The lessons provide coverage of Levels 1 to 6 of The New Zealand Curriculum.
The lessons are organised by level and curriculum strand.
Most students will naturally draw pictures if given the slightest encouragement.
Introduce a problem to students that will require them to draw a picture to solve.
By representing units of measurement and other objects visually, students can begin to think about the problem mathematically.
Pictures and diagrams are also good ways of describing solutions to problems; therefore they are an important part of mathematical communication.
And 3b = 4g, so b = 4g/3 = 4 × 12 / 3 = 16, so there are 16 boys So there are now 12 girls and 16 boys in the class, making 28 students altogether.
Check There are now 16 boys and 12 girls, so the ratio of boys to girls is 16 : 12 = 4 : 3 At the start of the year there were 20 boys and 10 girls, so the ratio was 20 : 10 = 2 : 1 Consecutive means one after the other.
By combining this strategy with others, students can analyze the data that is given to find more complex relationships.
We know there are seven days in the week, so: d e = 7 And she trains 27 hours in a week, with d 5 hour days and e 3 hour days: 5d 3e = 27 We are being asked for how many days she trains for 5 hours: d Solve: The number of "5 hour" days is 3 Check: She trains for 5 hours on 3 days a week, so she must train for 3 hours a day on the other 4 days of the week.