Time
https://www.youtube.com/watch?v=-j-SWKtWEcU
https://www.youtube.com/watch?v=X1DkiuaFCuA
Patterns and Algebra
http://www.free-test-online.com/middle/8th_grade_algebra1.htm
Chance Outline Mr Lima
Data Test (Monday)
The Data test will be on Monday. If you want to perform well, I hope you took your Maths book home to study. The test will cover the following elements:
- Know how to read and draw a dot plot graph
- Know how to read and draw a column graph and a double column graph
- Know how to read and draw a line graph
- Know WHEN to use a line graph or a column graph depending on the data
- Know how to read and draw a two-way table
- Have an understanding of what makes a graph bias
- Have an understanding of what makes for an effective survey
If you look at the blog below, you will be able to study even more. Good luck!
https://www.youtube.com/watch?v=-j-SWKtWEcU
https://www.youtube.com/watch?v=X1DkiuaFCuA
Patterns and Algebra
http://www.free-test-online.com/middle/8th_grade_algebra1.htm
Chance Outline Mr Lima
Outline of Chance
unit for Mr Lima’s Group
· - Give pre-test to all students.
· - Mark the pre-test with the
students as this will be the first lesson and a teaching opportunity.
· - Students who are unable to get
most of the first 3 questions, go to Mrs Darcy’s group.
· - Ss who did not score high or
who teacher feels need extra support, work with Mr Lima and do the same tasks.
· - Ss who score very high will do
tasks independently and will submit their final work via a Google doc along
with the chance to show their game.
· - Every time you see a i) or a
ii) etc, you must do those questions on the Google doc.
· - Independent students will have
a chance to play Perudo which is a brilliant chance game. If time allows, other
students will also play Perudo.
·
A post-test will not given,
instead the teacher will analyse the work being done by “core” students and
will analyse the Google doc submitted by independent workers.
Instructions
to students
-
Independent group must submit
work via a Google doc. The title needs to be “Chance Work_[Your name]”
-
If the task does not say
partner work, you do not do it in partners.
-
All tasks must be completed.
-
All answers must have the
question in red (copy and paste) and answers in black 10 font.
-
All tasks must be clearly
labelled.
Task
0:
Students must do page 6 (number on the
worksheet) from Mathletics worksheet. This worksheet focuses on looking at
chance in terms of fractions and percentages.
Complete page 5
worksheet from Mathletics. This is an extension task and the independent group
must do it alone and hand it in to Mr Lima. No discussions when doing this
task.
Probability is a funny little thing. What
we predict may happen doesn’t always happen the way it’s “suppose to”. For that
reason, let’s see how you go with this:
Task
1 a): With a friend, get two dice (one each). You
will be rolling your dice with your partner, 30 times (each one of you will
roll your own dice once). Before you roll, you must predict how many times you
will roll a 1,2,3 etc each time. When making this prediction, you must think
about the probability of getting each number. After thirty rolls, compare with
your partner. Who got the closest?
i)
What was your prediction and
why did you make this prediction?
ii)
Write down your tally.
iii)
What was the frequency of the
number 5. (Frequency means: the number of
times a particular outcome occurs in a chance experiment)
iv)
Who got the closest?
v)
What was the chance of rolling
a 5 for each roll? (write this as a fraction and as a percentage)
vi)
What is the chance of rolling
an 8? (likely, impossible, unlikely, certain)
vii)
What is the likely chance of
rolling a 2 only once?
viii)
List two outcomes that are
certain.
Task
1 b): Based on what you found on task 1, predict
how many times you would have rolled a 1,2,3 etc if you had rolled 150 times.
i)
What did you have to do to find
out how to do this?
ii)
Why did you have to do the step
above?
Task
2: Go to the website and learn how to play the
spinner game. http://www.scootle.edu.au/ec/viewing/L2376/ma_004_csiro_200/index.html
A)
Create a spinner that has 4
sections only and put one colour in each.
B)
Predict how many times the
spinner will land on each colour considering you will be spinning it 10 times.
Test it and see how close you got.
C)
Do the same thing for 100 spins
and 1000 spins.
D)
Place the spinner on 100 spins
and spin it. Do this 4 times. What did you notice? Why are they different every
time?
i)
What did you learn from this
activity?
ii)
If the spinner is equal and
fair, why are spins different every time? (for example, when you spin it 100
times once, why is it different to the next time you do it?)
iii)
Shouldn’t it always be the same
because it is a fair experiment?
·
Compare the
expected frequencies of outcomes of chance experiments with observed
frequencies, including where the outcomes are not equally
likely
·
Conduct
chance experiments with both small and large numbers of trials using
appropriate digital technologies (ACMSP145)
Task 3 a): These activities are similar to the activities above, however they
are not as fair. There is not an equally likely chance that every number (for
the dice) and every colour will be represented equally.
