Maths Acceleration at Sunnyhills

Last week I was able to share all your hard work and achievements to other teachers and Principals around NZ. 

Here I am getting my certificate with other teachers doing the same great Maths programmes in their schools. 

Next year I get to wear a gown and hat to receive my certificate from the University. I will post a photo of that next year. 

Amazing questions - making the links.

Mathematical language is a great part of understanding mathematics. It can be the key to connecting ideas and when to apply mathematical concepts. 

Here we look at how our number system helps us convert types of measurement.  

We can see the words gives us a clue as to how it relates.  

Vera asked " why do all the words have metres in it"

" what does centi mean?"

- this discussion led to the meaning of century - being 100." Then we made the links.. So what does milli mean... 

This is the best part of teaching, when students direct and ask the questions and discussions occur so meaning is authentic to them.  

Converting our measurements

Here we wrote how we can change measurements 

Sharing our classroom maths

Today Isabelle came back and shared her fantastic learning she had completed in class.

She was given a number (100) and was asked to create her own problem.  She used so many maths concepts in a wonderful word problem. Check it out below!! 

Fantastic work, please come and show us anytime!! 

 

Nicole and Shavaun have been making posters in their classroom showing the strategies they can use when adding or multiplying numbers together. 

You explained this very well Girls!! 

thank you for sharing and teaching the others. 

Geometry you tube clips

Here are some popular raps to help explain and remember the properties of the shapes.

Please spend time thinking about similarities and differences. 

Students can then find ways they can compose (make) and decompose (break) shapes.  This powerful skill is one way to reinforce and practice spatial awareness.

https://www.youtube.com/watch?v=EcuzXwtamJc

  

Geometry Today...

Current research states that geometry and in particular spatial skills is a key to mathematical success.

These skills also support the future STEM (Science, Technology, Engineering and Mathematics) careers.

How do we include Spatial Awareness in our mathematic classes?? 

Visualising shapes and talking about how these shapes are made.  (Composing/decomposing shapes)

Here are some clues of our mystery shape:
We gave one clue at a time - most children found this relatively straight forward until clue 5, We worked as a group to solve it and then watched a youtube clip to get a greater understanding;
https://www.youtube.com/watch?v=EcuzXwtamJc

Answer:

A parallelogram

Can you see the multi link cubes used to create the parallelogram ( do you notice the angles are the same when they are opposite each other?). 

From there we looked at other shapes - rectangles and triangles and saw how this parallelogram was composed.  This activity gave us wonderful mathematical discussions. 

Sharing our strategies for subtraction.

Tekau Ma iwa- student Voice:

Writing our own problems and then answering other problems, really made us become problem finders!!

We had lots of discussion about the best way we can explain our thinking and how we could come up with an efficient strategy that makes sense to us. 

These problems are challenging.  Congratulations for not giving up. Your perseverance skills are to be commended! 

Grace:

" I learnt 14 + 14+ 14 + 14 + 14 + 14+ 14 = is the same as 7 groups of 14 and it makes 98.

I know 7 X 10 = 70

I know 7 X 4 = 28

I know 78 + 28 = 98

I can show this on an array too"

Vera:

I learnt how to use the place value blocks. 

I used 1  X 100 block and three ten blocks. This makes 130.

I figured out how many 5's go into 100 which is 20. Then I did the same with the 30, I know 3 tens are in thirty and there is six 5's in 30.  

20 + 6 = 26

I know there are 26 5's in 130. 

So 26 X 5 = 130 or 130 divided by 5 is 26.

Tanya:

I learnt that if you halve 10 it would be two sides of 5. 

So if you had 90 balloons and needed to give each of the five children the same amount then you... Wait..., There are 9 tens in 90, so you double 9 to make 18. 

And that is the same as doubling 5 to make 10. So there are 18 5's in the number 90. 

Isabelle:

I learnt that 56 divided by 8 is 7

Because I used the 56 place value blocks to make equal groups. I used four tens and split them equally. So I had 8 groups of 5 = 8x 5 = 40 . 

Then I added the ones, that meant there were 7 in each group." 

Tekau ma whitu - having a Maths brain or not?

Brains Grow and Change from Citizen Film on Vimeo.

Great website and app for home use.

Bedtime Maths.

A great free app for problem solving for different ages and stages. 

Special interest group: Rua Tekau

Today we looked at Maths all around us and came up with a list of what we saw, we will add to this list.

