Weekly outline

  • General

  • 31 January - 6 February

  • 7 February - 13 February

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING tennis, table tennis and badminton sports to discover the flight paths of the shots.
    • We are EXPLORING tennis, table tennis and badminton sports to investigate different mathematical graphs that can be used to model the paths of the shots.
    • We are EXPLORING Patterns and relationships to connect and collaborate with others, on the flight paths of serves and rallies with racquet sports.


    All Activities and tasks are in Google classroom.
    Link below:

  • 14 February - 20 February

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on Number operations so that we can develop linear and quadratic patterns.
    • We are FOCUSING Patterns and relationships to identify and select the maths model for the the racquet sports.
    • We are FOCUSING on Algebraic skills to solve the paths of the shots.
  • 21 February - 27 February

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to apply Linear and quadratic graphs to model of a personal shot so that we can share with others.
    • We are PLANNING to create a mathematical model of a personal shot so that we can improve and share with others.
  • 28 February - 6 March

    Kia ora class

    Success Criteria: I can/have...

  • 7 March - 13 March

    Kia ora class

    Tennis Lob shot


    WALT: To model a path of a ball in the lob shot.


    Success Criteria: I can/have...

    • plot non linear patterns
    • Write the rule: Y=X^2. etc
    • Write rule using general form y= A(x-b)(x+c)

    Activities:

    1. In Google classroom
    2. Beta Text book

    Homework:
    Maths Buddy


  • 14 March - 20 March


  • 21 March - 27 March

  • 28 March - 3 April

    Kia ora class

    Success Criteria: I can/have...

    • I can simplify Algebraic expressions
    • can add like terns
    • can follow rules of indices

    Activities:

    1. Assessment Due this Friday
    2. All work in Google classroom

    Homework:
    Maths buddy


  • 4 April - 10 April

  • 11 April - 17 April

  • 18 April - 24 April

  • 25 April - 1 May

  • 2 May - 8 May

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING different types of Technology and their quality
    • We are EXPLORING its costs versus quality.

    Kia ora class.

    This Term we are preparing for NCEA L1 Assessment.

    When : 1 June . Sessions 1 and 2.

    Topic: Number

    Success Criteria: I can/have...

    • Can do basic calculations with money related problems.
    • can round decimals
    • can sue a calculator to do fractions calculations.

    Activities:

    1. Google classroom

    Homework:
    Maths Buddy Tasks


  • 9 May - 15 May

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on analysing costs to deduce the best buy.
    • We are FOCUSING on all related costs so we can compare between local and imported products.
    • We are FOCUSING on developing our Financial skills using Banqer High.
  • 16 May - 22 May

    Context: Technology -Risk Vs Reward
    Planning for next 3 weeks
    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING apply Number skills and Financial literacy so that we can solve NCEA Level 1 Numeric reasoning assessment.

    • Success Criteria: I can/have...

      • Calculate Percentages
      • work with GST questions
      • work with Ratios
      • money exchange
      • apply Financial Literacy

      Activities:

      1. Google classroom

      Homework:
      Maths Buddy  and Google assignments.

  • 23 May - 29 May

  • 30 May - 5 June

    Kia ora class.

    NCEA Assessment this Wednesday 1 June in Sessions 1 and 2.

    Success Criteria: I can/have...

    • answer practice assessment to excellence level.
    • i have discussed the feedback
    • I have got a scientific calculator

    Activities:

    1. Google classroom

    Homework:
    Maths Buddy and assignments


  • 6 June - 12 June

    Welcome to my Maths and stats class.  Let's call my way of teaching as joining the dots....

    My name is Mr. Hishey.  Maths is all about trying to figure out how one step leads to another.

    My job is to make you ask questions so you can then figure out the answers step by step. 

    It is important to show your understanding of maths step by step, so showing your working out, the method is super important.

    Learning is a process. We learn, we get tested so that we remember what we learnt, then we build on our learning, just like a house is built.



    Please copy and highlight what you have learny from each week.

     The mathematical meaning of the following as each word is the buliding block for the next.