Go to the spinner website again http://www.scootle.edu.au/ec/viewing/L2376/ma_004_csiro_200/index.html
And create a spinner that is not fair (equally likely
that every colour is represented equally). For example, create a spinner with 5
sections. Make 3 of them blue, one section red, one section yellow. Predict the
frequency of blue and then test it on fast spin for 100 times. What did you
find. Try doing this 4 times and see what you get. Answer the questions below:
i)
What was the frequency of blue
on your first spin?
ii)
Why is this spinner unfair or
unequal?
iii)
What is the likelihood of the
spinner landing on yellow 100 times?
iv)
What is the fraction of blue
and what is it as a percentage?
Task 3 b): Go to the website below and customize a 6 faced die where the outcomes are not
equally likely and answer the questions below. Roll the dice 20 times
i)
What did you notice?
ii)
How is this similar or
different to the spinners?
iii)
How was your dice unequally
likely of each outcome (unfair)?
iv)
How did that affect your rolls?
v)
What is the difference between the frequency of an outcome compared
to the probability of an outcome? In other words, why is the amount of times an
outcome (colour or number) appears different compared to what “should happen”?
Task
4: Create a game suited for children in either Year
4,5,6 or 7 whereby elements of the game is fair and elements of the game is
unfair. You must use either dice or a spinner or you may use both. Use your
creativity. You must also answer the questions below:
i)
What is the name of your game?
ii)
Which year group(s) is it
pitched for?
iii)
Why is it suited to this age
group?
iv)
What is the purpose of your
game? (how do you win?)
v)
How do you play it? (write it
in steps or bullet points or make a video. It’s up to you)
vi)
Which part of your game is fair
(equally likely outcomes)?
vii)
Which part is unfair (unequally
likely)?
Data Test (Monday)
The Data test will be on Monday. If you want to perform well, I hope you took your Maths book home to study. The test will cover the following elements:
- Know how to read and draw a dot plot graph
- Know how to read and draw a column graph and a double column graph
- Know how to read and draw a line graph
- Know WHEN to use a line graph or a column graph depending on the data
- Know how to read and draw a two-way table
- Have an understanding of what makes a graph bias
- Have an understanding of what makes for an effective survey
If you look at the blog below, you will be able to study even more. Good luck!
Data Instructions
Think about the questions you would need to ask students if you were asked by Mrs Harbrow to find out what activities students liked to play during recess and lunch. This information would help her know whether or not students were bored or happy at lunch and recess which would help her decide how to use the school’s money for equipment or how to change the school.
1. Please create an account with https://www.surveymonkey.com/
1 a) Watch this video https://www.youtube.com/watch?v=HfGyiRBwSec
2. Create a survey between 5-8 questions about the topic above
3. Give your survey to at least 2 other people to complete.
4. Write down the answers to the following questions in your book:
- What was the purpose or aim of your survey?
- What did you find out from the answers you obtained?
- Which questions do you think were useful and which questions do you think were not so useful?
- Do you think your survey would help Miss Harbrow? If so, how?
Extra Activity:
The canteen has recently started selling Nerds, Zappos and other lollies. They have asked you to find out what the students think of their new additions. Please come up with the questions, the number of people you would survey (from which grades) and the type of graph you would like to present it back to them.
OUTCOME: MA3-7NA - compares, orders
and calculates with fractions, decimals and percentages.
|
Little or No Evidence
|
Some Evidence
|
Consistent Evidence
|
1.Compare
and order common unit fractions and locate and represent them on a number line (ACMNA102)
|
|||
2. Understand what an improper fraction, proper fraction and mixed
numeral is
|
|||
3. Solve
problems involving addition and subtraction of fractions with the same or
related denominators (ACMNA126)
|
|||
4. Recognise that
the place value system can be extended beyond
hundredths (ACMNA104)
|
|||
5. Compare, order and represent
decimals (ACMNA105)
|
|||
6.Record
equivalent fractions using diagrams and numerals
|
|||
7.Find a simple fraction of a
quantity where the result is a whole number, without the use of digital
technologies (ACMNA127)
|
|||
9.Multiply and divide decimals by
powers of 10 (ACMNA130)
|
|||
M
Multiplying and Dividing by 10, 100, 1000 etc
Simplify these Fractions.
10/25, 26/65, 14/21, 13/29, 14/21, 5/10, 14/28, 14/35, 15/20, 6/12, 15/25, 28/35, 11/55, 21/35, 22/33, 26/39, 21/28.
Finding the Fraction of a Number
The video below carefully explains how to find a fraction of a number. For example, how to find 3/4 of 16. Watch the video and then try and do questions on the link below.
(1)Activities To Go On With
Please do the questions at the bottom of these websites. Please do not use an Ipad for this.
(2)Subtraction Word Problems
(Optional) Dividing Fractions Explanations
(3)
(4) Early Finishers (Challenge Work)
Watch the videos below twice and then write a paragraph explaining your understanding of what the stock exchange and the share market is all about.
What has this got to do with fractions?
Go to the link below and write down where you see decimals:
Your Individual Project (shhh)
You will need a device each. Preferably a Mac, Chromebook or Laptop instead of an Ipad. You will have a range of tasks to do. You must do the one's that have a ** next to them first. This needs to be done in your books.
1. Title: "Ordering Decimals"
** a) Go to the website http://www.mathsisfun.com/ordering_decimals.html and read through everything.
b) You must write down 5 points from this website which teaches you how to order decimals.
c) Do the questions at the bottom of the page.
