
•
Student outcomes
Prior knowledge
Language
What is needed
Preparation
Interactivity
Resources (including websites)
Returns
Checking up answers
Assessment record
Student outcomes
Outcomes from the Mathematics K–6 Syllabus, © Board of Studies NSW 2002
Patterns and Algebra
PAS3.1b
Patterns and Algebra
Constructs, verifies and completes number sentences involving the four
operations with a wide variety of numbers
Working Mathematically
WMS3.2
Applying strategies
Selects and applies appropriate problem-solving strategies, including
technological applications, in undertaking investigations
WMS3.3
Communicating
Describes and represents a mathematical situation in a variety of ways
using mathematical terminology and some conventions.
Students will learn about:
•
checking solutions to number sentences by substituting the solution into the original
question
Prior knowledge
•
•
•
Constructing a number sentence to match a problem that is presented in words and
requires finding an unknown
Completing number sentences that involve more than one operation by calculating
missing values
Finding solutions to questions involving mixed operations
Language
number sentence, problem, missing value, operation, BODMAS (Brackets, Of, Divide,
Multiply, Add, Subtract)
Using Maths Tracks, Stage 3B, Unit 59
© NSW DET 2006
1
Teacher notes
What is needed
Activity 3
•
Maths Tracks Student Book Stage 3B, page 96
Activity 4
•
Maths Tracks Student Book Stage 3B, page 97
Activity 5
•
Maths Tracks Student Book Stage 3B, page 98
•
Work backwards problem-solving poster
Preparation
Select the activities you think suitable for the student by ticking the boxes beside the
activity numbers in the Student and supervisor guide.
Introduction (explicit teaching) – for all students
Activity 1 (beginning) – can provide extra support
Activity 2 (additional assistance) – can provide extra support
Activity 3 (consolidating) – for all students
Activity 4 (establishing) – for all students
Activity 5 (problem solving) – can provide extra challenge
Activity 6 (extension) – can provide extra challenge
Reflection – for all students
Checking up – for all students
Interactivity
Activity 2: Students could create their own shopping dockets with an item missing,
for another student to work out the missing value.
Resources
Add any you find suitable.
Websites
Check all websites before recommending them to students.
Add any you find suitable.
Using Maths Tracks, Stage 3B, Unit 59
© NSW DET 2006
2
Teacher notes
Returns
Student sheet 1 – Using BODMAS – Introduction
Student sheet 3 – Blank cells – Activity 2
Student sheet 4 – Problem-solving framework – Activity 5
personal tape or recording – Introduction, Activity 2, Reflection
Supervisor and Student Feedback sheets
the guide (if you ask for it)
Checking up answers
1
Use the BODMAS order of operations to find the missing value and check that the
solution is correct by placing the missing value into the number sentence.
Show your steps to work it out below.
48 ÷ 2 – 4 x 3 =
1
x 8 + (12 ÷ 3) +
2
Solve the known part first.
24 – 12 =
1
x8+4+
2
12 =
1
x8+4+
2
12 = 4 + 4 +
2
4
Find the value of the missing item on the shopping list and write it in.
Show how you check if it is correct.
potatoes
$2.99
Add known values = $7.89
beans
$1.70
Subtract known values from total = $2.36
bananas
$2.36
grapes
$3.20
Check:
$7.89
+ 2.36
$10.25
$10.25
Using Maths Tracks, Stage 3B, Unit 59
© NSW DET 2006
3
Teacher notes
3
Blank CDs cost $1.25 each. How many CDs can you buy for $7.50?
Write the missing value in the number sentence.
$1.25 x
6
= $7.50
One way to solve the unknown value is to guess and check.
2 x $1.25 = $2.50
4 x $1.25 = $5.00
6 x $1.25 = $7.50
Using Maths Tracks, Stage 3B, Unit 59
© NSW DET 2006
4
Teacher notes
Student's name:
Assessment record
Using Maths Tracks, Stage 3B – Unit 59
Patterns and Algebra
Entry 4: Checking Solutions
Circle the numbers of the activities the student was asked to complete.
