QLWG Skills for Life
Acknowledgements
Published by: Quebec Literacy Working Group:
Central Québec School Board:
Eastern Shores School Board:
Eastern Townships School Board:
English Montreal School Board:
Kativik School Board:
Lester B. Pearson School Board:
Littoral School Board:
New Frontiers School Board:
Riverside School Board:
Sir Wilfrid Laurier School Board:
Western Québec School Board:
Project Coordinator:
Author:
Project Supervisor:
Proofreading:
Cover Design:
Additional Expertise:
Patti L. Moore
Debrah Adams
Ilze Epners
Mario Pasteris and Mary Gouskos
Carmelle Castonguay
Denise Llewellyn
David Roberts
Maria Gudzio
Linda Martin
Darlene Brown
Warren Halligan
Patti L. Moore
Vicki-Ann Huegli
PROCEDE (Provincial Organization of
Continuing Education Directors – English)
Vérifikation Anglaise: Karen Ingalls
Creative Solutions Créatives: Vilnis Epners
Teachers, Tutors, Students and
Local Animators from the
following groups who fieldtested the units:
Central Québec School Board
Chateauguay Valley Literacy Council
Eastern Shores School Board
Eastern Townships School Board
English Montreal School Board
Gaspesie Literacy Council
Kativik School Board
Laurentian Literacy Council
The Learning Exchange
Literacy in Action
Literacy Unlimited
Littoral School Board
Lester B. Pearson School Board
New Frontiers School Board
Quebec City Reading Council
Riverside School Board
Sir Wilfrid Laurier School Board
South Shore Reading Council
Western Quebec Literacy Council
Western Québec School Board
Yamaska Literacy Council
ISBN Number: 978-0-9812349-0-8
© Copyright QLWG Skills for Life Series, 2008
QLWG Skills for Life Series
Tutor Support: Strategies for Numbers: Units 15, 16 &17
#15, 16 & 17 of 30 units
Strategies for Numbers:
Units 15, 16 &17
Overview:
These three units are meant to provide learners with key skills and strategies to handle and
appreciate everyday math. The first unit begins with clear and simple explanations of numbers
(with visuals). Much of what is covered in the beginning of this unit will not be new to learners;
familiarity with the basics will ideally develop a certain level of comfort and ability with math.
Activities on identifying number values, rounding and estimating are included. The four main
branches of math (adding, subtracting, multiplying and dividing) are covered in Units 16 & 17.
Practical exercises follow explanations and an Answer Key is provided at the end of the each unit
so that learners may monitor their understanding and progress. In order to interpret the uses and
implications of these math strategies, learners must also reflect on when math is used in everyday
life and determine when to use different strategies. Notably, each unit includes examples of math
for everyday life (e.g. time and recipes).
The Units at a Glance:
•
•
•
•
•
•
•
•
•
Learn some math basics (terminology).
Learn how to form numbers.
Practice writing numbers.
Develop practical math skills.
Determine greater and lesser values.
Practice estimating and rounding numbers.
Develop some money math skills.
Learn the basics of adding, subtracting, multiplying and dividing.
Complete exercises on math for everyday life: time, spending and baking.
Checking for Comprehension
You are provided with a list of questions for various sections of this unit of study. You can check
for learner progress by asking questions on the section of the workbook that that your student has
worked on (or is working on).
Whenever possible, you are provided with the correct answers to questions (in green). For
questions regarding mathematics (not requiring any calculating), however, answers will vary.
When the learner responds to a question, verify that he or she both understands key concepts and
is progressing at an appropriate rate. As a distance education tutor, you should also check for the
learner’s level of comfort and ability with the work. Always consider the following:
Does he/she understand?
Can he/she do the activities?
How is he/she doing with reading?
How is he/she doing with writing?
1
QLWG Skills for Life Series Tutor Support: Strategies for Numbers 1: Understanding Numbers
#15 of 30 units
Assessment of Student Comprehension and Progress
The Tutor Support Guide provides a sequential list of questions for you to review with the distance
education learner. These questions will help you to monitor and guide learner progress. This document will
help you to record progress as you review different sections of the QLWG’s Skills for Life units with the
learner.
Name of Student:
_____________________________________________________________________
Unit Title:
_____________________________________________________________________
Pages Reviewed:
_____________________________________________________________________
Date:
_____________________________________________________________________
Progress Indicator
Competent
The learner…
Needs to
develop
competence
Observations/Comments
1. adequately responds to
questions on the unit of
study.
2.