      Straight line, Number line, integers,  x and y axis, independent variable, dependent variable, coordinates, negative gradient, positive gradient, point of origin,  function of x as f(x), when f(x) =0 then y=C (Constant), y intercept, right angled triangle, hypotenuse, similar triangles, ratio, equivalent fractions,  unit rate, enlargement, proportion, HCF to simplify fractions,  parallel lines,  linear, equation.

    Must know: Use of protractor, ruler, Timestable, Basic Facts,  sum of interior angles of a triangle, fraction of a  number as fraction times a number.

    Learning intentions for next 5 weeks: 

    STEP BY STEP on graph paper, pencil, super neat. Highlight each line once you have passed the test.

    WEEK 6.

    1. . Drawing the number line accurately as the foundation for further learning on graph paper
    2. Using the number line to recall (<) less than, (>) greater than
    3.  Using the number line to understand integers 
    4. 4 application of integers
    5. Using the number lines to understand x axis ( independent variable) and y axis ( dependent variable)
    6. Using the x and y axis to understand angles, parallel lines, gradient, coordinates

    WEEK 7

    1. Drawing when x =0 it becomes the y axis, when y=0 it becomes the x axis
    2. Using x = 0, y= 0 as the point of origin
    3. Relationship when x=0 and gradient
    4.  Gradient as hypotenuse of right angled triangle

    WEEK 8

    1. Using right angled triangles of common hypotenuse (gradient) to form similar triangles
    2. applying equivalent fractions to calculate unknown side
    3. Creating a rule for similar triangles
    4. Using similar triangles for enlargement and ratio
    5. Using similar triangles to understand unit rate, height /base ( rise/run =m)
    6. Using unit rate as m to calculate a change in x to figure out y
    7. Figuring out what the hypotenuse (Gradient) represents in a graph and its applications.

    WEEK 9 .

    1. Using table method for x and y
    2.  table method to calculate y
    3. create a general rule (equation) 

    WEEK 10 Extention: 

            1. In y=mx+c. When f(x) =0 then y=C. When f(x) = 1 in Run, as in Rise /Run, then Rise =m 

             2. Use right angle triangle for pythagoras rule.

            3. Trig functions, for a given angle the ratio of the lengths of sides are fixed so rules can be applied.

             4. Transition from linear to quadratic function. 

              5.  Planet Earth: Use x, y axis as equator and Prime Meridian, lats and longs, time difference,  GPS, seasons, location, bearings, protractor, cardinal directions, compass directions.

               6. The Scientific Method: y=mx+c.


    Success Criteria: Explore : What I need to know to solve problems in context - I can go to the next step of my learning  from the previous week when I can successfully show my previous learning steps with reasoning. 

    Focus: Now that I have my maths and stats knowledge from each week:  I can create strategies to solve maths and stast  problems in context in a meaningful way I can understand.

    Plan and do: I can ask questions, plan and solve problems with each week's learning across the curriculum applying my maths and stats knowledge.


    Activities:

    1. Introduction and class management and lesson management system
    2. whole class teaching; ref  slides.
    3. test on lesson 10 mins. Not successful? ask a friend. Do test again. Not clear?  Arrange Google meet with me.
    4. Mathsbuddy check to support learning not as HW to be completed.
    5. Learing intentions list: Where am I?  Highlight ones you have passed. Check next slides for tasks.
    6. Sit on tables that have common tasks on slides.

    Home learning:
      Complete class work, copy claaswork to exercise book and any mathsbuddy /EP task linked to classwork




  • 13 June - 19 June

    Please copy and highlight what you have learny from each week.

     The mathematical meaning of the following as each word is the buliding block for the next.

      Straight line, Number line, integers,  x and y axis, independent variable, dependent variable, coordinates, negative gradient, positive gradient, point of origin,  function of x as f(x), when f(x) =0 then y=C (Constant), y intercept, right angled triangle, hypotenuse, similar triangles, ratio, equivalent fractions,  unit rate, enlargement, proportion, HCF to simplify fractions,  parallel lines,  linear, equation.

    Must know: Use of protractor, ruler, Timestable, Basic Facts,  sum of interior angles of a triangle, fraction of a  number as fraction times a number.

