One of a number of tried and tested technique for teaching work that students learners find hard to learn found in teaching tricks and tips
The plan for this page is to build up examples as above and include links to "teaching Higher work to Foundation studentslearners" videos and more easy on the eye student learner "remind-me" videos. For now though here is a list of situations where we have found it helps students learners to learn when teachers reduce the numerical demands initially.
product of prime factors
First students learners meet cases where only dividing by 2 and 10 is required. Once the method is fully mastered then more numerical difficulties can be added. In this case the next stage is needing to divide by 9 (when the 9's fingers trick can be used but the students learners must also remember to write 9 as a product of its factors); the next where dividing by 3 and 5 are required and finally only for those students learners who master HCF and LCM would students learners meet problems where they had to systematically try other prime numbers to find all the prime factors.
| strand 1 | Students learners also need to be able to divide by 2 and 10 |
| strand 2 | Students learners also need to be able to divide by 9 (up to 81) |
| strand 3 | e.g. Write down all the factors of 20 |
| strand 4 | Students learners also need to be able to divide by 3 and 5 |
| strand 5 | e.g. Find the Highest Common Factor (HCF) of 60 and 75 |
| strand 6 | e.g. Find the Lowest Common Multiple (LCM) of 16 and 40 |
| strand 7 | Given that E = 23 x 35 x 5 and F = 24 x3 x 52 (i) the highest common factor (HCF) of E and F |
| strand 8 | Find the Lowest Common Multiple (LCM) of 5, 6 and 9 |
| strand 9 | Word problems like: Naoko and Irina run around a cross-country circuit. |
| strand 10 | Word problems like: Habiba is going to make some cheese and pineapple sticks for a party. |
| strand 11 | Students learners ALSO need to be able to divide by other primes e.g. 7 and 11 and 13 etc. |
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| percent NC | |
|---|---|
strand 1: 50% of ONLY even digits | (a) Work out 50% of £ 840 (b) Work out 50% of £ 46 (c) Work out 50% of £ 0.64 |
strand 2: 50% of includes odd digits | (a) Work out 50% of £ 87 (b) Work out 50% of £ 520 (c) Work out 50% of £ 15.60 |
strand 3: 10% of | (a) Work out 10% of £ 54 200 (b) Work out 10% of £ 18 (c) Work out 10% of £ 17.40 (d) Work out 10% of £ 234 |
strand 4: 50% or 10% ÷ by 2 or 10 or 10% x by 2 1% or 5% or 25% or 20% | (a) Work out 1% of £ 34 (b) Work out 5% of £ 35 (c) Work out 20% of £ 35 (d) Work out 25% of £ 34 |
strand 5: adding two % from strand 1 - 4 together | (a) Work out 75% of £ 160 (b) Work out 30% of £ 4200 (c) Work out 15% of £ 82.00 |
strand6: 50% or 10% ÷ by 2 or 10 or 10% x by 2 or 10 more than once | (a) Work out 40% of £ 520 (b) Work out 80% of £ 520 (c) Work out 2% of £ 520 (d) Work out 2.5% of £ 520 |
strand 7: % of word problems with calculations from strand 1 to 6 | The headteacher asks 240 students learners Year 9 students learners about their GCSE options. 20% of the students learners chose to study Chinese. Calculate how many students learners chose to study Chinese. |
strand 8: % increase or decrease word problems with calculations from strand 1 to 6 | (a) Izzy earns £18 000 per year. She will have a pay rise of 2.5% next year. How much will her new salary be? (b) A fridge-freezer costs £260 Hettie gets 5% off the price of the fridge-freezer. Work out how much she has to pay for the fridge-freezer |
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- calculator skills - don't ask students learners to write their answer correct to ... until students learners have built up their skills
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