3.
demonstrates a sufficient
level of comfort with
concepts presented in the
unit.
demonstrates an ability
to work independently to
complete tasks.
4.
provides evidence of task
completion.
5.
can use personal learning
style and strategies to
complete tasks.
can connect the theme to
his or her own life.
6.
General Observations:
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Checking for Progress and Comprehension
QLWG Skills for Life Series Tutor Support: Strategies for Numbers 1: Understanding Numbers
#15 of 30 units
Strategies for Numbers 1: Understanding Numbers
Discussion Questions to Monitor Progress,
Comprehension and Task Completion
Check for Comprehension:
1. What did you already know about numbers before you began this unit?
¾ Answers will vary.
2. What is a numeral?
¾ A numeral is the actual number (as opposed to the written form of the
number). Example: 1 (as opposed to “one”)
3. Two-place numbers are written with how many numbers?
¾ Two
4. Three-place numbers are written with how many numbers?
¾ Three
5. How many places are there in the number one thousand?
¾ Four
6. When should you spell out a number?
¾ When the number begins a sentence.
¾ When the number has only one or two words.
7. When should you use the numeral form of numbers?
Check for several of the following:
¾ When a number has more than two words.
¾ For dates.
¾ For exact amounts of money.
¾ For decimals and fractions.
8. How do you compare numbers?
¾ Begin with the largest number (the one that the number starts with).
¾ Compare each place of the numbers.
9. What symbol do you use when two numbers are equal?
¾ An equal sign (=).
10. What is a rounded number?
¾ Rounding numbers means to change a number to the nearest ten, hundred or
thousand.
11. What would 52 be, rounded to the nearest 10?
¾ 50
12. What would 214 be, rounded to the nearest 100?
¾ 200
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QLWG Skills for Life Series Tutor Support: Strategies for Numbers 1: Understanding Numbers
#15 of 30 units
Checkpoint – Understanding Numbers
ANSWER KEY
Part One: Math Exercises
1. Numeral: 8
2. Numeral: 15
Word: eight
Word: fifteen
3. Write the words for the following numerals.
Numeral
232
49
12
934
35
200 324
Word
two hundred thirty-two
forty-nine
twelve
nine hundred thirty-four
thirty-five
two hundred thousand three hundred twenty-four
4. Compare the following numbers/amounts using >, <, or =:
a)
b)
c)
d)
e)
f)
222 < 252
19 > 15
56 < 78
23 < 28
80 > 79
23 < 28
g)
h)
i)
j)
k)
l)
134 < 165
2300 < 23 000
654 < 655
2563 < 2568
8000 > 7999
2003 < 2080
m)
n)
o)
p)
90 000 < 91 000
40 103 < 40 180
98 999 < 99 999
43 003 > 4480
e)
f)
g)
h)
20
80
40
20
i)
j)
k)
l)
80
90
10
60
e)
f)
g)
h)
500
300
900
200
i)
j)
k)
l)
900
200
800
600
5. Round to the nearest ten:
a)
b)
c)
d)
30
90
90
40
6. Round to the nearest hundred:
a)
b)
c)
d)
900
100
600
200
3
QLWG Skills for Life Series Tutor Support: Strategies for Numbers 1: Understanding Numbers
#15 of 30 units
7. Round to the nearest thousand:
a)
b)
c)
d)
e)
2000
10 000
3000
6000
1000
f)
g)
h)
i)
j)
2000
10 000
8000
2000
3000
k)
l)
m)
n)
o)
7000
5000
9000
3000
5000
8. Explain when comparing numbers will be useful.
Answers will vary. Check for general comprehension.
9. Explain when rounding numbers will be useful.
Answers will vary. Check for general comprehension.
Part Two: What I Learned
10. Explain what you have learned in this unit and how you may apply these skills to
your everyday life. Give examples.
Answers will vary. Check for general comprehension and task completion.
11. How was writing in your Learner’s Journal? What did you write about?
Answers will vary. Check for general comprehension and task completion.
4
QLWG Skills for Life Series Tutor Support: Strategies for Numbers 1: Understanding Numbers
#15 of 30 units
Understanding Numbers: Learning Checklist
(Learner’s checklist found on pages 25-26 of the student workbook.)
At the end of this unit, the learner is asked to complete a checklist to see what he/she has
learned. The following list matches the one that the learner is asked to complete. Use the
Checkpoint questionnaire and your observations to determine if the following skills have
been achieved.
COMPETENCIES
IN
PROGRESS
The learner can…
1. say what a numeral is.
