What do you think?
Rate this book
ST(P) Mathematics 2; Teacher's Notes and Answers
This book builds on the work covered in Book 1 and in many cases revises that work.
A lot of the difficulty that children have with mathematics comes from not understanding the words that we use. Whenever a new word or phrase comes up it needs a lot of discussion to clarify its meaning and a reminder each time it reappears.
Most children also need constant reminders of the ordinary processes of arithmetic. For example, each time multiplication of fractions is involved they should be reminded of how to do it.
There are some chapters in this book that can be done later or omitted completely.
Chapters usually end with mixed exercises. These cover all the work done in that particular chapter and can be used as and when the teacher thinks fit.
The problem exercises contain almost entirely type 3 questions some of which even the most able will find difficult. However all children should have experience of problem solving. Slow learners in particular, who are frequently thought incapable of solving problems, can often do very well if not much is expected in the way of a reasoned solution and if they are allowed to use their calculators freely. Suggestions on questions suitable for this purpose are contained in the detailed notes.
Much of the work in this book involves coordinates for which 5 mm squared paper is best, though graph paper is needed for Chapters 22 and 24.
As is the case with Book 1, these notes are intended only as suggestions. Experienced teachers will have their own ideas on approach and order of content. They will also know their children well enough to know what they can and cannot tackle.
A lot of the difficulty that children have with mathematics comes from not understanding the words that we use. Whenever a new word or phrase comes up it needs a lot of discussion to clarify its meaning and a reminder each time it reappears.
Most children also need constant reminders of the ordinary processes of arithmetic. For example, each time multiplication of fractions is involved they should be reminded of how to do it.
There are some chapters in this book that can be done later or omitted completely.
Chapters usually end with mixed exercises. These cover all the work done in that particular chapter and can be used as and when the teacher thinks fit.
The problem exercises contain almost entirely type 3 questions some of which even the most able will find difficult. However all children should have experience of problem solving. Slow learners in particular, who are frequently thought incapable of solving problems, can often do very well if not much is expected in the way of a reasoned solution and if they are allowed to use their calculators freely. Suggestions on questions suitable for this purpose are contained in the detailed notes.
Much of the work in this book involves coordinates for which 5 mm squared paper is best, though graph paper is needed for Chapters 22 and 24.
As is the case with Book 1, these notes are intended only as suggestions. Experienced teachers will have their own ideas on approach and order of content. They will also know their children well enough to know what they can and cannot tackle.
93 pages, Unknown Binding
First published January 1, 1987
1 person is currently reading
18 people want to read
Ratings & Reviews
Friends & Following
Create a free account to discover what your friends think of this book!
Community Reviews
No one has reviewed this book yet.