December 2, 2014 by missnitschke
November 6, 2014 by missnitschke
Compare, order and represent decimals
Can name decimal fractions beyond hundredths
– Addition and subtraction of decimal numbers
– Multiplication of decimal numbers by whole numbers
– Division of decimal numbers by multiples of 10
Can identify fraction, decimal and percentage equivalents
Can perform all four operations on decimal number by decimal number.
For example 2.15 x 3.5
Connect fractions, decimals and percentages and carry out simple conversions.
Round decimals to a specified number of decimal places.
October 28, 2014 by pnoonan14
How many ways can you divide this into….
Can you divide this into quarters just by adding a few lines to the diagram?
October 15, 2014 by missnitschke
October 9, 2014 by nsadler
We are learning to read and plot locations of
landmarks on a map using accurate coordinates.
Mon Tues Thurs Friday Group 1 Student workshops – Location, translation, reflection, rotation James Ava Ruby and Zoe Peer assessed task – mapping Group 1 Teacher Workshops – mapping using grid references Miss Nitschke Mrs Sadler Miss Nischke Group 2 Student workshops – Location, translation, reflection, rotation Eddie and Xavier Charlie Evie Bayes Group 2 Teacher Workshops – mapping using grid references Mrs Sadler Mr Noonan Mrs Sadler
October 5, 2014 by missnitschke
We are learning about the location, translation, transformation and reflections of geometric shapes.
October 5, 2014 by missnitschke
Conducting a Mathematical Investigation
What is your essential question of your investigation?
Can this question be answered with a yes or no? (If so, think again!)
Does this question make you think of lots of other questions? (If yes, it’s a good one!)
Is this something you already know the answer to?
(If you don’t then congratulations you have found your essential question!!)
What are you investigating?
What do you want to find out?
How are you going to find this out?
Why do you think this is important?
What do you think you will find?
Make some predictions based on your prior knowledge.
List any materials you will need to conduct your investigation (this includes anything you can think of! Example; iPad, workbook, unifix, protractor etc.)
These are the little questions that will drive your investigation. Come up with a few at the start and more as you go along.
Is at least one of them connected to the Success Criteria for this week? (If yes you are on the right track!)
Using correct mathematical terminology list the mathematical concepts (topics) you think you will use in your investigation. This doesn’t need to be a complete list as you might discover new concepts along the way.
Start answering your secondary questions.
Record everything that you do.
If you are building or creating something you need to research and create clear plans of what you are making before construction.
Once you answer a question, reflect on what you have learnt – what new understandings or strategies did you learn?
What were the results of your investigation?
Were they what you expected?
What did you learn?
What would you do differently next time?
What questions do you still have?
October 5, 2014 by pnoonan14
September 15, 2014 by pnoonan14
September 15, 2014 by nsadler
What is a fraction of something or a group of things?
It is an equal part!
So far we have looked at equal parts when one thing is divided. We expressed this as a fraction of that shape or of the number line e.g. 1/2, 1/4, 2/3, 1/5, 4/6 etc.
When we compared shapes to one another and renamed each shape ‘the whole‘ we found that we could explain the value of any given shape acording to its relationship to the other shapes e.g. one large rectangle = five smaller rectanlges, therefore each smaller one is one fifth IF the larger one is ‘the whole’. IF the smaller one is ‘the whole’ then the larger one = 5.
This brought us to ‘irregular fractions‘.
We learned that an irregular fraction has a NUMERATOR that is larger in value than the DENOMINATOR. We also learned that the line dividing these two numbers is called the VINICULUM.
An ‘irregular fraction’ can be changed into a ‘mixed number’ or a ‘whole number with a fraction beside it’. We found that this can be done by using division (divide the numerator by the denominator) and expressing the left-over as a fraction again.
Now we can convert ‘irregular fractions’ to ‘mixed numbers’ and vice versa. There are a few experts in our group now who can help others do this.
We also looked at equivalent fractions, decimal fractions and percents. We created a table to show the most common equivalents. If we know these by heart, then many calculations come easier!
We used fraction pies to combine different fractions to see if we could fit them into the pie. We found that some combinations fitted exactly and others left parts missing or needed to squeeze together to actually fit.
If we wrote these examples as number sentences this is what they looked like:
1/3 + 1/6 + 1/2 = 1
1/5 + 1/4 + 1/3 + 1/10 + 1/8 (does not equal) 1
1/8 + 1/8 + 1/8 + 1/5 + 1/10 + 1/4 + x =1
We found that in order to figure out these equations we needed to find common denominators for all the fractions. This wasn’t so easy! Knowing something about factors and multiples helps to find a common denominator. There are some people in the group who could explain that when the denominator changes then whatever you had to do to the denominator to get the new one – you have to do to the numerator.
e.g 1/3 + 1/6 + 1/2 = 1 …. 2/6 + 1/6 + 3/6 = 6/6 = 1 Here we multiplied the first fraction by 2 (top and bottom) to make it into sixths and we multiplied 1/2 by 3 (top and bottom) to make it into sixths. Then we could add all the sixths together.
Oh… and when the numerator and denominator are the same number they equal 1 – every time, no matter what. So 10/10 =1, 54/54 = 1, and even 1,496/1,496 = 1.
Try some of these ‘addition of fractions’ number sentences. Fractions addition worksheet.
Fractions of a group of things
When we tried to find a fraction of a group of things we used the ‘bar method’.
Our stragey was:
1. Write the worded problem
2. Draw the problem
3. Write the algorithm (or number sentence)
A pie maker made 64 pies for 8 schools. If each school received one eighth of the pies, how many did each school receive?
Here some more examples of using the bar method with fractions:
Try some of these problems involving fractions of groups or larger numbers. Worded problems link.