2. write number words from one to a hundred.
3. form one-place numbers.
4. form two-place numbers.
5. form three-place numbers.
6. form large numbers.
7. identify numbers in the thousands.
8. identify numbers in the ten thousands.
9. identify numbers in the hundred thousands.
10.
identify numbers in the millions
11.
write the words for large numbers.
12.
say when to spell numbers.
13.
compare numbers.
14.
use the symbols > and < to show greater value.
15.
explain what a rounded number is.
16.
say when rounding numbers is useful.
17.
round numbers.
5
ACHIEVED
QLWG Skills for Life Series Tutor Support: Strategies for Numbers 1: Understanding Numbers
#15 of 30 units
Independent Learning
Observation Grid
“Learning is a treasure that will follow its owner everywhere.” ~ Chinese Proverb
Learner’s name: ________________________________________________________
Unit of study: __________________________________________________________
Date started: ___________________________________________________________
Date ended: ____________________________________________________________
Legend:
A - Autonomously
C - With a lot of support
B - With some support
D - Not at all
Assess the learner’s level of independence in the following areas:
The learner…
Level of
autonomy
actively works on material.
complies with instructions.
demonstrates an understanding of
key words.
asks questions.
uses different strategies.
completes tasks.
Comments:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
6
QLWG Skills for Life Series Tutor Support: Strategies for Numbers 2: Adding and Subtracting
#16 of 30 units
Assessment of Student Comprehension and Progress
The Tutor Support Guide provides a sequential list of questions for you to review with the distance
education learner. These questions will help you to monitor and guide learner progress. This document will
help you to record progress as you review different sections of the QLWG’s Skills for Life units with the
learner.
Name of Student:
_____________________________________________________________________
Unit Title:
_____________________________________________________________________
Pages Reviewed:
_____________________________________________________________________
Date:
_____________________________________________________________________
Progress Indicator
Competent
The learner…
1.
adequately responds to
questions on the unit of
study.
2.
demonstrates a sufficient
level of comfort with
concepts presented in the
unit.
demonstrates an ability to
work independently to
complete tasks.
3.
4.
provides evidence of task
completion.
5.
can use personal learning
style and strategies to
complete tasks.
can connect the theme to
his or her own life.
6.
Needs to
develop
competence
Observations/Comments
General Observations:
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Checking for Progress and Comprehension
QLWG Skills for Life Series Tutor Support: Strategies for Numbers 2: Adding and Subtracting
#16 of 30 units
Strategies for Numbers 2: Adding and Subtracting
Discussion Questions to Monitor Progress,
Comprehension and Task Completion
Check for Comprehension:
1. What symbol is used to add numbers?
A plus sign (+).
2. What is a “sum”?
The total amount when adding (or subtracting).
3. How do you feel about adding two-place numbers (for example: 22 + 12)?
Answers will vary. Check for the learner’s level of comfort and confidence
performing this skill.
4. How do you feel about adding larger numbers?
Answers will vary. Check for the learner’s level of comfort and confidence
performing this skill.
5. What symbol is used to subtract numbers?
A minus sign (-).
6. How do you feel about subtracting two-place numbers (for example: 22 - 12)?
Answers will vary. Check for the learner’s level of comfort and confidence
performing this skill.
7. How do you feel about subtracting larger numbers?
Answers will vary. Check for the learner’s level of comfort and confidence
performing this skill.
8. How many cents are in a dollar?
100
9. What does the decimal point in a dollar amount show?
It shows how many cents there are.
10. How can you estimate a dollar amount?
You can estimate the sum of two numbers by rounding each number and then adding
the rounded numbers.
7
QLWG Skills for Life Series Tutor Support: Strategies for Numbers 2: Adding and Subtracting
11. How do you feel about adding dollar amounts?
Answers will vary. Check for the learner’s level of comfort and confidence
performing this skill.
12. How do you feel about subtracting dollar amounts?
Answers will vary. Check for the learner’s level of comfort and confidence
performing this skill.
13. How do you feel about estimating dollar amounts?
Answers will vary. Check for the learner’s level of comfort and confidence
performing this skill.