We discussed how we measure different objects for volume and mass. Cubic metres was a new term for our group. 

We discussed what we like people to say and do when working in our maths groups. 

Key ideas:

Talking together, being listened to, recognising our strategies, giving hints or tips but not the actual answer. Giving build ups. 

These will be our group rules during maths time. 

We also recognised everyone learns differently and sees patterns differently. 

(The dot card visual task). 

If shown this for three seconds, how do know how many dots there are? 

We were also given a problem to work in our groups. 

Tekau Ma Ono

Understanding the links between multiplication and division. 

MATHS WEEK 2 EQUATIONS:

Congratulations Room 21 for putting up the most equations for this question!!!

7 is the answer.  

What is the question/equation?

Answers:

Making mountains could be one way to illustrate it visually.  You could talk about the king of the mountain (triangle) and how it needs two numbers to reach the top, what could they be?

              7

3 4

Lots of combinations - reinforcing flexibility with Numbers.

This shows "reversibility"

Use the term ‘reversibility’ - two numbers equal the same irrespective of the order ie

3 + 4 = 7 and so does 4 +3 =7.  

This basic Maths Principle can halve the basic facts students need to learn.

0 + 7 =

1 + 6 =

2 + 5 =

3 + 4 =

4 + 3 =

5 + 2 =

6 + 1 =

7 + 0 =

We can move onto more challenging equations like...

Half of 14 is?

14  divided by 2 is?

How many times does 2 go into 14?

21 shared into 3 equal groups is --

One third of 21 is?

Answer:

10 is the fraction of a number what could the number and fraction be?

(experiment with different fractions).

10 is half of 20

So ½ of 20 is 10.

¼ of 40 is 10

Keep going..... please post in the comment box any other equations you may have.
THANK YOU

Working with Room 24

Using our feet to answer our Maths Problem today.

Look what question we could answer in groups. 

Some children could count in ones to 10 others could skip count in 2s to 10. 

2,4,6,8,10. 

Some children knew 5 + 5 = 10

Together we agreed it takes five people to make 10 feet. 

KaPai room 24

Tekau Ma Whitu

Working with Room 21

We are doing our karate maths.

We are learning the different names for the symbols.

Rm 21 love the sign for division.  Which we know means equal sharing. Please ask a student to show you! 

What do you think this is the sign for? 

Please write it in the comments. 

Answer to our Maths Week Post?

Can you guess what this is??

What would you use it for and how would it work??

How old do you think it could be??

Answer:

A calculator:

It was a calculator created by mathematician Blaise Pascal in 1642 who invented a machine that could do math,  it was a big clunky box, and instead of buttons it had circle-shape dials.

To add two numbers, you "dialed" the first number, then the second number. A little window above the dials showed you the "sum," the answer you get when you add.

To add really big numbers, you used a new dial for each digit.

So for 352 you would dial a 3 on the first wheel, a 5 on the second wheel and a 2 on the third.

It took almost as long as doing the math itself! But thanks to Pascal's cool gadget, we now have speedy electronic calculators today.

Additional Questions if interested:

Junior: If it takes only 2 seconds to add numbers on a cellphone, but 5 seconds longer on Pascal's machine, how many seconds did his machine take?  

Bonus: How many ways can you group your fingers into 2 groups that add up to 10 (with at least 1 finger in each group)?

Middle/Senior School: If there are 5 wheels and each wheel has 10 digits, how many digits do the dials show?  

Bonus: Pascal was born in 1623, and invented the mechanical calculator in 1642. How old was he when he invented it?

Senior plus: If each dial can show the numbers 0 to 9 how many different 3-digit numbers can the first 3 dials show?

Room 20s fantastic water cube

Look at all the shapes room 20 have used to create their water cube. 

Thank you for sharing.. 

Tekau Ma Ono- Playing - Number Muscle

Using our place value knowledge to make, count and record three digit numbers. 

MATHS Week 2016: Please discuss this with your family and friends and post a comment

Can you guess what this is??

What would you use it for and how would it work??

How old do you think it could be??

Please send any of your answers and/or pictures of students to Kimm@sunnyhills.school.nz

Answers will be posted on the Maths blog in a few days time.

MATHS Week 2016: Please discuss this with your family and friends and post a comment

Can you guess what this is??

What would you use it for and how would it work??

How old do you think it could be??

Please send any of your answers and/or pictures of students to Kimm@sunnyhills.school.nz

Answers will be posted on the Maths blog in a few days time.