1
2
3
4
5
6
The student:
Activity
Comment
•
finds a solution for a missing
value in a number sentence
(PAS3.1b)
Introduction,
1, 2, 3, 4, 5,
6, Checking
up
•
checks each missing value
by putting the solution into a
number sentence
(PAS3.1b)
Introduction,
1, 2 ,3, 4, 5,
6, Checking
up
•
applies an order of operations
to solve a missing value
(WMS3.2)
Introduction,
Checking up
•
applies the working backwards
strategy to solve a problem
(WMS3.2)
5
•
explains how to check solutions
to missing values
(WMS3.3)
Reflection
Using Maths Tracks, Stage 3B, Unit 59
© NSW DET 2006
5
Adapted from: Mathematics K–6 Syllabus, © Board of Studies NSW 2002.
Indicator
Teacher notes
Using Maths Tracks, Stage 3B, Unit 59
© NSW DET 2006
6
Teacher notes
Maths K–6
Stage 3B – Unit 59
Patterns and Algebra
Patterns and Algebra
Entry 4: Checking Solutions
Supervisor notes
and
Student and supervisor guide
P/M 3B 43904
Centre for Learning Innovation
Number: 43904
Title: Using Maths Tracks Stage 3B Unit 59
This publication is copyright New South Wales Department of Education and Training (DET), however it may contain
material from other sources which is not owned by DET. We would like to acknowledge the following people and
organisations whose material has been used:
Extracts from Mathematics Syllabus Years K-6 ©Board of Studies, NSW 2002
Teacher notes pp 1,
5
Supervisor notes p 5
Microsoft product screenshots reprinted with permission from Microsoft Corporation
Supervisor notes pp
2, 3
Maths Tracks Teacher’s Resource Book, Harcourt Education, 1st ed., 2004, by Trish Leigh and
Jennifer Vincent.
Maths Tracks Student Book, Harcourt Education, 1st ed., 2004, by Trish Leigh and Jennifer
Vincent.
The copyright in the Maths Tracks material is vested in the publisher, Reed International Books
Australia Pty Ltd, trading as Harcourt Education Australia. Maths Tracks for NSW has been
published under the Rigby imprint and the series covers seven stages from Early Stage 1 to
Stage 3B. Each stage has a Teacher’s Resource Book, Student Book and Homework Book.
For professional development and support, view online at www.rigby.com.au/pd/event.asp
Supervisor notes p
7,
Student sheets 4 & 5
pp 23, 24
All reasonable efforts have been made to obtain copyright permissions. All claims will be settled in good faith.
Published by
Centre for Learning Innovation (CLI)
51 Wentworth Rd
Strathfield NSW 2135
________________________________________________________________________________________________
Copyright of this material is reserved to the Crown in the right of the State of New South Wales. Reproduction or
transmittal in whole, or in part, other than in accordance with provisions of the Copyright Act, is prohibited without
the written authority of the Centre for Learning Innovation (CLI).
© State of New South Wales, Department of Education and Training 2006.
Stage 3B – Unit 59
These Supervisor notes support the Student and supervisor guide for ‘Using Maths
Tracks’. The supervisor should detach them before giving the guide to the student.
They contain information on:
•
•
•
•
•
How to use this unit
Support and extension
Answer guide
Feedback
Checking up.
How to use this unit
Read
•
•
•
with your student:
What you’ll do
What you need
Words you need to know.
Your student’s teacher may have selected the appropriate activities from 1 to 6 by ticking
them in the list of What you’ll do. See also Support and extension.
The boxes on the right-hand side of the pages in the Student and supervisor guide
contain information and suggestions to help you support your student.
There is also space for you to make notes about how your student managed.
You can use your notes to help you fill in the Feedback sheet at the end of the unit.
An icon
shows when to refer to the Maths Tracks Student Book pages.
page x
After completing the unit, ask your student to complete the Checking up sheet
independently and return it to the teacher. Complete the supervisor side of
the Feedback sheet. Discuss the student side of the Feedback sheet and help
your student complete it.
