Maths Problem Solving Year 2

Nonfiction, Reference & Language, Education & Teaching, Elementary, Teaching, Teaching Methods
Cover of the book Maths Problem Solving Year 2 by Catherine Yemm, Andrews UK
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Author: Catherine Yemm ISBN: 9780857475169
Publisher: Andrews UK Publication: May 10, 2012
Imprint: Brilliant Publications Language: English
Author: Catherine Yemm
ISBN: 9780857475169
Publisher: Andrews UK
Publication: May 10, 2012
Imprint: Brilliant Publications
Language: English
Maths Problem Solving - Year 2 is the second of six books in the Maths Problem Solving series. The books have been written for teachers to use during the numeracy lesson. They cover the 'solving problem' objectives from the numeracy framework. This first book contains four chapters; Making decisions, Reasoning about numbers or shapes, Problems involving 'real life', money or measures and Organizing and using data. The books are designed in such a way that each section has six stages of questions to be worked through. Every stage is split into three levels, for example 1a, 1b or 1c, based on achievement. Each corresponding question from these levels follow the same line of questioning, so that when the teacher talks about a certain question, the solution process is the same for each level but the complexity of the sum varies.
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Maths Problem Solving - Year 2 is the second of six books in the Maths Problem Solving series. The books have been written for teachers to use during the numeracy lesson. They cover the 'solving problem' objectives from the numeracy framework. This first book contains four chapters; Making decisions, Reasoning about numbers or shapes, Problems involving 'real life', money or measures and Organizing and using data. The books are designed in such a way that each section has six stages of questions to be worked through. Every stage is split into three levels, for example 1a, 1b or 1c, based on achievement. Each corresponding question from these levels follow the same line of questioning, so that when the teacher talks about a certain question, the solution process is the same for each level but the complexity of the sum varies.

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