Vietnam: What are the top types of division with remainders for 3rd-grade students? What are practical and experiential activities in the 3rd-grade Mathematics curriculum?
What are the top types of division with remainders for 3rd-grade students in Vietnam?
Division with remainders is a type of math problem where, when dividing one number by another, we not only find the quotient but also a remaining number, called the remainder. This remainder is always smaller than the divisor.
3rd-grade students in Vietnam may refer to the types of division with remainders below!
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Top types of division with remainders for 3rd-grade students
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*Note: Information about the top types of division with remainders for 3rd-grade students in Vietnam is for reference only./.
What are the top types of division with remainders for 3rd-grade students in Vietnam? What are practical and experiential activities in the 3rd-grade Mathematics curriculum? (Image from the Internet)
What are practical and experiential activities in the 3rd-grade Mathematics curriculum in Vietnam?
Under Section 5 Appendix of the General Education Program for Mathematics issued with Circular 32/2018/TT-BGDDT, practical and experiential activities in the 3rd-grade Mathematics curriculum in Vietnam are as follows:
Schools organize some activities for students and can supplement other activities depending on specific conditions.
Activity 1: Practice applying mathematical knowledge to real life, for example:
- Practice activities related to calculation, measurement, and estimation such as: practicing calculation and estimation of perimeter, area of some plane figures in reality related to plane figures already learned; practice measuring, weighing, pouring, and estimating length, weight, capacity, temperature,...
- Practice collecting, classifying, and arranging statistical data (according to given criteria) on some statistical objects in school and class.
Activity 2: Organize extracurricular activities (e.g., math learning games or activities "Learning Fun - Enjoy Learning"; games related to buying, selling, exchanging goods; assembling, folding, shaping; flipping coins, dice,...) related to reviewing and consolidating math knowledge.
What are the requirements on teaching equipment for 3rd-grade Mathematics in Vietnam?
Under Section 8 of the Appendix of the General Education Program for Mathematics issued with Circular 32/2018/TT-BGDDT, the requirements on teaching equipment for 3rd-grade Mathematics in Vietnam are:
- Teaching equipment should serve the objectives of math teaching, be suitable to the content and student demographic, support the renewal of teaching methods, and avoid adding more content to teaching, increasing the workload of teachers, and causing unnecessary expenses.
- Use the equipment at the right time and place, avoid formality or overuse causing counterproductive effects, reducing the teaching process's effectiveness; provide conditions for students to actually practice, operate on teaching equipment, helping them actively, positively explore, discover knowledge, and contribute to the development of "mathematical tool and resource usage skills."
- Encourage the use of visual and modern technical media to support the teaching process while valuing traditional media. When possible, teachers guide students to find information and resources on the Internet or in reputable educational television programs to expand their knowledge and self-learning capacity.
- Enhance self-made teaching equipment: Besides the minimum teaching equipment listed in the Ministry of Education and Training's list, it is necessary to mobilize creativity and initiative from students, teachers, and parents in exploiting, designing, and using self-made teaching equipment.
- Flexibly coordinate the use of different types of teaching equipment: Each type has specific advantages and limitations, so depending on lesson content and teaching methods, various types of equipment can be combined, coordinated appropriately, scientifically, and vividly.