Support and extension
The activities following the Introduction are at different levels. Your student’s teacher
may have selected the activities for your student. If activities have not been selected in
the guide, choose activities as below:
Introduction – for all students
Activities 1 and 2 – can provide extra support
Activities 3 and 4 – for all students
Activities 5 and 6 – can provide extra challenge
Reflection and Checking up – for all students.
Using Maths Tracks, Stage 3B, Unit 59
© NSW DET 2006
1
Supervisor notes
Answer guide
This guide helps you give your student feedback on questions and tasks in the unit or the
Maths Tracks Student Book, especially where answers will vary.
Introduction – Student sheet 1: Using BODMAS
1
20 – (4 x 2) = 15 –
20 – 8 = 15 –
12 = 15 –
So,
=3
Check: 20 – (4 x 2) = 15 – 3
2
1
x 16 –
2
= (3 x 3) – 6
8–
=9–6
8–
=3
So,
=5
Check:
1
x 16 – 5 = (3 x 3) – 6
2
Activity 2 – Student sheet 3: Blank cells
1
30
28
Using Maths Tracks, Stage 3B, Unit 59
© NSW DET 2006
2
Supervisor notes
2
41
39
230
3
50
46
240
Using Maths Tracks, Stage 3B, Unit 59
© NSW DET 2006
3
Supervisor notes
Using Maths Tracks, Stage 3B, Unit 59
© NSW DET 2006
4
Supervisor notes
Feedback
Supervisor
The feedback you provide will help teachers assess your student’s progress and plan
future learning experiences. Please mark the scale and comment on the activities that
your student completed.
Student’s name
Date
Activity
•
apply BODMAS to order operations
(PAS3.1b, WMS3.2)
Introduction
•
find the missing value using
BODMAS
(PAS3.1b, WMS3.2)
Introduction
•
use number and operation cards
to make a number sentence with a
missing value
(PAS3.1b)
1
•
calculate missing values on
spreadsheets
(PAS3.1b)
2
•
create a number sentence to solve a
problem
(PAS3.1b)
3
•
calculate missing values when they
were written as amounts of money
(PAS3.1b)
4
•
apply the working backwards
strategy to problem solving
(WMS3.2)
5
•
make number sentences that use
each operation
(PAS3.1b)
6
•
explain how to check solutions to
missing values
(WMS3.3)
Reflection
Using Maths Tracks, Stage 3B, Unit 59
© NSW DET 2006
5
with
difficulty
(Tick along line)
with
independently
help
Adapted from: Mathematics K–6 Syllabus, © Board of Studies NSW 2002.
Did your student:
Supervisor notes
Feedback
Help your student
to give feedback
on their learning
for completed
activities.
Student
My favourite activity for this unit was _________________________________________
because _______________________________________________________________.
I had to work hard at _____________________________________________________
______________________________________________________________________.
When checking solutions to missing values in number sentences, I _________________
______________________________________________________________________.
Using Maths Tracks, Stage 3B, Unit 59
© NSW DET 2006
6
Supervisor notes
Student's name:
Checking up
Make sure your
student completes
this work
independently
for return to the
teacher.
Using Maths Tracks, Stage 3B – Unit 59
Patterns and Algebra
Entry 4: Checking Solutions
1
Use the BODMAS order of operations to find the missing value and check that the
solution is correct by placing the missing value into the number sentence.
Show your steps to work it out below.
48 ÷ 2 – 4 x 3 =
2
1
x 8 + (12 ÷ 3) +
2
Find the value of the missing item on the shopping list and write it in.
Show how you check if it is correct.
potatoes
$2.99
beans
$1.70
grapes
Adapted from: Maths Tracks Teacher’s Resource Book Stage 3B © Harcourt Education, 2004.
bananas
$3.20
$10.25
3
Blank CDs cost $1.25 each. How many CDs can you buy for $7.50?
Write the missing value in the number sentence.
