Student Problems
Topic: Fraction Problems
Strategy: Drawing diagrams
In some fraction problems the whole is not given. A common mistake you might make is to multiply the fraction by any of the numbers in your problem. Don't be too quick to multiply. I suggest drawing a diagram of the fraction you are unsure of, then use it later. Take a look at these questions to see how drawing helps. 
Topic: Interpreting Remainders in Division Problems
Strategy: Division comes in two flavours

Topic: Number Patterns
Skill: Multiplying Decimals. Writing a number pattern requires 3 steps.

Topic: Problems involving Average
Strategy: It's important to remember that averages can change by either increasing it or decreasing it. Here is a look at an example question.

Topic: Area Problems
Skill: Multiplying Decimals. Let's take a look. 

Topic: Unequal Sharing
Strategy: Draw a diagram to explain the comparison statements. In this question there is a change that results in an unequally shared number of oranges between the two children. Let's take a look. 

Topic: Time
Strategy: Many time questions can be solved using a timeline.
In this question we can use the timeline to add or subtract time mentally. Remember students you must learn the skill of converting minutes to hours and hours to minutes. 
Topic: Bar Graphs
Top Tip: If a clue is not yet useful, rest it and move on. Be sure to come back to it when you can. In this question students are given clues in order to complete a graph. Here are some things to pay attention to:

Vertical Divider
Thank you, Jalon, for requesting the topic! Subtracting fractions can get tricky. 
Hi Talya and Zariah! Let's see the distributive law of multiplication in ACTION! Topic: Distributing Multiplication
Strategy: We can share one of the factors in a multiplication problem into an addition bond This creates smaller multiplication problems that add to give the original product. 20 x 13 = (20 x 10) + (20 x 3) 

Topic: Fractions (Line Models)
Strategy: Represent fractions on a number line. Learners me be allowed to encounter different ways of representing fractions: linear, area and set models. Too often, teachers focus on area models using rectangles or circles to describe fractions. 