2. Title: "Ordering Fractions"
**a) Go to the website https://www.mathsisfun.com/comparing-fractions.html and read through everything.
b) You must write down 5 points from this website which teaches you how to order fractions.
c) Do the questions at the bottom of the page.
3. Title: "Equivalent Fractions"
**a) Go to the website https://www.mathsisfun.com/equivalent_fractions.html
**b) Watch the video on this page. It is at the top of the page.
c) Do the questions at the bottom of this page.
4. Title: "Fraction Number Line"
a) Go to https://www.mathsisfun.com/numbers/fraction-number-line.html and have a play on the fraction number line.
b) Write down 5 equivalent fractions you find by using this application.
c) Do the questions at the bottom. The sub heading is "Which is larger". Do these in your book and compare with a friend.
5. Title: "Ordering Fractions Part 2"
a) Look at the first bullet point. Order those fractions.
b) Do the second bullet point by doing another 3 equivalent fractions (it cannot be half) by drawing a diagram just as they have in the example given in bullet point number 2.
Ordering Fractions
1. Watch the video below with your "teacher".
2. Have your "teacher" show you the difference between the 3 areas of the video.
3. As a "student", work with your teacher to explain how to order fractions that have the same denominator, then with fractions with different denominators but the same numerator and then with fractions with different denominators and different numerators. As the "student", you will have a white board and will work with your "teacher" to create three videos addressing each section listed above. Your teacher must help you and then she or he will record you explaining it.
You must must must use denominators that are related. For example, 5 and 10 are related. 4 and 20 are related. 3 and 15 are related. Go to the website http://bllblogs.typepad.com/photos/uncategorized/2007/10/31/frac.gif and look at the fraction wall to help you.
Decimal Understanding
Early finishers: You must go to the page below using a Chrome book, laptop or a Mac (not an Ipad), read through ALL the information and then do the questions at the bottom.
http://www.mathsisfun.com/ordering_decimals.html
http://www.mathsisfun.com/ordering_decimals.html
Subtracting Fractions
Watch the video below to learn how to subtract fractions.
Early finishers, do the questions at the bottom.
Word problems for subtracting fractions.
Finished Early? Grab an a Macbook, a Chrome or a laptop and go to https://www.mathsisfun.com/improper-fractions.html and do the questions at the bottom.
__________________________________________________________________
__________________________________________________________________
____________________________________________________________________
Once you have finished these tasks, ask Mr Lima for a Fractions Wall worksheet.
What will be on the angles, 2D and 3D assessment:
(ANGLES)
MA3-16MG - Measures and
constructs angles, and applies angle relationships to find unknown angles
|
Little
or No Evidence
|
Some
Evidence
|
Consistent
Evidence
|
1.identify and
describe angle size in degrees for each of the
classifications acute, obtuse and reflex
|
|||
2.
Construct angles using a protractor (ACMMG112)
|
|||
3 & 4. Investigate,
with and without the use of digital technologies, angles on a straight line,
angles at a point, and vertically opposite angles;
use the results to find unknown angles (ACMMG141)
|
|||
(3D
SHAPES) MA3-14MG: Identifies three-dimensional objects, including
prisms and pyramids, on the basis of their properties, and visualises,
sketches and constructs them given drawings of different views
|
|||
6.
Describe similarities and differences between prisms and pyramids
|
|||
·
7 & 8. Connect three-dimensional objects with their nets and other two-dimensional
representations (ACMMG111)
|
|||
9. Visualise and sketch three-dimensional
objects from different views, including top, front and side views
|
|||
(2D
SHAPES) MA3-15MG: Manipulates, classifies and draws
two-dimensional shapes, including equilateral, isosceles and scalene
triangles, and describes their properties
|
|||
·
10 – 15. Classify two-dimensional shapes and describe their
features
|
|||
·
19. Investigate the diagonals of two-dimensional
shapes
|
|||
·
21. Apply the enlargement transformation to familiar two-dimensional shapes and
explore the properties of the resulting image compared with the
original (ACMMG115)
·
|
Warm Up:
Is a sphere, cone and cylinder a prism or a pyramid?
Spheres, cones and cylinders do not fit into the classification of prisms or pyramids as they have curved surfaces, not faces, eg a cylinder has two flat surfaces and one curved surface.
Look at the nets on the blog and write out which 3D objects they belong to.
Once you finish, create the objects. You have to create the objects and take a picture and also take a picture of the nets.
Create your own 3D objects. Once you create it, you must open it up and sketch the net into their books. You may challenge another group.
After creating your nets and exploring, how do you know when it is a net of a prism as opposed to a net of a pyramid?
On the worksheet below, pleasw write the title 'Nets Sheet" and then write 1. 2. 3. etc for each shape and next to that, simply write either a, b or c for each net.
For the nets below, write down the name of each objects next to their letters.
Try these word problems below:
Once you finish, try doing level 1 problems (choose from 3 categories) before moving to level 2. The solutions are given, however you must challenge yourself to find the answer before looking at it.
If these are too difficult, please finish off the word problems from last week by going to the website below.