$1.25 x
= $7.50
Using Maths Tracks, Stage 3B, Unit 59
© NSW DET 2006
7
Supervisor notes
Using Maths Tracks, Stage 3B, Unit 59
© NSW DET 2006
8
Supervisor notes
Stage 3B – Unit 59
Student and supervisor guide
Unit contents
About this unit ....................................................................................... ii
What you’ll do ................................................................................... ii
What you need ................................................................................ iii
Words you need to know ............................................................ iii
Icons .................................................................................................... iii
Using this guide .............................................................................. iv
Returns................................................................................................ iv
Introduction .............................................................................................1
Activity 1 ....................................................................................................5
Activity 2 ....................................................................................................6
Activity 3 ....................................................................................................8
Activity 4 ................................................................................................. 10
Activity 5 ................................................................................................. 12
Activity 6 ................................................................................................. 13
Reflection ................................................................................................ 15
Checking up .......................................................................................... 16
Student sheets ................................................................................... 17
Using Maths Tracks, Stage 3B, Unit 59
© NSW DET 2006
i
Student and supervisor guide
About this unit
What you’ll do
√
Introduction
•
review how to find missing values by solving the known part first,
then using that answer to assist with finding the missing value
•
review BODMAS by using the order it suggests to solve number
sentences
Activity 1
•
use operation and numeral cards to make number sentences with
missing values and then find the missing numbers
Activity 2
•
find the total cost of four grocery items on an Excel spreadsheet
•
find the cost of a missing item on an Excel spreadsheet
•
explain how you worked out the cost of the missing item and how
you checked if it was correct
Activity 3
•
review how to check that an answer is correct by putting solutions
into number sentences
•
write a number sentence to solve a problem
Activity 4
•
find the price of missing items in a shopping list
•
calculate the cost of an individual item when more than one of the
same were bought
Activity 5
•
find the missing value in a number sentence
•
use the working backwards strategy to solve a problem
Activity 6
•
create number sentences that include all the operations as well as
brackets, for a partner to solve
•
solve number sentences that include all the operations and
brackets
√
√
Reflection
•
explain how to check solutions to finding missing values in number
sentences
Checking up
•
use BODMAS to find a missing value in a number sentence
•
find a missing value in a shopping list
•
find the number of items bought when the total cost and cost of
one item are known
Using Maths Tracks, Stage 3B, Unit 59
© NSW DET 2006
ii
Student and supervisor guide
What you need
Activity 3
•
Maths Tracks Student Book Stage 3B, page 96
Activity 4
•
Maths Tracks Student Book Stage 3B, page 97
Activity 5
•
Maths Tracks Student Book Stage 3B, page 98
•
Work backwards problem-solving poster
Words you need to know
number sentence
problem
missing value
operation
BODMAS (Brackets, Of, Divide, Multiply, Add, Subtract)
Icons
Record this for the teacher
Return this to the teacher
Use the page in the Maths Tracks Student Book
Page x
Using Maths Tracks, Stage 3B, Unit 59
© NSW DET 2006
iii
Student and supervisor guide
Using this guide
The boxes on the right-hand side of pages in the Student and supervisor
guide contain information and suggestions for the supervisor.
After each activity, circle the face that shows how you feel about your
work and talk about it with your supervisor.
Returns
Student sheet 1 – Using BODMAS – Introduction
Student sheet 3 – Blank cells – Activity 2
Student sheet 4 –Problem-solving framework – Activity 5
personal tape or recording – Introduction, Activity 2, Reflection
Supervisor and Student Feedback sheets
this guide (if the teacher asks for it)
What part will you
solve first?
Using Maths Tracks, Stage 3B, Unit 59
© NSW DET 2006
iv
Student and supervisor guide
Introduction
Look at the number sentence below.
Circle the part you will solve first.
3x
+3=4x6
Did you circle 4 x 6?
Solve this part first because there are no missing
values.
4 x 6 = 24
Now look at the number sentence below.
unknown part
3x
known part
+3=4x6
Work out the known part first: 4 x 6 = 24
Now you have: 3 x
+ 3 = 24.
There is a +3 in the unknown part of the number
sentence. If you remove 3 from both sides of
the number sentence you are left with
3x
= 24 – 3
or
3x
= 21
or
3 x 7 = 21
The missing value is 7.
