Baking Time -Rice Bubble Cone Christmas Trees

Today we made 3d shape cones out of 2d semi circles and filled them with white chocolate and rice bubbles. 

 Here is the recipe: 

 Rice Bubble Cone Christmas Trees 

2 Ingredients is all that’s needed for these cute little Christmas Trees 

Ingredients: 

200g White Chocolate 

200g Rice Bubbles

Other Equipment: Baking Paper cut into semi-circles, White Icing in a tube for decorating, Various Sprinkles for decorating, Icing Sugar for dusting. 

Steps: 

1. Roll the baking paper semi circles into cones by using the middle of the flat side to create the point. Fasten with sticky tape. 

2. Melt the white chocolate for 60 seconds in the microwave. 

3. Add the rice bubbles and mix until they are evenly coated. 

4. Spoon the mixture into the cones, pressing down with the back of a spoon as you go to make sure it is as compacted as possible. Stand the filled cones point side down in a glass to hold them, and refrigerate for 1 hour. 4. Once refrigerated, peel off the baking paper to reveal your beautiful Christmas Tree! 

Decorate however you like. I used a squeezy tube of white icing to stick on some stars, but you can really use any kind of decoration you want, or leave them plain. It’s totally your creative project! 

 Watch a modified Video of the process. https://www.youtube.com/watch?v=kqXdQLG0OS4

Converting our measurements

Here we wrote how we can change measurements 

Angles

Students Reflections Today:

- There are acute and obtuse angles
Acute means smaller than a right angle and Obtuse means bigger than a right angle.- By Wilma

How to draw a three d shape - Sophie

I learnt the names of different angles - Nessa

A prism has rectangular faces - Joshua

I learnt the difference between a prism and pyramid.  It is about its faces.

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 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. 

Using our stories to create word problems.

Together we are collaboratively working on methods to understand and show our understanding... 

Abraham has used the place value blocks to create an array or a model to show his thinking.  

He is able to show how to multiply two digit numbers. 

Here he is explaining to others his understanding!!

Ka pai!! 

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." 

Rua Tekau- special interest group.

Using this emoji graph as inspiration for our own graphs. 

Tekau Ma Ono

We discussed what defines an even number. We made statements then proved it to our group.

This is what we came up with:

- even numbers are just the two times tables.- Shavaun

- even numbers must be whole numbers. Xavier and Mia.

- if the number ends in 2, 4,6,8 and 0 then it is an even number. - the group.

- even number can always be divided into two equal groups. - Mia 

- we all agreed in the end that 78 is an even number. 

Do you agree or can you add to our list? 

Tekau Ma Ono

Understanding the links between multiplication and division. 

Rua Tekau Ma tahi - group 21

Revising and making connections with our fraction work.

Well done girls!!

Tekau Ma whitu

Here are our groups of six balloons for each child. 

We are using the hundreds board and abacus to count in 6s.. 

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

Tekau Ma Ono

Seeing patterns, working out how numbers are made up so we can work with them in many ways. 

Thanks Shavaun for being our teacher! 

Tekau Ma waru

Making our arrays using Pokemon cards then dots.  This helps us with our multiplication and division knowledge.