Word Problems
Easier Word Problems
http://www.analyzemath.com/primary_math/grade_5/problems.html
Extension word problems
Lesson 1
Tasks: These will require a Chrome book or a laptop.
Do 3 questions of each section with the whole class and then let them explore on their own. Those who want, can stay with the teacher.
1. (Reflection) Go to http://www.mathsisfun.com/geometry/reflection.html, read it and then do the questions at the bottom.
2. (Rotation) Go to http://www.mathsisfun.com/geometry/rotation.html and do the 10 questions at the bottom.
3. (Translation) Go to http://www.mathsisfun.com/geometry/translation.html and do the 10 questions at the bottom.
When you have finished, do the worksheet below. You may want to cut out the shapes to double check your answers.
Lesson 2
Task:
1. Watch the entire video and write down 3 things you have learnt about lines of symmetry. https://www.youtube.com/watch?v=pu2dcm8BlAo
2. Do the questions at the bottom of http://www.mathsisfun.com/geometry/symmetry-line-plane-shapes.html
3. Complete the worksheet below Question 5. You will have to either draw the shapes or you may just want to write out the answers. drawing the shapes will make it easier for you.
4. Go to the website http://www.bbc.co.uk/schools/gcsebitesize/maths/geometry/symmetryrev2.shtml and read it and press the play button.
5. Where do you find lines of symmetry in nature such as animals and plants. see if you can find some online and then you may want to share it with the class. This video is a good starting point: https://www.youtube.com/watch?v=fCKILUeV1xk
Why is a rhombus a parallelogram, please explain?
How are the two different?
How is a kite and a parallelogram different?
Why is a rectangle a parallelogram?
How is a rectangle different to a square?
How is a rectangle and a kite different?
Task:
1. Get three pieces of paper between two of you
2. Cut the papers into three triangles. One of them being a scalene, isosceles and equilateral.
3. Check with a protractor to check your angles and ruler to measure your sides.
4. Inside each one, name its properties (that is, what makes each triangle a scalene, isosceles etc)
5. Explain how each triangle named above can be either an acute angled triangle, a right angled triangle or an obtuse angled triangle. (e.g. an equilateral triangle can be also be a _______
6. Measure all the angles inside your triangle with a protractor and see for yourself what all the angles added together equal. Compare with a friend. What do you notice?
2. Cut the papers into three triangles. One of them being a scalene, isosceles and equilateral.
3. Check with a protractor to check your angles and ruler to measure your sides.
4. Inside each one, name its properties (that is, what makes each triangle a scalene, isosceles etc)
5. Explain how each triangle named above can be either an acute angled triangle, a right angled triangle or an obtuse angled triangle. (e.g. an equilateral triangle can be also be a _______
6. Measure all the angles inside your triangle with a protractor and see for yourself what all the angles added together equal. Compare with a friend. What do you notice?
Early finishers: Do page 175 from New Signpost Year 7. They do it on the blog and then teacher marks it at the end of the lesson.
Early early finishers: Explore trigonometry https://www.mathsisfun.com/algebra/trigonometry.html and do the questions on http://www.staff.vu.edu.au/mcaonline/units/trig/ratios.html
Angles Finishing Off
1. Mark the work done in Angles (with Mr Lima)
2. Finish the worksheets
3. Finish the work on the blog about uploading an image. Talk to Tanya about it.
4. Create a quiz on angles using https://www.onlinequizcreator.com/
You must include questions relating to reflex, obtuse, supplementary, vertically opposite angles etc. Try and make them tricky and also include some questions relating to definitions. You need to write at least 10 questions.
Complete pages 132, 140, 141 and 143 from Signpost Mathematics 7.
Complete pages 2-4 from the Angles ebook from Mathletics.
Once you complete all of these tasks, it will be checked by the teacher and concepts reviewed.
Take an Ipad and take a picture of something in the room or even the room itself. (e.g. the table with pens, pencils, pencil case, glue stick etc) and then upload that image onto a Google doc and label all the angles and explain how angles would have been used to produce such objects. Email it to Mr Lima.
The T will show a few to students and allow the presenter to explain what it is all about.
Once all this is complete complete your Mathletics tasks on angles.
How to Measure Reflex Angles
Angles in Real Life
Food Recipes
You are your very own Master Chef and you need to whip up a delicious meal. Your task is to find 4 different recipes and do the following:
1. Explain why you chose that recipe
2. Show how volume and/or capacity has been used
Car Man/Woman
You have $1 million to spend on 3 different cars of your choice. You need to explain why you chose the car that you did. You also need to find out how many kilometres you would be able to travel for each litre of petrol. Then you need to explain which one is the best in terms of efficiency (that is, which one will you be able to travel the most by putting in less petrol)
How does volume and capacity help you in this project?
Create a Phone
You have been assigned to create your very own phone. You must draw a sketch of your phone, show its volume and also provide the volume of its tiny microchips. You will also need to show how much your phone weighs (compare it to current models).
How does volume and capacity help you in this project?
The website below outlines how to find the volume of lots of different solids. Have a look at a few and see what you can discover. Have fun.
What is PI?
Area of a circle
After watching the above video, see if you can explain it to a friend.