Check your answer by putting the missing value
in the original number sentence.
3x7+3=4x6
Using Maths Tracks, Stage 3B, Unit 59
© NSW DET 2006
1
Student and supervisor guide
Solve the examples below, beginning with the
known part. Finish by putting the missing value
into the original number sentence and checking
that it is correct.
a
5+
–3=2x4
b
6+3+7=
c
16 ÷ 8 +
÷4
= 18 – 12
If a number sentence contains more than one
type of operation, it is important to follow an
order.
B O D M A S is a way to remember the
correct order of operations to solve a number
sentence.
The B reminds you to look at the brackets first.
The O is for ‘of’ and is related to fractions
1
1
e.g. of 6 ( x 6).
2
2
D is for divide and M for multiply.
A is for add and, lastly, S is for subtract.
You should remember BODMAS in this order:
B
ODM
AS
(left to right)
(left to right)
This means you solve anything inside brackets
first. Then you solve anything with ‘of’,
multiplication or division in the order they
appear from left to right. Lastly, you solve
addition and subtraction in the order they
appear from left to right.
Using Maths Tracks, Stage 3B, Unit 59
© NSW DET 2006
2
Student and supervisor guide
Remember to always work out the known part of
the number sentence first.
Then start from the left side of the number
sentence looking for which operation to do next.
Look at the number sentence below and note
how it is solved using the BODMAS order of
operations.
3 x (4 + 2) – 6 = 2 x
Solve the part in brackets first.
6
3 x (4 + 2) – 6= 2 x
Solve any division or multiplication from left to
right.
18
3x6–6=2x
Now solve any addition or subtraction from left
to right.
18 – 6 = 2 x
12 = 2 x
Now you can find the unknown part:
12 = 2 x 6
Look at this example:
13 –
1
x6+5=2x
2
+1
This is harder because there are several
operations on both sides.
BODMAS will help you to decide on the order to
follow.
Using Maths Tracks, Stage 3B, Unit 59
© NSW DET 2006
3
Student and supervisor guide
1
Brackets: there aren’t any.
2
‘Of’, division or multiplication from left to
right:
13 –
1
x6+5=2x
2
+1
13 – 3 + 5 = 2 x
3
+1
Addition or subtraction from left to right:
13 – 3 + 5 = 2 x
+1
10 + 5 = 2 x
+1
15 = 2 x
+1
Now solve the unknown part.
If you take 1 from both sides of the number
sentence, you are left with:
+1–1
15 – 1 = 2 x
or
14 = 2 x
So the missing value is 7 and the whole number
sentence would be:
13 –
1
x6+5=2x7+1
2
Find Student sheet 1 and complete the
two examples using the BODMAS order of
operations.
Refer to the Answer guide in
the Supervisor notes.
Provide feedback for this
activity on the Feedback
sheet.
Explain to your teacher on tape in your own
words what BODMAS means. Say also why it is
important to follow the order to find a missing
value.
Feedback:
lots of
help
Using Maths Tracks, Stage 3B, Unit 59
© NSW DET 2006
4
some
help
no
help
Student and supervisor guide
Activity 1
2
+
4
=
3
–
?
Find Student sheet 2 and cut out the operation
and numeral cards.
Your supervisor will use the numeral and
operation cards to make a number sentence with
at least three numerals on one of the sides,
e.g. 2 + 5 – 3 = 4, while you turn away or close
your eyes. Your supervisor then removes a
card(s) to leave a missing value,
e.g. 2 +
– 3 = 4.
Now you may open your eyes and try to find the
missing value, putting down the correct numeral
card(s) to complete the number sentence.
Check if your answer is correct.
Swap places with your supervisor and this time
you make a number sentence with a missing
value. Ask your supervisor to find the missing
value and you check that it is correct.
Provide feedback for this
activity on the Feedback
sheet.
Keep your operation and numeral cards
somewhere safe, as you will need to use them
again later in Activity 6.
