Changes

# To understand that negative numbers are numbers that are created to explain situations in such a way that mathematical operations hold<br>

# To understand that negative numbers are numbers that are created to explain situations in such a way that mathematical operations hold<br>

# Negative numbers are opposite of positive numbers; the rules of working with negative numbers are opposite to that of working with positive numbers<br>

# Negative numbers are opposite of positive numbers; the rules of working with negative numbers are opposite to that of working with positive numbers<br>

# Together, the negative numbers and positive numbers form one contiuous number line<br>

# Together, the negative numbers and positive numbers form one continuous number line<br>

# Perform manipulations with negative numbers and express symbolically situations involving negative numbers<br>

# Perform manipulations with negative numbers and express symbolically situations involving negative numbers<br>

Prepare worksheets for practise.<br>  

Prepare worksheets for practise.<br>  

parts of the curriculum for reinforcement. For example, when looking at

parts of the curriculum for reinforcement. For example, when looking at

shapes, talk about ‘half a square’ and ‘third of a circle’.  

shapes, talk about ‘half a square’ and ‘third of a circle’.  

A discontinuous whole is a group of items that together make up the whole. To find a fraction part of such a whole, we can divide it up into groups, each with the same number of items. We call such groups "equal-sized groups" or "groups of equal size". It is important that we always mention thathe groups are equal in size to emphasise this aspect of the fraction parts of a whole. Examples of discontinuous wholes are: 15 oranges, 6 biscuits, 27 counters, 4 new pencils, etc.  

A discontinuous whole is a group of items that together make up the whole. To find a fraction part of such a whole, we can divide it up into groups, each with the same number of items. We call such groups "equal-sized groups" or "groups of equal size". It is important that we always mention thathe groups are equal in size to emphasise this aspect of the fraction parts of a whole. Examples of discontinuous wholes are: 15 oranges, 6 biscuits, 27 counters, 4 new pencils, etc.  

Language patterns for a continuous whole To find 1/5  of my circular disc, I first divide the whole circular disc into 5 parts of equal size. Each part is 1/5 of the whole, and if I shade one of these parts, I have shaded of the 1/5 whole.  

Language patterns for a continuous whole To find 1/5  of my circular disc, I first divide the whole circular disc into 5 parts of equal size. Each part is 1/5 of the whole, and if I shade one of these parts, I have shaded of the 1/5 whole.  

find a fraction part of a unit whole, we have to cut/fold/break, etc. because the whole is a  

find a fraction part of a unit whole, we have to cut/fold/break, etc. because the whole is a  

single thing.  

single thing.  

same number as the denominator. It is thus made up of more that one item and is a  

same number as the denominator. It is thus made up of more that one item and is a  

discontinuous whole.  

discontinuous whole.  

denominator. This is also made up of more than one unit and so it is a discontinuous  

denominator. This is also made up of more than one unit and so it is a discontinuous  

whole.  

whole.  

denominator. This is also a multiple unit whole, and so it is a discontinuous whole.  

denominator. This is also a multiple unit whole, and so it is a discontinuous whole.  

   

   

Writing or ordering fractions in pre positioned boxes along number line.  This can illustrate how a number line can be used to represent fractions of distance or length; or support the notion of a fraction being larger or smaller than another.   

Writing or ordering fractions in pre positioned boxes along number line.  This can illustrate how a number line can be used to represent fractions of distance or length; or support the notion of a fraction being larger or smaller than another.   

Marking the fraction on an empty number line - this involves measurement and judgement of a fraction as a proportion of a length or distance.

Marking the fraction on an empty number line - this involves measurement and judgement of a fraction as a proportion of a length or distance.

the fractions with denominator equal to 5 are now displayed as shown:  

the fractions with denominator equal to 5 are now displayed as shown:  

To find equivalent forms of Rational Numbers

To find equivalent forms of Rational Numbers

Principal Roots and Irrational Numbers  

Principal Roots and Irrational Numbers  

Prerequisite Concepts: Set of rational numbers  

Prerequisite Concepts: Set of rational numbers  

Construct these triangles on a virtual geoboard. Provide students with the formula for the area of a triangle (A = ½bh) and ask them to determine the areas of the displayed triangles. [12.5 units2 and 4.5 units2.]

Construct these triangles on a virtual geoboard. Provide students with the formula for the area of a triangle (A = ½bh) and ask them to determine the areas of the displayed triangles. [12.5 units2 and 4.5 units2.]

  Tell students that there are more squares that fit on a geoboard than those found during the previous lesson. Today's lesson will focus on finding some atypical squares using geoboards.

  Tell students that there are more squares that fit on a geoboard than those found during the previous lesson. Today's lesson will focus on finding some atypical squares using geoboards.