Volume of a sphere and a cylinder
Explain how you would find the volume of a sphere and a cylinder.
Volume and Capacity
Layers:
Using your cubes, please construct a rectangular prism which has a volume of 12 cubic centimetres.
1. What can you tell me about this rectangular prism in terms of layers?
2. What can you tell me in terms of repeated addition?
3. What can you tell me in terms of multiplication?
4. Record, using words, the method for finding the volumes of rectangular prisms, eg
'Volume of rectangular prism = number of cubes in one layer × number of layers'
Task 1:
Construct 3 more rectangular prisms and describe it just like we described it above. Write in your books what the volume is and then write down ways to describe it in bullet points.
Task 2:
1. Construct different rectangular prisms that have the same volume.
2. Write down their volume and explain how their dimensions are different but their volume is the same. You may want to sketch. Below is an example of one.
Task 3:
Does changing the shape of an object change its volume?
1. Get some play dough and construct 6 cubic centimetres pretty much exactly. That is, use a ruler
2. Once you have constructed all 6 cubes measuring 1 cubic centimetre each, do not add any extra play dough.
3. Create a different object using ONLY the play dough you have for the 6 cubic centimetres.
4. Once you have a completely different object (of your choice), ask yourself, "Does changing the shape my object affect its volume?"
5. To help you, turn back your object into your original 6 cubic centimetres and also refer back to your definition of what volume is.
6. Write down what you think and justify your answer.
3. Create a different object using ONLY the play dough you have for the 6 cubic centimetres.
4. Once you have a completely different object (of your choice), ask yourself, "Does changing the shape my object affect its volume?"
5. To help you, turn back your object into your original 6 cubic centimetres and also refer back to your definition of what volume is.
6. Write down what you think and justify your answer.
Mini Research Task:
Do the following mini research task with a partner. You will need to write the answers into your book but you may use technology to find out the answers. 1 or 2 groups may be asked to present back.
1. Find out what volume is and then what capacity is. Explain the difference between these two.
2. Find out what mass is and explain how it is different to volume.
3. Work in pairs to find out the volume and capacity of two things by using a ruler. One must be in centimetres cubed and the other in metres cubed. E.g. your tub would be in cm cubed.
4. Explain what displacement is in your own words (You may research online by watching videos on YouTube.
5. Explain the effects of the melting ice caps in terms of displacement. Find out and explain about displacement if a meteorite hit Earth in the water.
When you finish, please do the mini quiz below.
Mini Volume and Capacity Quiz:
Little Volume and Capacity Quiz - work with a partner. This link may not work on Ipads all the time. If it doesn't, please get another device. The questions are located at the bottom.
Mini Experiment:
1.Get two measuring jugs.
2. Get your tub
3. Get some objects (e.g. glue sticks)
4. Fill one of your jugs to capacity and place it into your empty tub
5. Place an object in the filled jug so that the water overflows
6. Get the water that overflowed into your tub and then place it into your other measuring jug to see how much water was displaced.
7. Check a range of objects and see which one displaced the most amount of water.
8. You have to create a table showing your results and what you used.
Answer the questions below:
What do you predict will happen?
What actually happened?
What did you learn?
What is your understanding of displacement after doing this little experiment?
Groups
Group 1 (Project)
Stanley
Stephanie
Jiaen
Kevin
Ethan
Victoria
Patrick
Tanya
Kristopher
Merton
Khoi
Andy L
Group 2 (with Mr Lima)
Leila
Mikayla
Andy Ho
Alex N
Daniella
Natalie
Angelina
Billy
Marko
Pierre
Peter
Chiara
*Bisandi
*Andrew
* Laura
* Max
Area Pre-Test
--> Please write on a spare piece of paper.
--> Start with the number 8 and ignore the other little numbers. Only include the letters.
--> You do not need to write the questions out, however you may want to draw the shapes if that helps you.
--> If you finish early, please turn your piece f paper and go on with Mathletics or Maths in a Box.
--> Everyone will get a maximum of 30 minutes to complete the test.
--> When it comes to marking, you will pass the test to your left and your partner will mark it.
--> The score is out of 18.
** These scores will determine who stays with me, works on the project or goes down with Mrs Darcy.
African Project for Group 1
--> In Pairs, select a country in Africa (it must be different from other students).
--> You will need a separate slide or two using Google presentation for each activity.
--> You will be asked to present your work at the end of the week and show your calculations.
--> You will need a separate slide or two using Google presentation for each activity.
--> You will be asked to present your work at the end of the week and show your calculations.
a)
Tell us a little bit about that country
and why it is popular for tourism
b)
Show the distance from one tourist
landmark in that country to another tourist landmark. You need to show this in kilometers,
metres and and centimeters. You also need to show it using decimal points (e.g.
2300m or 2.3km)
c)
Pick another two tourism destinations
and using Google Maps/Earth find the perimeter of that particular landmark
(e.g. theme park) in metres, kilometres and centimetres. You will need to
explain exactly how you converted these from unit to another. I suggest you use
the following link http://passyworldofmathematics.com/converting-metric-units/
You will need to record the distance to
three decimal places (e.g. total perimeter is 2.376km)
d)
Using Google Earth, find something
in that country that is rectangular. Find its perimeter and area. Next, explain
and show how rectangles can have the same areas and yet have different
perimeters. You may use shapes, a photo or anything you want to explain this.
e)
Using the same rectangular object
you found from above, find a way to place that image on your slide and then
show each side using a different unit of measurement. E.g.
