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Counting 115
Early mathematical thinking 116
Comparing, sequencing and ordering 120
Ordinal numbers 121
The concept of ten 122
2 digit numbers: establishing a system of place value 125
Numbers 20–99 125
The teen numbers 131
Number processes 134
3 digit numbers: consolidating place value and establishing renaming
140
Renaming numbers 144
Thousands—4, 5 and 6 digit numbers: consolidating renaming and
extending place value 150
4 digit numbers 150
5 and 6 digit numbers 153
Rounding 156
Rounding 2 digit numbers 157
Rounding 3 digit numbers 160
Rounding 4 digit and larger numbers 162
Large numbers: extending the system for naming numbers 164
A second place value system 164
Exponential and scientific notation: the basis for a third form of place
value 168
Factors and products 169
Scientific notation 172
Expanding the number system to include negative numbers 175
Children’s literature and number 179
Chapter reflections 180
Chapter 4 Computation for whole numbers: additive thinking 184
Understandings and processes for additive thinking 185
Additive concepts: using part/part/whole to establish addition and
subtraction 185
Additive basic facts: strategies for addition and subtraction 187
Algorithmic thinking: processes for adding and subtracting larger
numbers 188
Developing addition 190
The addition concept 191
Learning the addition basic facts 197
Developing the addition algorithm 207
Estimation with addition 216
Adding numbers mentally 219
Using calculators in addition 220
Developing subtraction 223
The subtraction concepts 224
Learning the subtraction basic facts 233
Developing the subtraction algorithm 238
Estimation with subtraction 245
Subtracting numbers mentally 246
Using calculators in subtraction 247
Chapter reflections 250
Chapter 5 Computation for whole numbers: multiplicative thinking 253
Understandings and processes for multiplicative thinking 254
Multiplicative concepts: using arrays to establish multiplication and
division 254
Multiplicative basic facts: strategies for multiplication and division
256
Algorithmic thinking: processes for multiplying and dividing larger
numbers 257
Developing multiplication 259
Multiplication concepts 260
Learning the multiplication basic facts 267
Developing the multiplication algorithm 281
Estimation with multiplication 294
Multiplying numbers mentally 296
Using calculators in multiplication 297
Developing division 300
The division concepts 302
Linking division to the nearest multiplication fact 309
Developing the division algorithm 315
Division with 2 digit divisors 330
Estimation with division 333
Dividing numbers mentally 335
Using calculators in division 336
Combining multiplicative and additive thinking 339
Children’s literature and multiplicative thinking 342
Chapter reflections 343
Chapter 6 Numeration and computation for fraction ideas 347
Understandings and processes for fraction ideas 348
Developing the fraction concept 354
Language and models 354
Recording fractional amounts 361
Decimal fractions 361
Addition with decimal fractions 369
Per cents 380
Multiplication with per cents 382
Common fractions 385
Renaming common fractions 390
Addition with like common fractions 396
Subtraction with like common fractions 398
Renaming as equivalent fractions 400
Subtraction and addition with unlike common fractions 404
Multiplication with common fractions 407
Renaming among all fraction forms 408
Ratio and proportional reasoning 412
Chapter reflections 419
Chapter 7 Algebra and algebraic thinking 423
Historical origins of algebra 425
Developing algebraic thinking 428
Patterning 429
Patterns in number 436
Repeating and growing patterns 438
Problem solving as a basis for developing algebraic thinking 442
Building an ability to generalise 443
Building relational thinking 447
Building to symbolic representations 451
Using symbols 452
Chapter reflections 458
Section 3 Measurement and geometry 461
Chapter 8 Measurement 464
The importance of measurement 465
Historical aspects of measurement 466
Learning to measure 470
Learning sequence for measurement 470
The role of language 472
The role of estimation and approximation 473
The role of activities and investigations 474
Teaching measurement 475
Teaching length 476
Teaching area 487
Teaching volume and capacity 496
Teaching angle 501
Teaching mass 505
Time 509
Temperature 517
Money and financial literacy 520
Children’s literature and measurement 522
Chapter reflections 525
Chapter 9 Geometry 531
The importance of geometry 532
Learning geometry 534
Representations 535
Visualisation 535
Language 536
Learning progression for geometric thinking 537
Teaching geometry 539
Shape 540
2 dimensional (2D) shapes 540
3 dimensional (3D) objects 555
3 dimensions to 2 dimensions and back 561
Location and transformation 568
Location 568
Transformations 576
Tessellation 581
Symmetry 582
Geometric reasoning 585
Visualising geometric relationships 586
Angles, triangles and polygons 588
Chapter reflections 594
Section 4 Statistics and probability 599
Chapter 10 Statistics and probability 603
Statistics 604
Teaching statistics 604
Framework for working with data 605
Formulating questions 606
Collecting and organising data 607
Analysing data 609
Representing data 616
Showing relationships 628
Interpreting data 632
Probability 633
Language and probability 635
Probability terminology 636
Teaching probability 642
Framework for developing probability concepts 642
Linking statistics and probability 648
Investigations to link statistics and probability 649
Investigation one 649
Investigation two 650
Investigation three 651
Chapter reflections 652
Section 5 Teaching for meaning 655
Chapter 11 Connecting ideas across mathematics 657
Foundations of mathematics learning 658
Linking numeration, additive thinking and fraction ideas 660
Linking multiplicative thinking with numeration, fraction ideas and
additive thinking 664
Linking measurement and geometry to number 668
Linking statistics and probability to number, measurement and
geometry 670
Chapter reflections 671
References 672
Index 680
Preface
Preparing A Sixth Edition of Teaching Primary Mathematics has provided an
opportunity to reflect on and refine the way experiences with materials, language
and the patterns of thinking that emerge from them can be used to construct
mathematical ideas and build a capacity to apply them and in new and unfamiliar
contexts. Suggestions for sequencing learning and organising teaching have been
designed to enable students, children and their teachers to value meaning in the
mathematics that they learn and to apply expertise in ensuring that these processes
are carried out fluently and accurately.
