Beast Academy 2C, Beast Academy 2D, Beast Academy 3A, Beast Academy 3B, Beast Academy 3C, Beast Academy 3D, Beast Academy 4A, Beast Academy 4B, Beast Academy 4C, Beast Academy 4D, Beast Academy 5A, Beast Academy 5B, Beast Academy 5C, Beast Academy 5DBeast Academy 2A covers the following topics: Place Value : Digits, ones, tens, hundreds, breaking and regrouping, adding and subtracting 1, 10, or 100.
Comparing : The number line, distance, consecutive numbers, using Beast Academy 2B covers the following topics: Subtraction : Place value strategies, using addition, finding a difference, counting up, subtracting then adding, subtracting all at once, and subtracting in parts.
Students just need to work out what the events were that occurred previously.
Sometimes the problem is too difficult to solve in one step.
Once the pattern has been identified, the students can predict what will happen next and then continue the pattern to find the correct solution.
Working backwards is an excellent strategy to use when the final outcome of the problem has already been given.
Division: Equal sharing, relating multiplication and division, finding a quotient and remainder.
Measurement: Length, weight, volume, temperature, money, and time. : Beast Academy 3D covers the following topics: Fractions: Unit fractions, fractions on the number line, mixed numbers, equivalent fractions, parts of a whole, comparing and ordering fractions, simplifying fractions.
Anyone who has taught maths for any length of time will know how difficult it can be to teach pupils to solve maths problems out of context. There are a number of strategies that can be used to solve maths problems, as follows: Creating a diagram can help mathematicians to picture the problem and find the solution.
Present pupils with a familiar setting or a sum that they've tackled before then they're usually fine, but turn it into an unfamiliar problem then it's a different matter. To create a diagram, the problem must be read carefully and the information that has been given to them in the question drawn into the diagram.