Feedback:
lots of
help
Using Maths Tracks, Stage 3B, Unit 59
© NSW DET 2006
5
some
help
no
help
Student and supervisor guide
Activity 2
Here is a copy of an Excel spreadsheet showing
the cost of various grocery items from the
supermarket.
Can you work out the total cost?
Write it in cell B7.
Here is another copy of a spreadsheet.
Can you work out the cost of the cheese?
Write it in cell B4.
Check to see if you are correct.
Using Maths Tracks, Stage 3B, Unit 59
© NSW DET 2006
6
Student and supervisor guide
Record the following for your teacher.
Explain to your teacher how you worked out the
cost of the cheese.
Explain to your teacher how you checked to see
if your answer was correct.
Find Student sheet 3 and fill in the blank cells on
the spreadsheet.
Refer to the Answer guide in
the Supervisor notes.
Provide feedback for this
activity on the Feedback
sheet.
Feedback:
lots of
help
Using Maths Tracks, Stage 3B, Unit 59
© NSW DET 2006
7
some
help
no
help
Student and supervisor guide
Activity 3
Look at the number sentence below.
+ 16 = 4 x 5
Underline the known part and solve that part
first.
20
+ 16 = 4 x 5
+ 16 = 20
To find the missing value you can subtract the
16 from 20.
20 – 16 = 4
Now put the missing value in the original
number sentence to check that you are correct.
4 + 16 = 20
Find page 96 in the Maths Tracks Student Book.
Page 96
1
Find the missing value in each number
sentence.
Then check that your solution is correct by
putting it into the original number sentence.
2
Write 4 in each box, then check if it is the
correct solution to the number sentence.
Tick the number sentence if 4 is the correct
missing value or draw a cross against it if it
is not.
Using Maths Tracks, Stage 3B, Unit 59
© NSW DET 2006
8
Student and supervisor guide
3
Write a number sentence to solve each
problem and find the solution.
Mark your answers for this page at the back of
the Maths Tracks Student Book. Have another
try if you went off the track.
Praise your student’s
successes.
Provide feedback for this
activity on the Feedback
sheet.
Feedback:
lots of
help
Using Maths Tracks, Stage 3B, Unit 59
© NSW DET 2006
9
some
help
no
help
Student and supervisor guide
Activity 4
Look at the shopping docket below. Somebody
has crossed out the cost of one item. That item
is your birthday cake.
How much did your birthday cake cost?
Balloons
Place cards
$4.00
$2.50
Cake
2 punnets of strawberries
Sausage rolls
$7.00
$11.95
Total owing
$45.45
To find the solution to this problem, add the
amounts you do know and take this away from
the total.
The total cost of the other items on the list is
$25.45. Subtract $25.45 from $45.45.
$45.45
– $25.45
$20.00
The cake cost $20.
Two punnets of strawberries cost $7.00.
What was the cost of one punnet of
strawberries?
$7.00 ÷ 2 = $3.50.
One punnet of strawberries cost $3.50.
Using Maths Tracks, Stage 3B, Unit 59
© NSW DET 2006
10
Student and supervisor guide
Find page 97 in the Maths Tracks Student Book
and complete the three sections.
Help your student read and
interpret the instructions.
Page 97
Mark your answers for this page at the back of
the Maths Tracks Student Book. Have another
try if you went off the track.
Provide feedback for this
activity on the Feedback
sheet.
Feedback:
lots of
help
Using Maths Tracks, Stage 3B, Unit 59
© NSW DET 2006
11
some
help
no
help
Student and supervisor guide
Activity 5
Find page 98 in the Maths Tracks Student Book.
Page 98
1
Find the missing value for each number
sentence by solving the known parts first.
2
Total how much money Moira has in each
pile and then find how much money she has
altogether.
3
Find the Work backwards problem-solving
poster to help you with this task.
Find Student sheet 4, and use the problemsolving framework to solve the problem.
Mark your answers for this page at the back of
the Maths Tracks Student Book. Have another
try if you went off the track.
Provide feedback for this
activity on the Feedback
sheet.