    Learning intentions for next 5 weeks: 

    STEP BY STEP on graph paper, pencil, super neat. Highlight each line once you have passed the test.

    WEEK 6.

    1. . Drawing the number line accurately as the foundation for further learning on graph paper
    2. Using the number line to recall (<) less than, (>) greater than
    3.  Using the number line to understand integers 
    4. 4 application of integers
    5. Using the number lines to understand x axis ( independent variable) and y axis ( dependent variable)
    6. Using the x and y axis to understand angles, parallel lines, gradient, coordinates

    WEEK 7

    1. Drawing when x =0 it becomes the y axis, when y=0 it becomes the x axis
    2. Using x = 0, y= 0 as the point of origin
    3. Relationship when x=0 and gradient
    4.  Gradient as hypotenuse of right angled triangle

    WEEK 8

    1. Using right angled triangles of common hypotenuse (gradient) to form similar triangles
    2. applying equivalent fractions to calculate unknown side
    3. Creating a rule for similar triangles
    4. Using similar triangles for enlargement and ratio
    5. Using similar triangles to understand unit rate, height /base ( rise/run =m)
    6. Using unit rate as m to calculate a change in x to figure out y
    7. Figuring out what the hypotenuse (Gradient) represents in a graph and its applications.

    WEEK 9 .

    1. Using table method for x and y
    2.  table method to calculate y
    3. create a general rule (equation) 

    WEEK 10 Extention: 

            1. In y=mx+c. When f(x) =0 then y=C. When f(x) = 1 in Run, as in Rise /Run, then Rise =m 

             2. Use right angle triangle for pythagoras rule.

            3. Trig functions, for a given angle the ratio of the lengths of sides are fixed so rules can be applied.

             4. Transition from linear to quadratic function. 

              5.  Planet Earth: Use x, y axis as equator and Prime Meridian, lats and longs, time difference,  GPS, seasons, location, bearings, protractor, cardinal directions, compass directions.

               6. The Scientific Method: y=mx+c.


    Success Criteria: Explore : What I need to know to solve problems in context - I can go to the next step of my learning  from the previous week when I can successfully show my previous learning steps with reasoning. 

    Focus: Now that I have my maths and stats knowledge from each week:  I can create strategies to solve maths and stast  problems in context in a meaningful way I can understand.

    Plan and do: I can ask questions, plan and solve problems with each week's learning across the curriculum applying my maths and stats knowledge.


    Activities:

    1. Introduction and class management and lesson management system
    2. whole class teaching; ref  slides.
    3. test on lesson 10 mins. Not successful? ask a friend. Do test again. Not clear?  Arrange Google meet with me.
    4. Mathsbuddy check to support learning not as HW to be completed.
    5. Learing intentions list: Where am I?  Highlight ones you have passed. Check next slides for tasks.
    6. Sit on tables that have common tasks on slides.

    Home learning:
      Complete class work, copy claaswork to exercise book and any mathsbuddy /EP task linked to classwork




  • 20 June - 26 June


     The mathematical meaning of the following as each word is the buliding block for the next.

      Straight line, Number line, integers,  x and y axis, independent variable, dependent variable, coordinates, negative gradient, positive gradient, point of origin,  function of x as f(x), when f(x) =0 then y=C (Constant), y intercept, right angled triangle, hypotenuse, similar triangles, ratio, equivalent fractions, unit rate, enlargement, proportion, HCF to simplify fractions,  parallel lines,  linear, equation.

    Must know: Use of protractor, ruler, Timestable, Basic Facts,  sum of interior angles of a triangle, fraction of a  number as fraction times a number.

    Learning intentions for next 5 weeks: 

    STEP BY STEP on graph paper, pencil, super neat. Highlight each line once you have passed the test.

    WEEK 6.

