Skip to 0 minutes and 7 seconds MICHAEL ANDERSON: Hello and welcome to week 3. So far we have explored how different number systems worked, looked at multiples, factors, and prime numbers.
Skip to 0 minutes and 16 seconds PAULA KELLY: This week, we’re going to introduce a more unusual numbers and see how they work.
Skip to 0 minutes and 21 seconds MICHAEL ANDERSON: By the end of the week, you will know the order in which to do operations, what happens when you subtract a negative, and why multiplying two negatives together makes a positive.
Skip to 0 minutes and 31 seconds PAULA KELLY: Please share your thoughts, comments and questions in the comment section.
Skip to 0 minutes and 35 seconds MICHAEL ANDERSON: Remember each week includes videos, examples, word questions, and questions to help you consolidate your learning and incorporate what you have learned into your teaching. Let’s get started.
Working with numbers
Welcome to week three.
Last week we considered how different number systems work, found multiples and factors and prime numbers. We also explored two different methods of finding the highest common factor and the lowest common multiple of two or more numbers.
By the end of this week you will know the order in which to perform operations, what happens when you subtract a negative number and why multiplying two negative numbers results in a number which is positive. We’ll also look at when and how to express answers in the exact form and when approximate answers are required.
Throughout the course, you’ll be deepening your own understanding of how numbers work, so you can better support your students. This week, some of the tasks encourage you to practise how you would demonstrate fundamental mathematical concepts and others will pose questions you might be asked by a student. Do take the time to stop and think about the clarity of your answer and what mathematical reasoning you are drawing upon.
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