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.  

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. 

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! 

Sausage Sizzle number problem

Keeping our learning relevant:

At our Sunnyhills School BBQ we had 6 rows of 8 sausages.

How many sausages is that altogether?

How did we work this out?? 

8 groups of 6= ?

5 groups of 6 is the same as 6 groups of 5 = 30 sausages and another 3 groups of 6 is 18 

30 + 18 = 48 

Mandy showed us on the abacus 

This is great to see the patterns of numbers. 

8 groups of 5 = ?

8 X 5 = 40

And

1 group of 8 = 40 + 8 = 48. 

Using our 5 X tables to work out a problem with our 6 times table can help us. 

Well done group!! 

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. 

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.