    1. . Drawing the number line accurately as the foundation for further learning on graph paper
    2. Using the number line to recall (<) less than, (>) greater than
    3.  Using the number line to understand integers 
    4. 4 application of integers
    5. Using the number lines to understand x axis ( independent variable) and y axis ( dependent variable)
    6. Using the x and y axis to understand angles, parallel lines, gradient, coordinates

    WEEK 7

    1. Drawing when x =0 it becomes the y axis, when y=0 it becomes the x axis
    2. Using x = 0, y= 0 as the point of origin
    3. Relationship when x=0 and gradient
    4.  Gradient as hypotenuse of right angled triangle

    WEEK 8

    1. Using right angled triangles of common hypotenuse (gradient) to form similar triangles
    2. applying equivalent fractions to calculate unknown side
    3. Creating a rule for similar triangles
    4. Using similar triangles for enlargement and ratio
    5. Using similar triangles to understand unit rate, height /base ( rise/run =m)
    6. Using unit rate as m to calculate a change in x to figure out y
    7. Figuring out what the hypotenuse (Gradient) represents in a graph and its applications.

    WEEK 9 .

    1. Using table method for x and y
    2.  table method to calculate y
    3. create a general rule (equation) 

    WEEK 10 Extention: 

            1. In y=mx+c. When f(x) =0 then y=C. When f(x) = 1 in Run, as in Rise /Run, then Rise =m 

             2. Use right angle triangle for pythagoras rule.

            3. Trig functions, for a given angle the ratio of the lengths of sides are fixed so rules can be applied.

             4. Transition from linear to quadratic function. 

              5.  Planet Earth: Use x, y axis as equator and Prime Meridian, lats and longs, time difference,  GPS, seasons, location, bearings, protractor, cardinal directions, compass directions.

               6. The Scientific Method: y=mx+c.


    Success Criteria: Explore : What I need to know to solve problems in context - I can go to the next step of my learning  from the previous week when I can successfully show my previous learning steps with reasoning. 

    Focus: Now that I have my maths and stats knowledge from each week:  I can create strategies to solve maths and stast  problems in context in a meaningful way I can understand.

    Plan and do: I can ask questions, plan and solve problems with each week's learning across the curriculum applying my maths and stats knowledge.


    Activities:

    1. Introduction and class management and lesson management system
    2. whole class teaching; ref  slides.
    3. test on lesson 10 mins. Not successful? ask a friend. Do test again. Not clear?  Arrange Google meet with me.
    4. Mathsbuddy check to support learning not as HW to be completed.
    5. Learing intentions list: Where am I?  Highlight ones you have passed. Check next slides for tasks.
    6. Sit on tables that have common tasks on slides.

    Home learning:
      Complete class work, copy claaswork to exercise book and any mathsbuddy /EP task linked to classwork



  • 27 June - 3 July

    Please copy and highlight what you have learny from each week.

     The mathematical meaning of the following as each word is the buliding block for the next.

      Straight line, Number line, integers,  x and y axis, independent variable, dependent variable, coordinates, negative gradient, positive gradient, point of origin,  function of x as f(x), when f(x) =0 then y=C (Constant), y intercept, right angled triangle, hypotenuse, similar triangles, ratio, equivalent fractions,  unit rate, enlargement, proportion, HCF to simplify fractions,  parallel lines,  linear, equation.

    Must know: Use of protractor, ruler, Timestable, Basic Facts,  sum of interior angles of a triangle, fraction of a  number as fraction times a number.

    Learning intentions for next 5 weeks: 

    STEP BY STEP on graph paper, pencil, super neat. Highlight each line once you have passed the test.

    WEEK 6.

    1. . Drawing the number line accurately as the foundation for further learning on graph paper
    2. Using the number line to recall (<) less than, (>) greater than
    3.  Using the number line to understand integers 
    4. 4 application of integers
    5. Using the number lines to understand x axis ( independent variable) and y axis ( dependent variable)
    6. Using the x and y axis to understand angles, parallel lines, gradient, coordinates

    WEEK 7

    1. Drawing when x =0 it becomes the y axis, when y=0 it becomes the x axis
    2. Using x = 0, y= 0 as the point of origin
    3. Relationship when x=0 and gradient
    4.  Gradient as hypotenuse of right angled triangle

    WEEK 8

    1. Using right angled triangles of common hypotenuse (gradient) to form similar triangles
    2. applying equivalent fractions to calculate unknown side
    3. Creating a rule for similar triangles
    4. Using similar triangles for enlargement and ratio
    5. Using similar triangles to understand unit rate, height /base ( rise/run =m)
    6. Using unit rate as m to calculate a change in x to figure out y
    7. Figuring out what the hypotenuse (Gradient) represents in a graph and its applications.