8
#16 of 30 units
QLWG Skills for Life Series Tutor Support: Strategies for Numbers 2: Adding and Subtracting
#16 of 30 units
Checkpoint – Adding and Subtracting
ANSWER KEY
Part One: Practice
1. Adding
a)
b)
c)
d)
e)
f)
9
12
13
5
4
11
g)
h)
i)
j)
k)
l)
18
12
3
6
12
10
m)
n)
o)
p)
q)
r)
10
16
6
13
13
14
g)
h)
i)
j)
k)
l)
99
139
103
85
89
59
m)
n)
o)
p)
q)
r)
91
102
80
124
84
168
h)
i)
j)
k)
l)
m)
n)
2
1
3
1
3
5
6
o)
p)
q)
r)
s)
t)
2
1
2
3
2
1
g)
h)
i)
j)
k)
l)
15
60
4
65
33
49
m)
n)
o)
p)
146
294
280
486
2. Adding
a)
b)
c)
d)
e)
f)
108
56
72
109
163
74
3. Subtraction
a)
b)
c)
d)
e)
f)
g)
1
6
0
3
3
3
2
4. Subtraction
a)
b)
c)
d)
e)
f)
27
18
60
6
2
6
9
QLWG Skills for Life Series Tutor Support: Strategies for Numbers 2: Adding and Subtracting
#16 of 30 units
Comparing Values
5. Indicate with amount is greater or lesser (use the symbol > OR <).
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
$3.25 < $3.66
$44.50 < $45.90
$67.75 > $67.29
$98.66 < $98.98
$65.79 < $67.75
$87.60 > $85.70
$495.00 < $495.01
$156.00 > $155.99
$865.05 < $867.00
$112.90 < $121.90
Money Math
6. Round the following dollar amounts to the closest one, ten or hundred (depending on
the amount):
b)
c)
d)
e)
f)
g)
$8.00
$2.00
$40.00
$70.00
$40.00
$800.00 ($760.00)
h)
i)
j)
k)
l)
$600.00
$70.00
$40.00
$25.00
$800.00
7. Add the dollar amounts.
a)
b)
c)
d)
$5.14
$60.07
$11.31
$7.20
e)
f)
g)
h)
$4.43
$64.20
$114.60
$7.57
i)
j)
k)
l)
$7.69
$88.58
$140.71
$95.31
o.
p.
q.
r.
s.
t.
70 + 40 = 110
70 + 10 = 80
70 + 30 = 100
50 + 80 = 130
90 + 20 = 110
60 + 90 = 150
8. Round each number. Then estimate the sum.
a.
b.
c.
d.
e.
f.
g.
10 + 10 = 20
10 + 80 = 90
60 + 20 = 80
70 + 30 = 100
40 + 10 = 50
40 + 40 = 80
50 + 70 = 120
h.
i.
j.
k.
l.
m.
n.
80 + 50 = 130
20 + 60 = 80
60 + 40 = 100
40 + 20 = 60
50 + 30 = 80
10 + 20 = 30
20 + 30 = 50
10
QLWG Skills for Life Series Tutor Support: Strategies for Numbers 2: Adding and Subtracting
#16 of 30 units
9. Now, round each amount to the closest dollar and estimate the sum.
a.
b.
c.
d.
e.
f.
$52.00 +$12.00 = $64.00
$9.00 + $8.00 = $17.00
$19.00 + $9.00 = $28.00
$2.00 + $43.00 = $45.00
$23.00 + $23.00 = $46.00
$7.00 + $84.00 = $91.00
g.
h.
i.
j.
k.
l.
$100.00 + $4.00 = $104.00
$50.00 + $10.00 = $60.00
$83.00 + $82.00 = $165.00
$6.00 + $50.00 = $56.00
$39.00 + $9.00 = $48.00
$48.00 + $3.00 = $51.00
Part Two:
REFLECTION:
10. When will you be able to use rounding and estimating in everyday life?
Answers will vary. Check for general comprehension and task completion.
What I Learned
11. Explain what you have learned in this unit and how you may apply these skills to
your everyday life. Give examples.
Answers will vary. Check for general comprehension and task completion.
11
QLWG Skills for Life Series Tutor Support: Strategies for Numbers 2: Adding and Subtracting
#16 of 30 units
Adding and Subtracting: Learning Checklist
(Learner’s checklist found on page 26 of the student workbook.)
At the end of this unit, the learner is asked to complete a checklist to see what they have
learned. The following list matches the one that the learner is asked to complete. Use the
Checkpoint questionnaire and your observations to determine if the following
competencies have been achieved.
COMPETENCIES
IN
PROGRESS
The learner can…
1. say what adding is.
2. say what a sum is.
3. add one-place numbers.
4. add two-place numbers
5. add three-place numbers
6. subtract one-place numbers.
7. subtract two-place numbers.
8. subtract 3-place numbers.
