How to Solve Math Problems Using a Pattern for the Third Grade
Third graders understand mathematics using basic concepts of addition, subtraction, and multiplication. Word problems can be difficult for children because they do not give precise steps, and require the child to figure out the correct problem solving method. The Michigan Department of Education determined that for children to properly learn math they must be taught to view mathematics through patterns and relationships. The Department of Education determined that a child graduating from the third grade should understand how to reason, communicate and problem solve by making mathematical connections.
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Instructions
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Understand number notation and place value by writing numbers in numerals and in words, then match the quantities. Using expanded notion to write out 3,123 as, 3 thousands, 1 hundred, 2 ten, and 3 ones teaches children the place value of a number. Combining these methods allows the child to understand how a number written in words matches a number written in numerals and gives them the ability to recognize values in a word problem.
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Demonstrate the connection between multiplication and repeated addition by counting aloud and writing even and odd numbers. Writing out "5 + 5 + 5 = 15," then substituting the formula "5 x 3 = 15" demonstrates to the child the common principle between multiplication and addition. Understanding how math problems can be simplified while still leading to the same answer allows a child to visualize different patterns when solving equations.
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Practice adding and subtracting using number patterns designed to mentally stimulate common math principles. Demonstrate patterns by writing multiples of 10 and 100 as "14 - 6 = 8," "140 - 60 = 80" and "1400 - 60 = 800." This technique enables the child to understand the principles of number value in combination with basic addition and subtraction.
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Write out number problems for multiplication and division, and demonstrate how they can be solved by grouping numbers. Giving a child a problems that asks, "How many packs of candy?" -5, "How many pieces in a pack?" -6, and "How many pieces of candy total?" - 30, demonstrates to the child how to think of word problems in the same way as a normal equation. Once a child determines how similar principles relate in mathematics she can then apply those principles regardless of how the problem is written.
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References
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