    WEEK 9 .

    1. Using table method for x and y
    2.  table method to calculate y
    3. create a general rule (equation) 

    WEEK 10 Extention: 

            1. In y=mx+c. When f(x) =0 then y=C. When f(x) = 1 in Run, as in Rise /Run, then Rise =m 

             2. Use right angle triangle for pythagoras rule.

            3. Trig functions, for a given angle the ratio of the lengths of sides are fixed so rules can be applied.

             4. Transition from linear to quadratic function. 

              5.  Planet Earth: Use x, y axis as equator and Prime Meridian, lats and longs, time difference,  GPS, seasons, location, bearings, protractor, cardinal directions, compass directions.

               6. The Scientific Method: y=mx+c.


    Success Criteria: Explore : What I need to know to solve problems in context - I can go to the next step of my learning  from the previous week when I can successfully show my previous learning steps with reasoning. 

    Focus: Now that I have my maths and stats knowledge from each week:  I can create strategies to solve maths and stast  problems in context in a meaningful way I can understand.

    Plan and do: I can ask questions, plan and solve problems with each week's learning across the curriculum applying my maths and stats knowledge.


    Activities:

    1. Introduction and class management and lesson management system
    2. whole class teaching; ref  slides.
    3. test on lesson 10 mins. Not successful? ask a friend. Do test again. Not clear?  Arrange Google meet with me.
    4. Mathsbuddy check to support learning not as HW to be completed.
    5. Learing intentions list: Where am I?  Highlight ones you have passed. Check next slides for tasks.
    6. Sit on tables that have common tasks on slides.

    Home learning:
      Complete class work, copy claaswork to exercise book and any mathsbuddy /EP task linked to classwork






  • 4 July - 10 July

    Please copy and highlight what you have learny from each week.

     The mathematical meaning of the following as each word is the buliding block for the next.

      Straight line, Number line, integers,  x and y axis, independent variable, dependent variable, coordinates, negative gradient, positive gradient, point of origin,  function of x as f(x), when f(x) =0 then y=C (Constant), y intercept, right angled triangle, hypotenuse, similar triangles, ratio, equivalent fractions,  unit rate, enlargement, proportion, HCF to simplify fractions,  parallel lines,  linear, equation.

    Must know: Use of protractor, ruler, Timestable, Basic Facts,  sum of interior angles of a triangle, fraction of a  number as fraction times a number.

    Learning intentions for next 5 weeks: 

    STEP BY STEP on graph paper, pencil, super neat. Highlight each line once you have passed the test.

    WEEK 6.

    1. . Drawing the number line accurately as the foundation for further learning on graph paper
    2. Using the number line to recall (<) less than, (>) greater than
    3.  Using the number line to understand integers 
    4. 4 application of integers
    5. Using the number lines to understand x axis ( independent variable) and y axis ( dependent variable)
    6. Using the x and y axis to understand angles, parallel lines, gradient, coordinates

    WEEK 7

    1. Drawing when x =0 it becomes the y axis, when y=0 it becomes the x axis
    2. Using x = 0, y= 0 as the point of origin
    3. Relationship when x=0 and gradient
    4.  Gradient as hypotenuse of right angled triangle

    WEEK 8

    1. Using right angled triangles of common hypotenuse (gradient) to form similar triangles
    2. applying equivalent fractions to calculate unknown side
    3. Creating a rule for similar triangles
    4. Using similar triangles for enlargement and ratio
    5. Using similar triangles to understand unit rate, height /base ( rise/run =m)
    6. Using unit rate as m to calculate a change in x to figure out y
    7. Figuring out what the hypotenuse (Gradient) represents in a graph and its applications.

    WEEK 9 .

