Showing Clines

A visual representation of distance: 

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.  

Teaching others

When you are able to teach someone else and answer their questions you must have real understanding of the Maths.

Learning from the experts today. 

Making and breaking numbers: if we can master this then we can add, subtract, multiply and divide more easily! 

Using the different tools to solve problems.

Here the group is sharing their tools for learning...

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

  

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.

Strategies used

Please discuss with your family the strategy you use for this problem: 

Thank you to Nicole and her dad for sharing this with us. 

Here are some of the ways we have discussed. 

Tekau Ma whitu

I can find a fraction of a number using my  multiplication facts. 

Here we are working out one third of a eighteen. 

Rua Tekau - Special interest Maths

After popular demand - the creation and cooking of pancakes is back. 

How will these recipes turn out?? 

Mixed result today... 

Making twelfths ..., 

How do we do this equally?? 

Today's recipes

Tekau iwa

Key learnings today:

Tanya- I learnt that you can use 3 X tables in your fractions and your division knowledge.  

Grace- I learnt 1/3 of 60 is 20 because 

60 shared into three groups is 20 or 20 X 3 = 60. 

Isabelle - I learnt division and times helps us with our fractions.  Fractions must be equal parts. 

Vera - I learnt that 1/3 of 9 is 3 and that 1/3 of 90 is 30- I'm adding in tend not ones. 

Tekau iwa

Key learnings today:

Tanya- I learnt that you can use 3 X tables in your fractions and your division knowledge.  

Grace- I learnt 1/3 of 60 is 20 because 

60 shared into three groups is 20 or 20 X 3 = 60. 

Isabelle - I learnt division and times helps us with our fractions.  Fractions must be equal parts. 

Vera - I learnt that 1/3 of 9 is 3 and that 1/3 of 90 is 30- I'm adding in tend not ones. 

Tekau Ma whitu

Adding 150 pairs of birds. 

150 + 150 = ? 

Adding the hundreds and tens together and seeing this with the blocks. 

Tekau Ma waru

Fantastic understanding today Nicole.  Tomorrow can you please explain your thinking to your group.

Hard at work in our new Room beside the library

Welcome to Term 4:

During the non contact time I visited the gannet colony - I highly recommend a family visit if you get a chance. 

Here is our problem: 

Tekau Ma iwa

We are learning how to make connections especially between our division knowledge and our fractions. 

How is cooking maths??

Using our estimation skills and lots of discussions each group created their own pancake recipe.  

They were given measuring tools - teaspoons, tablespoons, measuring jugs and cups. 

From there they wrote then measured out the ingredients to create one pancake.  

I am pleased to say all pancakes were eatable and the teachers and Mrs Driver sampled them as well. 

As we only made one pancake we needed to use our fraction knowledge and equal sharing methods to divide our pancake equally. 

Measuring liquids

Measuring water, what do we use?? 

We agreed we use millitres or mls for short.  

We had some guesses before using a measuring jug to get an accurate reading. 

Please have a go at estimating then measuring.