Area Project Section
Use the same Google Presentation as you were using before. Please
dedicate one slide and title it as “Area Section”
2. Choose a country of your choice (you cannot have the same as
another group) and find two tourist attractions and find out the area of those
tourist attractions and the country itself. Include a flag of your country and
how many people live in that country. I will require a screenshot of the
tourist attractions on your slide. This area needs to be in km squared.
3. Draw a quick (no more than 10 minutes) of a theme park, take a
photo of it, load it up to your Google
presentation. Your sketch must show the dimensions of your theme park, its
perimeter and area in Metres and Kilometres.
3. Explain what a hectare is. You will be expected to use an image
of a farm and show how many hectares that farm is.
4. Prove that rectangles with the same area may have different dimensions.
You will need to show this on a separate slide. This does not relate to your
country. You just need to explain it. You may use sketches.
5. Find the area of the following composite shape:
6. Sketch or use your computer to design/draw another composite
shape different to the one above on one slide and then explain how you would
solve it on a following slide.
7. Pretend you are a year 5 teacher and you need to teach the
students how to find the area of a triangle. You may record yourself, draw it
etc. Also, be sure to explain how the area of a triangle relates to a square.
If you are unsure about this, please sit in on the lesson where this will be
explained.
8. Early finishers are to find out about the sheer size and area
of our Milky Way and facts about how large the universe is.
African Project for Group 2
--> You will need a separate slide or two using Google presentation for each activity.
--> You will be asked to present your work at the end of the week and show your calculations.
a) Show the distance from one tourist landmark in that country to another tourist landmark. You need to show this in kilometers, metres and and centimeters. You also need to show it using decimal points (e.g. 2300m or 2.3km)
c) Pick another tourism destinations and using Google Maps/Earth find the perimeter of that particular landmark (e.g. theme park) in metres, kilometres and centimetres. You will need to explain exactly how you converted these from unit to another. I suggest you use the following link http://passyworldofmathematics.com/converting-metric-units/ You will need to record the distance to three decimal places (e.g. total perimeter is 2.376km)
d) Using Google Earth, find something in that country that is rectangular. Find its perimeter and area. Next, explain and show how rectangles can have the same areas and yet have different perimeters. You may use shapes, a photo or anything you want to explain this.
e) Using the same rectangular object you found from above, find a way to place that image on your slide and then show each side using a different unit of measurement. E.g.
End of Test
Drawing a Table
You need to open the link below and do example 1, 2 and 3. Try and get a good understanding of this before you go on with the problems. Like the others, the answers and solutions are at the bottom of this document. Remember to try at least 3 times and spend at least 5-10 minutes on a question before you check the solution. It's about understanding instead of getting many questions done. IT'S NOT A RACE!
Guess and Check
1)
If you have an Ipad, you will not be able to start on this but I would prefer if you got a Chrome, Laptop or Mac. Then go on the website below and do the first few questions on Primary 3 and Primary 4 for Guess and Check. Again, try it first before looking at the solutions.
2)
You need to open the link below and do example 1 and 2 (not 3). Try and get a good understanding of this before you go on with the problems. Like the others, the answers and solutions are at the bottom of this document. Remember to try at least 3 times and spend at least 5-10 minutes on a question before you check the solution. It's about understanding instead of getting many questions done. IT'S NOT A RACE!
Working Backwards
Drawing a Picture/Diagram
Estimation Strategies
Watch the video https://www.youtube.com/watch?v=IYfegzp6iB8 and while you are watching pause for each question and try it in your book first. Then press play and see if you got it correct. Also you must answer the following question in your book:
a) Why is estimation important for multiplication?
b) When could it be used?
Multiplication Strategies
Your Goal: To know how to use the strategies below and demonstrate that you understand how to use them. You will need to show this on the test.
Algorithm: Watch the video below if you are unsure how to do multiplication using algorithm, especially when multiplying by double digits. https://www.youtube.com/watch?v=RVYwunbpMHA
Gelosian: Watch the video below to familiarize yourself with the Gelosian method if you need help.
Area: The video below will show you how to multiply by using the Area Model
Activity: Use the Gelosian, Area and Algorithm method to solve each of the problems below. You must use all three for each problem. This needs to be completed in your books. The answers can be found on the "Answer" page. You MUST also use a calculator to double check. It's not about copying or cheating but about understanding how to do it as this is what will be expected for you to do on the test.
**(The first one to finish this, please see me so I can mark it and upload it onto the Answers Page)
a) 75 x 8 b) 23 x 76 c) 123 x 9 d) 765 x 34 e) 5423 x 34
** Explain which one you find easiest to use and why.
Multiplication Word Problems with 2 Digits
Activity: Try doing the word problems below. You must select a strategy other than algorithm. However you may use it to check your answer. Also use a calculator to verify your answer.
