# Problem solving real life situations      Subject
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PDF

(1 MB|3 pages)
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Standards
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Mathematical problems and questions that relate to every day situations. This collection is based on sticker usage and covers fraction, multiplication and division curriculum content. Students are encouraged to show their thinking and demonstrate/prove the answers given.

3 Pages include:

• Fractions including equivalent fractions and finding part of a collection

• Number including multi stepped problems to solve and creating own problem for a friend to answer

• Multiplicative thinking including both multiplication and division problems, and creating array

** LEARNING INTENTIONS INCLUDED ON EACH PAGE**

Who can use this resource:

This resource has been designed to use with students in Year 3 and Year 4 and is ideal in a multi-age classroom. Concepts and ideas for questions are pulled from ACARA from these year levels. Other levels of learning may use for extension or revision. It is recommended to enlarge each page to allow room for problem solving.

Where can this resource be used:

• Whole group learning

• Small group learning with a teacher aide/SSO

• Maths centres/rotations

• Homework activity

For other great resources check out:

Multiplication maze for times tables and problem solving

Angles art activity

Explain why a fraction 𝘢/𝘣 is equivalent to a fraction (𝘯 × 𝘢)/(𝘯 × 𝘣) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
Understand a fraction 1/𝘣 as the quantity formed by 1 part when a whole is partitioned into 𝘣 equal parts; understand a fraction 𝘢/𝑏 as the quantity formed by 𝘢 parts of size 1/𝘣.
Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.
Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
Total Pages
3 pages
Not Included
Teaching Duration
2 hours
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