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Students learn to use the Maps to define and compare mathematical terms, deconstruct problem-solving processes, decompose mathematical and algebraic expressions, explore mathematical relationships, and visualize abstract mathematical concepts.
Use a concept map to diagram how the following concepts are related: (a) composite numbers, (b) counting numbers, (c) integers, (l) whole numbers, and (m) zero. Include in your diagram the following examples: 3 , 6 , 13, and 15.
write fractions 1 / 3, / 4, 2 / 4 and 3 / 4 of a length, shape, set of objects or quantity recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten recognis from dividing an object
Each of the eight individual Maps relates to a single thinking process: defining, describing, comparing or contrasting, sequencing, deconstructing, categorising, identifying cause and effect, and establishing relationships between things. Circle Maps are used to define a thing or concept.
Throughout the teaching of fractions, three key models are used in order to provide a wide and varied understanding of fractions. It is important to vary these images using representations that challenge pupils thinking and understanding.
Give an example of a fraction that is more than three quarters. Now another example that no one else will think of. Explain how you know the fraction is more than three quarters. Imran put these fractions in order starting with the smallest. Are they in the correct order? Two fifths, three tenths, four twentieths How do you know? Give an ...
oncept mapping in mathematics. It provides the reader with an understanding of how the meta-cognitive tool, namely, hierarchical concept maps, and the process of concept mapping can be used innova-tively and strategically to improve planning, teaching, learning, and assessment a.