    1. Using table method for x and y
    2.  table method to calculate y
    3. create a general rule (equation) 

    WEEK 10 Extention: 

            1. In y=mx+c. When f(x) =0 then y=C. When f(x) = 1 in Run, as in Rise /Run, then Rise =m 

             2. Use right angle triangle for pythagoras rule.

            3. Trig functions, for a given angle the ratio of the lengths of sides are fixed so rules can be applied.

             4. Transition from linear to quadratic function. 

              5.  Planet Earth: Use x, y axis as equator and Prime Meridian, lats and longs, time difference,  GPS, seasons, location, bearings, protractor, cardinal directions, compass directions.

               6. The Scientific Method: y=mx+c.


    Success Criteria: Explore : What I need to know to solve problems in context - I can go to the next step of my learning  from the previous week when I can successfully show my previous learning steps with reasoning. 

    Focus: Now that I have my maths and stats knowledge from each week:  I can create strategies to solve maths and stast  problems in context in a meaningful way I can understand.

    Plan and do: I can ask questions, plan and solve problems with each week's learning across the curriculum applying my maths and stats knowledge.


    Activities:

    1. Introduction and class management and lesson management system
    2. whole class teaching; ref  slides.
    3. test on lesson 10 mins. Not successful? ask a friend. Do test again. Not clear?  Arrange Google meet with me.
    4. Mathsbuddy check to support learning not as HW to be completed.
    5. Learing intentions list: Where am I?  Highlight ones you have passed. Check next slides for tasks.
    6. Sit on tables that have common tasks on slides.

    Home learning:
      Complete class work, copy claaswork to exercise book and any mathsbuddy /EP task linked to classwork





  • 11 July - 17 July

    2nd Term break.

  • 18 July - 24 July

    2nd Term break.

  • 25 July - 31 July

    Term 3 Week 1

    Wecome back Y10M1. Hope you had a great term break.

    Learning intentions for week 1.

    We are learning to:

    • connect number patterns and use tables, graphs, and diagrams to find relationships between successive  number. L3.

    • Use graphs, tables, and rules to describe linear relationships found in number L4.
    • relate tables, graphs, and equations to linear  relationships found in number. L5. 
    • relate rate of change to the gradient of a graph. L6.

     Tue: Revisit last term's work by Mr. Hishey by completing Kahoot and Mathsbuddy question bank. 


                               



    Q1. a) Look for a pattern in the number sequence.

           b) Then complete the data table.

           c) Calculate the unit rate( Rise /run)  which will be the gradient (m) in y=mx+c

           d) When x= 0, y = 0. So when the f(x) =0 in y=mx+c, y = ?

           e)  From the data table create the rule,  what is your  y=mx+c?

           f)  Use your rule to solve, when f(x) = 85 what is y?

          g)  Create a straigh line graph using your rule and confirm the graph is correct using the data table  coordinates.

           h) Identify the idependent/dependent variables? explain.

            i) Is the gradient positive/negative? Why? explain.

            j) Explain c in y=mx+c. Why is c important?

    Tue:  Complete Q1 upto d).

    Wed: Complete from e) to g).

    Fri: Complete h) to J). Done!

    Fraction/Decimal/Percent Practice

          


  • 1 August - 7 August

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING... to collect data on various sport-related tests
    • We are EXPLORING... to organise our data using the most affective type of graph
    • We are EXPLORING... to analyse our data in order to inform our fitness plan and goals

    Kia ora everyone, 

    My name is Miss Suominen and I will be your mathematics teacher for the remainder of the year. It was really great getting to know you in Week 1 of term 3. 

    This week we will set the scene for your "Movers & Shakers" unit, and look at how we will use the statistical inquiry cycle to inform our personal fitness goals and work out program


    Success Criteria: I can/have...