Feedback:
lots of
help
Using Maths Tracks, Stage 3B, Unit 59
© NSW DET 2006
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some
help
no
help
Student and supervisor guide
Activity 6
Play ‘Making it count’ with a partner.
The aim is for each of you to make number
sentences that use all the operations and then
solve a missing value.
Find Student sheet 5. You will use it to record
the score.
Find the numeral and operation cards you cut
out from Student sheet 2.
You will need
•
one set of 1–9 numeral cards each
•
one set of operation cards each
•
two sets of brackets cards each.
How to play
Shuffle the numeral cards and draw five cards
each.
Use the cards chosen, plus your brackets and
operations cards, to make a number sentence
that uses each operation; for example,
Answers will vary during
this activity. If your student
is working with another
partner, encourage your
student to check the solution
for the missing value each
time.
Provide feedback for this
activity on the Feedback
sheet.
( 4×2 ) + ( 6 ÷3 ) – 1=
Calculate the answer and write it in the space
under your score sheet. Then take away one
card and give your number sentence to your
partner to solve; for example,
(
×2 ) +( 6 ÷3 ) – 1=9
Check your partner’s answer by putting the
missing card back into the sentence.
Using Maths Tracks, Stage 3B, Unit 59
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Student and supervisor guide
Scores
For each use of:
Addition: 1 point
Subtraction: 2 points
Multiplication: 3 points
Division: 4 points
Continue until one player scores 50 points.
Feedback:
lots of
help
Using Maths Tracks, Stage 3B, Unit 59
© NSW DET 2006
14
some
help
no
help
Student and supervisor guide
Reflection
Explain to your teacher on tape how to check the
solutions to missing values in number sentences.
Stop the recording now.
Feedback:
lots of
help
Using Maths Tracks, Stage 3B, Unit 59
© NSW DET 2006
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some
help
no
help
Student and supervisor guide
Checking up
Complete the Checking up sheet without any
help from your Supervisor.
After you have finished the Checking up sheet,
fill in the student side of the Feedback sheet.
You may need to look back at the smiley faces
you circled to remind yourself how you felt about
each activity.
The Checking up sheet and
Feedback sheet are near
the back of the Supervisor
notes for this unit.
Make sure your student
works on this assessment
task independently with
your assistance to read and
interpret the instructions.
Return the Checking
up sheet to the teacher
unmarked.
Feedback:
lots of
help
Using Maths Tracks, Stage 3B, Unit 59
© NSW DET 2006
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some
help
no
help
Student and supervisor guide
Name:
Using BODMAS
Introduction
1
20 – (4 x 2) = 15 –
2
1
x 16 –
2
= (3 x 3) – 6
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Student sheet 1
Using Maths Tracks, Stage 3B, Unit 59
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Student sheet 1
Numeral cards
Activity 1
1 2 3 4 5
6 7 8 9
1 2 3 4 5
6 7 8 9
Operation cards
Activity 1
+ – x ÷ =
( ( ) )
+ – x ÷ =
( ( ) )
Using Maths Tracks, Stage 3B, Unit 59
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Student sheet 2
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Student sheet 2
Name:
Blank cells
Activity 2
Complete the blank cells on the following spreadsheets.
1
2
3
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Student sheet 3
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Student sheet 3
Name:
Problem-solving framework
Activity 5
Find out
Write the problem in your own words.
Select a strategy
What strategy will you use?
Adapted from: Maths Tracks Teacher’s Resource Book Stage 3B © Harcourt Education, 2004.
Investigate
Work in the box below to solve the problem.
Using Maths Tracks, Stage 3B, Unit 59
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Student sheet 4
Reflect
What did I find out?
Does my answer make sense? Yes/No. Why or why not?
What other strategy could I use?
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Student sheet 4
Making it count
Activity 6
Scorecard
Player 2:
Adapted from: Maths Tracks Teacher’s Resource Book Stage 3B © Harcourt Education, 2004.
Player 1:
Using Maths Tracks, Stage 3B, Unit 59
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Student sheet 5
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Student sheet 5
Centre for Learning Innovation
NSW Department of Education and Training
51 Wentworth Road
Strathfield NSW 2135