Division Strategies
Split Strategy: I really want you to understand how to use the split strategy for division and I will ask you how to do this on the test along with inverse operation, so learn it. The video below shows you how to do it. Watch it first and then do the questions below. The answers can be found on the Answers Page. https://www.youtube.com/watch?v=UKQ88zZPj6Q
a) In your own words, explain the steps on how to use this strategy.
Short Division Strategy: The video below is good but only deals with dividing by one digit. watch it if you are unsure how to do the following division questions. The questions below have remainders where as the video does not show this. The answers are on the Answers Page.
https://www.youtube.com/watch?v=SLze82Zcc4Y
Activity: Try doing the following 4 digit divisions in your book. The answers are in the video. Use it to help you and to check your work. https://www.youtube.com/watch?v=creDIsEpCpw
Activity: Do the questions from 1 - 4. The answers can be found on the video link below which explains exactly how to do it. Try doing them first and then watch the video. If you get stuck, you can watch the video to find out how to do the first one. Then challenge yourself to do the rest and see if you get them correct. Please do these in your book.
You must also write an explanation as to why the person in this video uses inverse operation. Why is it useful?
Word Problems
Here are some more word problems for you to try out. Again there is no need to write the question out into your books. Look for the clues.
Division Problems with Remainders
Your Goal: To learn how to solve a division problem that has a remainder and be able to write it as a fraction or as a decimal.
Activity: Try doing 75 divided by 6. Your answer will have a remainder. I would like you to write your remainder as a decimal and also as a fraction. Try it and then watch the video below. Once you have done that, try doing 128 divided by 7. See how you go before you check the answer by watching the rest of the video. Try and learn how to do it. When you have finished, write down the steps you had to take for each problem into your book.
Now try these: Do them in your book after drawing out the table. The answers can be found on the Answers page, however do not cheat. Do them first, then check so you can LEARN.
Dividing and Multiplying by Power of 10
You must understand how to divide AND multiply by powers of 10. Watch the video below up to 4:12 to help you. After that I want you to stop the video. You don't have to watch this video but it will help you with your understanding and with the questions below.
Activity: Try these. Use the video above to help you and the explanation below. The answers are on the Answers Page. Do them in your book and then check out the answers. It's always important to discover WHY you got the answer.
Activity: Look at the word problem below which deals with multiplying or dividing by using power of 10. You do not need to write the question into your book. The title can be "Problems of 10 Word Problem." Have a go at it and then check your answer by watching the video below, however, start the video at 4:13. https://www.youtube.com/watch?v=ZWZ5n5slX8I
Order of Operations
Watch the video https://www.youtube.com/watch?v=dAgfnK528RA regardless of whether you think you know the order of operations or not. You may pause the video to try and do the questions that are presented and then resume the video to see if you got it correct. Then go to this website and do the questions at the bottom http://www.mathsisfun.com/operation-order-bodmas.html (if you are using an Ipad, this website may not work, if this is the case, please do the questions below. The answers are on the Answers Page).
- Question to think about: why are the grouping symbols
() and[] used in number sentences to indicate operations that must be performed first?
Word Problems
The following word problems deal only with one digit multiplication. The answers can be found in the Answers Page. Try them first before correcting your work. You do not need to write out the questions. See your teacher if you have difficulties. This video is optional https://www.youtube.com/watch?v=hjyKYligosA it may help you if you have difficulties with word problems.
Now try these word problems. The instructions are below in bold. Do these in your books. The answers can be found on the Answers Page. Like always, try, ask, try and then look and then try to understand why it happened. You do not need to write out the question.
Mini Project
Division Word Problems with 2 Digits
STOP!!!
You are travelling around the world and are stopping at 5 different countries (one of them has to be the USA) across 30 days. Please find out what the exchange rate is for each country. You must purchase 5 items in each country. List them and tell me what the price would be in Australian Dollar (AUD). Good luck. Investigate.
Multiplying Decimals
Watch this video https://www.youtube.com/watch?v=3H9DYeR5Wmg to understand how to multiply decimals.
Try doing this one on your own: a) 32.12 x 0.5
The answer can be found on this video: https://www.youtube.com/watch?v=JEHejQphIYc
Now that you have the hang of it, really challenge yourself by trying to find the answer to the following. Try them before going to the Answers Page.
Challenge yourself to find out the area of these composite shapes. If you are unsure, please read the instructions below and try some examples before doing some on your own. Remember to mark your work and if you have any difficulties ask a friend before going to your teacher.
Discovering Speed
watch this video below for an understanding about speed, time and distance. If you understand this, you will be able to solve problems involving speed, time and distance. The video can be found at https://www.youtube.com/watch?v=oS20ssiWhC4
Once you have understood this video, try doing the question on the website: http://www.studyzone.org/mtestprep/math8/g/distancep1.cfm
When you have completed this, you need to go to your teacher and show that you have understood this concept.
Next, write your own word problem and challenge a friend.
Now see if you can get your head around this concept. I'll let you try and explain it to the class perhaps.