    • Collect data in a sports related context
    • I can organise data into graphs and tables
    • I can calculate the mean, median and mode of data sets and use this to form opinions on data


    Activities:

    1. In Google classroom


    Homework:

    Activities introduced in class 


  • 8 August - 14 August

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING... to collect data on various sport-related tests
    • We are EXPLORING... to organise our data using the most affective type of graph
    • We are EXPLORING... to analyse our data in order to inform our fitness plan and goals

      Success Criteria: I can/have...
      • We can analyse results from fitness testing in order to make a FITT goal 
      • We can collect and organise data from personalised fitness programs
      • We can represent data from fitness testing into tables and graphs
      • We can identify and describe a problem and put it into a question in order to guide our inquiry
      • We can create a box and whisker graph and use it to analyse data

        Activities:
      1. "FITT Inquiry" slides
      2. Box and Whisker graph 

      Homework:

      1. Textbook work assigned in class
      2. Mathsbuddy tasks 
  • 15 August - 21 August

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING... to collect data on various sport-related tests
    • We are EXPLORING... to organise our data using the most affective type of graph
    • We are EXPLORING... to analyse quantitative forms of data

      Success Criteria: I can/have...

      Data & Statistics

      • identify quantitative variables in my fitness testing 
      • create a box-and-whisker graph 
      • identify whether my data is discrete or continuous 

        Number/Algebra 

      • collect like terms and simplify
      • expand terms and simplify

      Activities:

      1. "FITT inquiry" slides
      2. Box-and-whisker textbook work 
      3. collecting like terms, expand and simplify textbook work

      Homework:

      1. Friday Mathsbuddy tasks 
      3. All tasks not completed in class
  • 22 August - 28 August

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING... to collect data on various sport-related contexts
    • We are EXPLORING... to organise our data using a box-and-whisker plot
    • We are EXPLORING... to analyse quantitative forms of data using a five number summary

      • Success Criteria: I can/have...

        Data & Statistics

        • create a box-and-whisker plot by hand and using a digital tool
        • explain the significance of the five number summary in a sports related context
        • organise data use Google Sheets
        • calculate the mean/median/mode using Google Sheets


          Number/Algebra 
        • expand terms using FOIL 
        • collect like terms and simplify
        • expand terms using distribution 

        Activities:

        1. Transum Maths to practice number skills
        2. Box-and-whisker plot task with Common Wealth Games data
        3. Education Perfect task for box-and-whisker plot 

        Homework:

        1. Friday Mathsbuddy tasks 
        3. All tasks not completed in class

  • 29 August - 4 September

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING... to collect data on various sport-related contexts
    • We are EXPLORING... to organise our data using a box-and-whisker plot
    • We are EXPLORING... to analyse quantitative forms of data using a five number summary

      • Success Criteria: I can/have...

        Data & Statistics

        • create a box-and-whisker plot with digital tools
        • explain the significance of the five number summary in a sports related context
        • organise data use Google Sheets
        • calculate the mean/median/mode using Google Sheets


          Number/Algebra 
        • expand terms using FOIL 
        • collect like terms and simplify
        • expand terms using distribution 
        • Factor using a single common factor and difference of squares 

        Activities:

        1. Transum Maths to practice number skills
        2. Box-and-whisker plot Group activity 

        Homework:

        1. Friday Mathsbuddy tasks 
        3. All tasks not completed in class


  • 5 September - 11 September

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING... to collect data on various sport-related contexts
    • We are EXPLORING... to organise our data using a box-and-whisker plot
    • We are EXPLORING... to analyse quantitative forms of data using a five number summary

      • Success Criteria: I can/have...

        Data & Statistics

        • create a box-and-whisker plot with digital tools
        • explain the significance of the five number summary in a sports related context
        • organise data use Google Sheets
        • calculate the mean/median/mode using Google Sheets


          Number/Algebra 
        • expand terms using FOIL 
        • collect like terms and simplify
        • expand terms using distribution 
        • use exponent laws to simplify algebraic expressions 

        Activities:

        1. Transum Maths to practice number skills
        2. Box-and-whisker plot Group activity 
        3. EP practice test for Exponent laws

        Homework:

        1. Friday Mathsbuddy tasks 
        3. All tasks not completed in class



  • 12 September - 18 September

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING... to collect data on various sport-related contexts
    • We are EXPLORING... to organise our data using a box-and-whisker plot
    • We are EXPLORING... to analyse quantitative forms of data using a five number summary

        • Success Criteria: I can/have...