9. identify different Canadian money.
10.
compare values (amounts).
11.
round dollar amounts.
12.
estimate sums.
13.
round numbers and then estimate sums.
14.
explain when rounding is useful.
12
ACHIEVED
QLWG Skills for Life Series Tutor Support: Strategies for Numbers 2: Adding and Subtracting
#16 of 30 units
Independent Learning
Observation Grid
“Learning is a treasure that will follow its owner everywhere.” ~ Chinese Proverb
Learner’s name: ________________________________________________________
Unit of study: __________________________________________________________
Date started: ___________________________________________________________
Date ended: ____________________________________________________________
Legend:
A - Autonomously
C - With a lot of support
B - With some support
D - Not at all
Assess the learner’s level of independence in the following areas:
The learner…
Level of
autonomy
actively works on material.
complies with instructions.
demonstrates an understanding of
key words.
asks questions.
uses different strategies.
completes tasks.
Comments:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
13
QLWG Skills for Life Series Tutor Support: Strategies for Numbers 3: Multiplying, Dividing & Fractions
#17 of 30 units
Assessment of Student Comprehension and Progress
The Tutor Support Guide provides a sequential list of questions for you to review with the distance
education learner. These questions will help you to monitor and guide learner progress. This document will
help you to record progress as you review different sections of the QLWG’s Skills for Life units with the
learner.
Name of Student:
_____________________________________________________________________
Unit Title:
_____________________________________________________________________
Pages Reviewed:
_____________________________________________________________________
Date:
_____________________________________________________________________
Progress Indicator
Competent
The learner…
1.
adequately responds to
questions on the unit of
study.
2.
demonstrates a sufficient
level of comfort with
concepts presented in the
unit.
demonstrates an ability to
work independently to
complete tasks.
3.
4.
provides evidence of task
completion.
5.
can use personal learning
style and strategies to
complete tasks.
can connect the theme to
his or her own life.
6.
Needs to
develop
competence
Observations/Comments
General Observations:
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Checking for Progress and Comprehension
QLWG Skills for Life Series Tutor Support: Strategies for Numbers 3: Multiplying, Dividing & Fractions
#17 of 30 units
Strategies for Numbers 3: Multiplying, Dividing & Fractions
Discussion Questions to Monitor Progress,
Comprehension and Task Completion
Check for Comprehension:
1.
What is multiplication?
Multiplication is the total number that is found by multiplying groups of the same
size.
2.
When might you use multiplication?
Answers will vary. Check for general comprehension: at a party, serving dinner,
etc.
3.
How do you feel about using a times table (to multiply to 100)?
Answers will vary. Check for the learner’s level of comfort and confidence
performing this skill.
4.
How do you determine where to put the decimal point when multiplying
numbers?
Count the spots behind the decimals, and then put the decimal point in your
answer.
5.
What is division?
Division is splitting something into equal parts.
6.
When might you use division?
Answers will vary. Check for general comprehension: at a party, serving dinner,
etc.
7.
What is a fraction?
Answers will vary. Check for the learner’s level of comfort and confidence
performing this skill.
8.
How do you feel about adding, subtracting, multiplying and dividing fractions?
Answers will vary. Check for the learner’s level of comfort and confidence with
adding, subtracting, multiplying and dividing fractions.
9.
How do you feel about using the math that you learned in your everyday life?
Answers will vary. Check for the learner’s level of comfort and confidence using
math in everyday life.
14
QLWG Skills for Life Series Tutor Support: Strategies for Numbers 3: Multiplying, Dividing & Fractions
#17 of 30 units
Checkpoint – Multiplying, Dividing & Fractions
ANSWER KEY
Part One
Multiplying:
1. Complete the following multiplication exercises.
a) 124
h) 258
b) 75
i) 228
c) 248
j) 344
d) 190
k) 160
e) 165
l) 395
f) 395
m) 3182
g) 161
n) 2408
2. Complete the following exercises for multiplying money
a) $162.00
e) $154.35
b) $61.20
f) $62.55
c) $44.80
g) $164.55
d) $85.00
h) $323.85
o)
p)
q)
r)
s)
t)
2604
1066
2340
6633
1649
6958
i)
j)
k)
l)
$2512.29
$364.95
$1512.00
$1223.80
i)
j)
k)
l)
9
10
7
6
Division:
3. Divide:
a)
b)
c)
d)
10
2
5
5
e)
f)
g)
h)
6
2
7
6
Fractions:
4. Write the fraction for the shaded part(s).
a. 1/4
b. 1/8
c. 1/3
d. 1/5
e. 2/5
5. Define the following terms:
a) What is a fraction?