How to time travel: https://www.youtube.com/watch?v=n_3d7O619tA
Your Task
Create your own budget for a really cool party you would throw for your birthday. You may want to include a band, arcade machines, lots of food. Write down how much the expected cost is and then go online and research what the actual cost would be and then write down the variance. You have a budget of $5,000 and you have to include anywhere between 3-7 items. Good luck and I hope you have an amazing party.
Want to win a TNT? Then start teaching your friends
1. In your group of 5, you must watch each video in the order listed below.
2. You must watch the entire video regardless whether you know it or not.
3. After each video, you must ask other members in your group 'Did you get it completely?" Write an example of how to do it in your book. Each person in the group needs to do this.
4. If anyone is unsure, it is the responsibility of those students who have understood to teach those who do not understand. My suggestion, provide examples and get those people to practice.
5. Only after everyone has understood the strategy are you allowed to move forward and watch another video.
6. After you have watched all 12 videos and have understood it (all group members), you may start making your poster (see diagram below). Every student will need to learn and understand each strategy. You will use the numbers above and use each strategy to solve it. You need to show all working out with explanations.
7. To win the TNT, it is not about who finishes first. The teachers will ask random groups to present and random students to present within that group. If the student chosen cannot explain how to do a strategy, the group as a whole will not win the TNT.
1. Split Strategy (Addition)
You'll need to scroll down a little to get to the video after you click on the link below.
http://www.schoolatoz.nsw.edu.au/homework-and-study/maths/maths-a-to-z/-/maths_glossary/RId5/218/split+strategy
2. Split Strategy (Subtraction)
https://vimeo.com/38554646
3. Extending Number Facts
https://www.youtube.com/watch?v=3j0_dXBzYq0
4. Jump Strategy (Addition)
https://www.youtube.com/watch?v=Yctzi6S-mho
5. Jump Strategy (Subtraction) --> start this video at 2:44
https://www.youtube.com/watch?v=w9haFFL-AMs
6. Compensation strategy (addition)
Scroll down a little.
http://www.schoolatoz.nsw.edu.au/homework-and-study/maths/maths-a-to-z/-/maths_glossary/RId5/70/compensation+strategy
7. Compensation strategy (subtraction)
https://www.youtube.com/watch?v=ea5q76uxEhk
8. Bridging the decade (addition)
https://www.youtube.com/watch?v=UZIWBiqyLdU
9. Bridging the decade (subtraction)
https://www.youtube.com/watch?v=c4CBYXdAOgA
10. Changing the order to form 10s
https://www.youtube.com/watch?v=-j8zbHWtOp8
11. Algorithm for subtraction
https://www.youtube.com/watch?v=Y6M89-6106I
12. Algorithm for addition
https://www.youtube.com/watch?v=mAvuom42NyY
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Whole Number Assessment
Hi boys and girls. Tomorrow is your first assessment for Maths. Please study by looking over your notes. You'll want to focus on:
- place value
- ascending and descending numbers
- expanded notation
- partitioning in standard and non standard forms
- Knowing what 'K" is
- Factors and multiples (Mr Lima's group)
- Integers (Mr Lima's group)
- Highest common factor and lowest common multiple (Mr Lima's group)
- Negative numbers (Mr Lima's group)
Our advice is to study what you have done so far. Don't worry. Don't panic. Good luck, you'll do fine!
Integers and Negative Numbers
Choose a challenge to work. You may work with a friend, however if you are too loud, you will be asked to move and work on your own. Write the answers in your book under the name of the title. You do not need to write out the questions, just the title.
Multiples and Factors
https://www.youtube.com/watch?v=tifyIMpyLYw
Number Line Game
http://www.mathsisfun.com/number-line.html
Factors and Multiples
(Highest Common Factor)
http://www.mathsisfun.com/greatest-common-factor.html
(Lowest Common Multiple)
http://www.mathsisfun.com/least-common-multiple.html
Prime Numbers: Watch this video.
http://www.mathsisfun.com/definitions/prime-number.html
Do the quiz on negative numbers:
http://www.bbc.co.uk/skillswise/quiz/ma05nega-e3-quiz
Where do we see negative numbers in real life? Write 5 different places and then watch the video below. After watching the video, write in your books where you see negative numbers in golf.
https://www.youtube.com/watch?v=4okNPI0RTj4
Task 1:
Do task one above. Write $287 into your book and then draw the table and come up with 4-6 different ways to make $287. Do it in your books.
Task 2:
Play the Partitioning game for 5 minutes or so. It can be found on the link below.
http://mathsframe.co.uk/en/resources/resource/16/partitioning_3
Task 3:
Record on your ipad, your understanding of why and when we partition in maths and what standard and non-standard partitioning is. You may provide examples using paper. Your video should not be longer than 4 minutes. You will need to record it only after you understand what they really mean.
- Use the image below to help with your explanation regarding "Why and When We Use Partitioning in Maths".
- Use the image below to help with your explanation " The Difference Between Standard and Non-Standard forms of Partitioning".
Whole Number Extension:
http://www.mathsisfun.com/whole-numbers.html
Power of Zero
This website extends the idea http://www.mathsisfun.com/numbers/zero.html
 |
| The winners were Mikayla, Angelina and Laura (You win a TNT each) |
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