          Data & Statistics

          • create a box-and-whisker plot with digital tools
          • explain the significance of the five number summary in a sports related context
          • organise data use Google Sheets
          • calculate the mean/median/mode using Google Sheets


            Number/Algebra 
          • expand terms using FOIL 
          • collect like terms and simplify
          • expand terms using distribution 
          • use exponent laws to simplify algebraic expressions 

          Activities:

          1. Transum Maths to practice number skills
          2. Box-and-whisker plot Group activity 
          3. EP practice test for Exponent laws

          Homework:

          1. Friday Mathsbuddy tasks 
          3. All tasks not completed in class


  • 19 September - 24 September

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING... to collect data on various sport-related contexts
    • We are EXPLORING... to organise our data using a box-and-whisker plot
    • We are EXPLORING... to analyse quantitative forms of data using a five number summary

        • Success Criteria: I can/have...

          Data & Statistics

          • create a box-and-whisker plot with digital tools
          • explain the significance of the five number summary in a sports related context
          • organise data use Google Sheets
          • calculate the mean/median/mode using Google Sheets


            Number/Algebra 
          • expand terms using FOIL 
          • collect like terms and simplify
          • expand terms using distribution 
          • use exponent laws to simplify algebraic expressions 

          Activities:

          1. Transum Maths to practice number skills
          2. Box-and-whisker plot Group activity 
          3. EP practice test for Exponent laws

          Homework:

          1. Friday Mathsbuddy tasks 
          3. All tasks not completed in class

  • 26 September - 2 October

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING... to collect data on various sport-related contexts
    • We are EXPLORING... to organise our data using a box-and-whisker plot
    • We are EXPLORING... to analyse quantitative forms of data using a five number summary

        • Success Criteria: I can/have...

          Data & Statistics

          • create a box-and-whisker plot with digital tools
          • explain the significance of the five number summary in a sports related context
          • organise data use Google Sheets
          • calculate the mean/median/mode using Google Sheets


            Number/Algebra 
          • expand terms using FOIL 
          • collect like terms and simplify
          • expand terms using distribution 
          • use exponent laws to simplify algebraic expressions 

          Activities:

          1. Transum Maths to practice number skills
          2. Box-and-whisker plot Group activity 
          3. EP practice test for Exponent laws

          Homework:

          1. Friday Mathsbuddy tasks 
          3. All tasks not completed in class

  • 3 October - 9 October

  • 10 October - 16 October

  • 17 October - 23 October

    Success Criteria: I can/have...

    Graphs

    • draw and label graphs
    • determine rules for a given set of data
    • use linear equations to solve word problems

      Number/Algebra 

    • expand terms using FOIL 
    • collect like terms and simplify
    • expand terms using distribution 
    • use exponent laws to simplify algebraic expressions 

    Activities:

    1. Weekly Ludi Challenge
    2. Graphs Review 
    3. Beta Maths questions

    Homework:

    1. Ongoing MathsBuddy Task
    2. CAT practice questions from New Zealand and Beta Maths Text book



  • 24 October - 30 October

  • 31 October - 6 November

    Success Criteria: I can/have...

    Trigonometry 

    • Use the pythagorean theorem to solve for unknown sides
    • Use trig ratios to identify unknown angles and sides
    • use algebra to rearrange pythagorean equations 


    Activities:

    1. Weekly Ludi Challenge
    2. In class word problems/ questions 
    3. E-asTTle Practice 

    Homework:

    1. Ongoing MathsBuddy Task
    2. CAT practice questions from New Zealand Text

  • 7 November - 13 November

    Success Criteria: I can/have...

    Trigonometry 

    • Use the pythagorean theorem to solve for unknown sides
    • Use trig ratios to identify unknown angles and sides
    • use algebra to rearrange pythagorean equations 


    Activities:

    1. Weekly Ludi Challenge
    2. In class word problems/ questions 
    3. E-asTTle Practice 

    Homework:

    1. Ongoing MathsBuddy Task
    2. CAT practice questions from New Zealand Text


  • 14 November - 20 November

  • 21 November - 27 November

  • 28 November - 4 December

  • 5 December - 11 December

  • 12 December - 18 December