A fraction is part of an entire object.
b) What is a numerator?
The numerator is the number of parts.
c) What is a denominator?
The denominator is the number of parts that make a whole.
15
QLWG Skills for Life Series Tutor Support: Strategies for Numbers 3: Multiplying, Dividing & Fractions
#17 of 30 units
6. Add the following fractions with the same denominator.
a) 3/3 (1)
d) 8/8 (1)
b) 5/6
e) 7/7 (1)
c) 7/12
f) 4/5
g) 8/10 (4/5)
h) 5/6
7. Subtract the following fractions with the same denominator.
a) 2/3
d) 1/9
b) 1/9
e) 0
c) 3/12 (1/4)
f) 6/24 (1/4)
g) 5/20 (1/4)
h) 3/8
Time:
8. What time is it?
10:10 (ten minutes after ten)
9. It is 2:00 o’clock. You will meet a friend at 3:30 p.m. How much time do you have
before you meet your friend?
a. What will you do? Add, subtract, multiply or divide?
I will subtract.
b. Now figure out how much time you have:
1 hour and 30 minutes.
10. You are baking cookies. Usually, you bake your cookies for two hours and 45
minutes. Today, you want them to be soft and chewy so you bake them for 15 minutes
less. How long do you bake your cookies?
a. What will you do? Add, subtract, multiply or divide?
I will subtract.
b. Now figure out how long you bake your cookies:
2 hours and 30 minutes.
Recipes:
11. What is the difference between measuring weight and volume?
• Weight is measured in ounces, pounds, grams or kilograms.
• Volume is measured in fluid ounces, pints, millilitres and litres.
12. You usually make 2½ cups of spaghetti sauce. You want to double your recipe
tonight. How much spaghetti sauce will you make?
2 x 2 ½ = 5 cups
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QLWG Skills for Life Series Tutor Support: Strategies for Numbers 3: Multiplying, Dividing & Fractions
#17 of 30 units
REFLECTION:
13. When will you be able to use fractions in everyday life? Explain.
Answers will vary. Check for the learner’s level of comfort and confidence using
fractions in everyday life.
Part Two: What I Learned
1. Explain what you have learned in this unit and how you may apply these skills to
your everyday life. Give examples.
Answers will vary. Check for the learner’s level of comfort and confidence using math
in everyday life.
2. How was writing in your Learner’s Journal? What did you write about?
Answers will vary. Check for task completion.
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QLWG Skills for Life Series Tutor Support: Strategies for Numbers 3: Multiplying, Dividing & Fractions
#17 of 30 units
Multiplying, Dividing & Fractions: Learning Checklist
(Learner’s checklist found on pages 43-44 of the student workbook.)
At the end of this unit, the learner is asked to complete a checklist to see what he/she has
learned. The following list matches the one that the learner is asked to complete. Use the
Checkpoint questionnaire and your observations to determine if the following skills have
been achieved.
COMPETENCIES
IN
PROGRESS
The learner can…
1.
say what multiplication is.
2.
multiply one digit by one digit.
3.
multiply two-place numbers with one-place
numbers.
4.
multiply two-place numbers with two-place
numbers.
5.
multiply money.
6.
say what division is.
7.
say how to divide.
8.
say what a fraction is.
9.
write fractions.
10.
say what a numerator is.
11.
say what a denominator is.
12.
add fractions.
13.
subtract fractions.
14.
identify fractions of the same value.
15.
tell time.
16.
calculate time.
17.
read a recipe.
18.
double a recipe.
19.
explain the difference between metric and
imperial measurements.
20.
explain the difference between weight and
volume.
21.
use what he/she has learned in the future.
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ACHIEVED
QLWG Skills for Life Series Tutor Support: Strategies for Numbers 3: Multiplying, Dividing & Fractions
#17 of 30 units
Independent Learning
Observation Grid
“Learning is a treasure that will follow its owner everywhere.” ~ Chinese Proverb
Learner’s name: ________________________________________________________
Unit of study: __________________________________________________________
Date started: ___________________________________________________________
Date ended: ____________________________________________________________
Legend:
A - Autonomously
C - With a lot of support
B - With some support
D - Not at all
Assess the learner’s level of independence in the following areas:
The learner…
Level of
autonomy
actively works on material.
complies with instructions.
demonstrates an understanding of
key words.
asks questions.
uses different strategies.
completes tasks.
Comments:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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