Mathletics is up and running
(but be quick – it’s a trial for only 2 weeks)
To access Mathletics click here: MATHLETICS
Geometry: We have been learning all about Angles and 3D objects. Here are some photos of us creating 3D objects from Paddlepop sticks.
Week 2, February 2015
It’s been a great start to the year with all engines firing. This week we looked at the skill of subitising (recognising a group of something – like dots – and being able to recognise how many there are quickly) and we have practised our number bonds to 10 (1 and 9, 2 and 8, 3 and 7 etc). There’s also been some addition and times table races which are always a load of fun. Who will take the challenge to beat Luke and Isaac?
New online maths program for practising skills
Mr Bossini has found an excellent math program for students (and adults). It’s called the Khan Academy. I have sent a link to some students to have a trial of it. If you are interested in trialling it too, you can let me know in class or send me a message on here.
Here is the link (click here) if you and your parents want to check it out.
The new topic in maths is Chance. Our pre test was a great way for me to get an insight into what the children already know/don’t know and we can work in ability groups from this to further our learning. Here are the main areas that we will be covering:
- Describe possible everyday events and order their chances of occurring (ACMSP092)
Identify everyday events where one cannot happen if the other happens (ACMSP093)
- Identify events where the chance of one will not be affected by the occurrence of the other (ACMSP094)
Our unit on division is well under way. The children are all working at their own pace to solve division equations. You can use study ladder at home to practice your skills. Show you parents how you solve these problems. You can use skip counting, multiplication fact knowledge (inverse relationship) and the number line.
Here’s some for you to try:
1) If I share 18 cookies between 3 children, how many cookies will they each get?
2) If I share 25 lollies between 3 children, how many lollies will they each get? Will there be any left over?
3) If I share 78 balloons between 5 children, how many will each child have? Will there be any left over?
4) I have 7 guests joining me for dinner and I have 43 carrot sticks, will there be enough carrot sticks if we each get 6 sticks each?
ANSWERS are below
1) 6 cookies each. 2) 8 lollies each and 1 left over. 3) 15 balloons each and a remainder of 3. 4)No because there are 8 people eating (7 guest plus host) 8×6= 48 so we could have 5 carrot sticks each and there would be a remainder of 3.
Our new unit is Multiplication and guess what I LOVE IT! Get ready for times tables games, a school array hunt, new strategies to solve large number multiplication and the Three for FREE rule is back but this time with Multiplication and Division! Maths is so exciting.
We have been learning all about perimeter. We looked at formal and informal units of measurement, the importance of a uniform measurement and how to use measuring equipment properly. We used trundle wheels and measuring tapes outdoors, and used our rulers and the measuring tapes inside our classroom. We used hand spans, foot lengths, pencils and even EASTER EGGS (!) as informal units of measurement. We measured things like the height of the chairs and tables, the door width and even our friends to practice. Then we measured shapes made out of masking tape, and areas in the playground to find the perimeter of things.
Have a look at our pictures.
Holiday questions. Can you make up some questions for the students in the class. Maybe perimeter, what’s the difference between…, 3 for free, or any addition or subtraction questions!
Here’s some for you: total 28, 15, 2, 5 and explain how you worked it out.
If I am 32 years old and my sister is 25 years old, what is the difference in age between us?
If a square has equal sides and the perimeter is 28cm, how long is each side?
Our current topic in maths is ADDITION. We have been exploring the different ways in which we can add numbers up. The class came up with many strategies including:
-Tens and Units
In our books we had to answer 7 equations but…we had to EXPLAIN how we mentally worked it out. It was hard writing our thoughts down to explain which process/strategy we used.
How would you work out 49 + 49? Which strategy would you use?
What about 66 + 66?
EXTENSION – Some students have moved on to adding numbers that have decimals! For example 4.1234 + 3.025 VERY TRICKY!
The = sign
In our place value topic we looked at the value of numbers! For example the number 52 can be partitioned into 50 and 2. The 5 in the number does not represents 5 units, it represents 5 tens (so 50). We looked as far as millions!! Can you tell what value each number represents in 3,450,287? if the 5 represents 50,000 what does value does the number 3 hold in this?
We looked at representing data in a number of ways. The hardest thing about making the graphs was using our ruler correctly and making sure the scale on each axis were even! We know that a graph needs a title and labels too.