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Teach Connecting Math Concepts E (5)

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  1. Module introduction
    5 Topics
  2. Overview
    25 Topics
    |
    3 Tests
  3. Connecting CMC to Oz-e-maths
    15 Topics
    |
    2 Tests
  4. Addition number families
    22 Topics
    |
    2 Tests
  5. Multiplication number families and facts
    21 Topics
    |
    2 Tests
  6. Fractions and whole numbers
    17 Topics
    |
    2 Tests
  7. Decimal, Per cent and Geometry
    18 Topics
    |
    2 Tests
  8. Column subtraction, multiplication and division
    21 Topics
    |
    2 Tests
  9. Rounding, estimation, coefficients, inverse operations and mixed-number computations
    17 Topics
    |
    2 Tests
  10. Coordinate system and functions, ratio word problems and prime factors
    19 Topics
    |
    2 Tests
  11. Motivating students and independent work
    20 Topics
    |
    2 Tests
  12. Mastery tests
    24 Topics
    |
    2 Tests
  13. Bringing it all together
    28 Topics
    |
    2 Tests
  14. Module evaluation survey
    1 Topic
Lesson Progress
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Classification word problems

Classification word problems span from lesson 107 to lesson 121.


Classification word problems differ from comparison or sequence problems because classification number families have three names not two. The names for classification number families always refer to a class and two subsets of that class.


If students have trouble identifying the name for the big number, show them how to test the names. Say each name and ask if it tells about the other two names.

The process is:

  • The teacher says, ‘The names for A are old men, men, young men. Which name tells about all?’ and signals (auditory).
  • The teacher asks, ‘What’s the name for the big number?’ and signals (auditory). The teacher continues same process with other two problems.
  • The teacher says, ‘Make the number family for A. Use the underlined words. They are old, men, young,’ and observes students and gives feedback.
  • The teacher says, ‘Check your work for family A. What are the names for the small numbers?’ and signals (auditory).
  • The teacher asks, ‘What’s the name for the big number?’ and signals (auditory).