The organisation of the book has also been designed to reflect feedback from
readers and the approach taken by the Australian Curriculum: Mathematics. There
are five sections identified by margin colours that appear at the top and side of the
pages for easy access by opening at the appropriate colour.
Section 1 addresses teaching and learning, assessment and problem solving –
facets of mathematics that filter across all mathematical content and learning.
Chapter 1: Approaches to Teaching and Learning explores issues in learning
and teaching across all strands of the curriculum, as well as matters in assessment
with a particular focus on diagnostic assessment to enable strengths and further
needs to be identified and then acted upon through processes of intervention.
Chapter 2: Problem Solving brings approaches to problem solving to the fore
and highlights how new mathematical concepts and processes have always grown
out of problem situations. Central to this chapter is the need for mathematics
teaching to focus on enabling all students to readily engage with and explore
mathematical problems and investigative tasks. These first two chapters provide a
focus on the learning that will permeate all content throughout a program.
Section 2 focuses on the content strands of number and algebra, the largest
areas of the curriculum. The critical ideas of numeration that underpin all
computational development and approaches to problem solving are the focus of
Chapter 3: Numeration , which covers whole number concepts and processes
ranging from initial numbers to the place value system that underpins larger numbers
to the use of exponential notation that extends to very small and very large numbers
and the use of negative numbers to extend the number system itself.
Chapter 4: Additive Thinking develops additive thinking for whole numbers,
including an emphasis on building automatic basic facts, fluent processes for dealing
with large numbers and the use of these ideas in solving practical problems.
Chapter 5: Multiplicative Thinking takes a similar approach to multiplicative
thinking for whole numbers to show how multiplication and division are linked despite
the complexities introduced with remainders and in turn lay the foundation for more
abstract mathematics. Chapter 6: Fractions explores the various facets of
understanding and using fraction ideas and brings together numeration, computation
and proportional reasoning with an extended treatment of fractions as number lines.
This clear sequential development brings out the interrelationships among topics.
Chapter 7: Algebraic Thinking shows how these ideas evolve from number
understanding and using materials in a practical way. This approach lays the
foundation for the more concise, symbolic arguments that will be needed in the
formal algebra of further mathematics.
Section 3 addresses measurement and geometry. Across the world, curriculum
documents have given more importance to geometrical and measurement ideas and
the relationship between them, and this has been particularly emphasised in these
two chapters. Chapter 8: Measurement develops an ability to estimate, using
informal and formal units of measure, in order to quantify the world around us. It also
highlights the links measurement can provide among various aspects of
mathematics, such as number and geometry, and presents many opportunities for
demonstrating the relevance of mathematics in other school subjects and everyday
activities. Chapter 9: Geometry has been reorganised and expanded with new
activities and a new teaching model. This approach provides children with spatial
ideas and knowledge, as well as practical tasks, to equip them to discriminate
among shapes and objects, to visualise change, and to apply geometric ideas in
problem solving situations.
Section 4 covers the curriculum strands of probability and statistics. Although
probability and statistics evolved separately and for different purposes, they are
nonetheless linked in most of their applications in everyday life. Chapter 10:
Statistics and Probability highlights how statistics explores and analyses data
collected, while probability is concerned with predicting the likelihood of future
events. A particular focus is investigations that can extend learning beyond
traditional bounds of number, computation, measurement and geometry to a more
consolidated and integrated understanding.
Section 5 addresses the planning needed to teach and learn this mathematics
meaningfully. It brings together the curriculum and teaching ideas presented in
Sections 2 , 3 and 4 as a connected whole, enabling students, teachers and
children to see the critical interdependence of the ideas that have been necessarily
developed within the particular topics and sequences. Chapter 11: Connecting
Ideas Across Mathematics first links the fundamental ideas of numeration to
additive thinking, providing an overall sequence that can inform teachers and
programs for the earlier years, Foundation to year 3. This is then extended to include
the larger numbers, fraction ideas and exponents, and the connections to
multiplicative thinking that are the focus of the later years 4–6. Of course, these
connections among numeration and computation also need to be related to
measurement and geometry, where much of the thinking and processes are directly
derived from the ideas of number. Neither algebraic thinking nor statistics and
probability develop in step with the other areas but still need to incorporate these
ways of thinking once they have been built up. In this way, Chapter 11 shows how
school or class programs can be implemented across and within year levels in the
primary school and lead into the mathematics of middle school.
It has been especially pleasing to see how Teaching Primary Mathematics has been
used to frame school and class programs throughout Australia and further afield.
The wish expressed in the fifth edition – that the ideas and challenges presented
would increase the mathematical confidence, enjoyment and ability of children and
their teachers – has been well and truly met. This new edition is sure to continue that
expectation.
The support given by the editorial and production team at Pearson Australia has
ensured a fresh look, while the enthusiasm and close collaboration of the authors
has provided a deeper and more consistent presentation of ideas. Our thanks to all
who have contributed to this epochal sixth edition, and best wishes to all those who
use the book to frame their mathematical thinking and develop the qualities needed
to participate fully in a world shaped by spatial and quantitative reasoning.
George Booker, Denise Bond and Rebecca Seah
Features of this edition
Key features throughout the book help with locating relevant concepts and focusing
your attention as you engage with each chapter.
At the start of the chapter
Quotes give focus to ideas and thoughts about the topic as a whole.
Chapter Outcomes identify key concepts and understandings that the reader will
gain as they progress through the chapter.
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