8M2 Mathematics
Weekly outline
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Kia ora...
Success Criteria: I can/have...
- Add / subtract Decimals with carry and borrow using algoriths.
Activities:
- In Google classroom
Homework:
Maths buddy -
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Kia ora Class
Planning for Next two weeks.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to design a speed counter so that we can create it in ROC class.
- We are PLANNING to demonstrate our number knowledge by solving problems involving money and percentages.
Success Criteria: I can/have...
- carry out all basic calculations with decimals.
- can solve problems involving decimals
Activities:
- All in google classroom
- Decimal fractions.pdf
Homework:
https://classroom.google.com/u/0/w/MjUwMDUxMDEwNzY1/tc/MjY4NjkxMDExMDg2
Maths buddy -
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Kia ora Class
Plan for next 2 weeks
Success Criteria: I can/have...
- Calculate Percentages of quantities
Activities:
- Open file "Number.. L4"
Answer tasks #18 and 24
- Calculate Percentages of quantities
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Kia ora class
Term 2 Week 1
Success Criteria: I can/have...
- Term 2-Weeks 1 and 2
LI: 1. to create a measuring instrument to measure some lengths.
2. To read scales with accuracy
3. To use Metric units and conversions
Open Measurement L4.pdf answer Tasks 1,4, 5, 6
Toru: L5: tasks 4,5,6, 8, 9
Activities:
- Write here
- Write here
Homework:
Write here... - Term 2-Weeks 1 and 2
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Week 2: Level 4:Task 4,5,6
LI: Reading scales
: add measurement units. -Task 8
: Mass conversions- Task 9
: volume conversions - Task 10 -
Kia ora class
Success Criteria: I can/have...
- Term 2-Weeks 3 and 4
LI: 1. to calculate Perimeter and Area.
Group Toru: L5: tasks 4,5,6, 8, 9
Activities:
- Perimeter: L4 Task# 14,15,16,17
Area:
Open Measurement L4.pdf answer Tasks 18,19
Volume: task 20,21 - Write here
Homework:
Maths Buddy - Term 2-Weeks 3 and 4
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Same as week 3
Week 4
Perimeter: L4 Task# 14,15,16,17
Area:
Open Measurement L4.pdf answer Tasks 18,19
Volume: task 20,21 -
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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.
Words you should learn the meaning of:
Axis, correlation, variable, constant, equation, integers, negative gradient, positive gradient, linear, coordinates, parallel lines, straight line, line segment, y intercept, point of origin, hypotenuse, angles, degrees and types of angles, triangles, similar triangles, ratio, proportion, fraction, equivalent fractions, directions, latitudes, longitudes, equator, prime meridian, 24 hour clock, unit rate, HCF to simplify fractions, LCM to find common denominators to add or sutract fractions.
Must know: Use of protractor, ruler, compass, Timestable, Basic Facts.
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.
- . Drawing the number line accurately as the foundation for further learning on graph paper
- Using the number line to recall (<) less than, (>) greater than
- Using the number line to understand integers
- 4 application of integers
- Using the number lines to understand x axis ( independent variable) and y axis ( dependent variable)
- Using the x and y axis to understand angles, parallel lines, gradient, coordinates
WEEK 7
- Drawing when x =0 it becomes the y axis, when y=0 it becomes the x axis
- Using x = 0, y= 0 as the point of origin
- Understand when x=0, y = C. ( y intercept) If y=2 then the x axis must move 2 units up to make x=0, y=0 as the new point of origin. Students will begin to work with C a given number, not a variable.
- Using gradient (positive) as hypotenuse of right angled triangles
WEEK 8
- Using right angled triangles of common hypotenuse (gradient) to form similar triangles
- applying equivalent fractions to calculate unknown side
- Creating a rule for similar triangles
- Using similar triangles for enlargement, translation, ratio and proportion
- Using similar triangles to understand unit rate, height /base ( rise/run =m)
- Using unit rate as m to calculate a change in x to figure out y
- Figuring out what the hypotenuse (Gradient) represents in a graph and its use
WEEK 9
- figuring out the word meaning correlation and its use.
- Using table method for x and y
- Using an equation from the table method y = x, or y = something an x
- Using the right angle triangle with gradient as hypoteneuse to form an equation y =?
- Finally, create a general rule ( equation) for the straight line (gradient) on a graph.
WEEK 10
- Use right angle triangle for pythagoras rule.
- Trig functions, for a given angle the ratio of the lengths of sides are fixed so rules can be applied.
- Transition from linear to quadratic function. When y=0, x= a, x=b from x^2.
- Geogprahy: Use x, y axis as equator and Prime Meridian, lats and longs, time difference, GPS, seasons, location, bearings, protractor, cardinal directions, compass directions.
- Science experiments: Independent and dependent variables
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:
- Introduction and class management and lesson management system
- whole class teaching; ref slides.
- test on lesson 10 mins. Not successful? ask a friend. Do test again. Not clear? Arrange Google meet with me.
- Mathsbuddy check to support learning not as HW to be completed.
- Learing intentions list: Where am I? Highlight ones you have passed. Check next slides for tasks.
- 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 -
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.
Words you should learn the meaning of:
Axis, correlation, variable, constant, equation, integers, negative gradient, positive gradient, linear, coordinates, parallel lines, straight line, line segment, y intercept, point of origin, hypotenuse, angles, degrees and types of angles, triangles, similar triangles, ratio, proportion, fraction, equivalent fractions, directions, latitudes, longitudes, equator, prime meridian, 24 hour clock, unit rate, HCF to simplify fractions, LCM to find common denominators to add or sutract fractions.
Must know: Use of protractor, ruler, compass, Timestable, Basic Facts.
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.
- . Drawing the number line accurately as the foundation for further learning on graph paper
- Using the number line to recall (<) less than, (>) greater than
- Using the number line to understand integers
- 4 application of integers
- Using the number lines to understand x axis ( independent variable) and y axis ( dependent variable)
- Using the x and y axis to understand angles, parallel lines, gradient, coordinates
WEEK 7
- Drawing when x =0 it becomes the y axis, when y=0 it becomes the x axis
- Using x = 0, y= 0 as the point of origin
- Understand when x=0, y = C. ( y intercept) If y=2 then the x axis must move 2 units up to make x=0, y=0 as the new point of origin. Students will begin to work with C a given number, not a variable.
- Using gradient (positive) as hypotenuse of right angled triangles
WEEK 8
- Using right angled triangles of common hypotenuse (gradient) to form similar triangles
- applying equivalent fractions to calculate unknown side
- Creating a rule for similar triangles
- Using similar triangles for enlargement, translation, ratio and proportion
- Using similar triangles to understand unit rate, height /base ( rise/run =m)
- Using unit rate as m to calculate a change in x to figure out y
- Figuring out what the hypotenuse (Gradient) represents in a graph and its use
WEEK 9
- figuring out the word meaning correlation and its use.
- Using table method for x and y
- Using an equation from the table method y = x, or y = something an x
- Using the right angle triangle with gradient as hypoteneuse to form an equation y =?
- Finally, create a general rule ( equation) for the straight line (gradient) on a graph.
WEEK 10
- Use right angle triangle for pythagoras rule.
- Trig functions, for a given angle the ratio of the lengths of sides are fixed so rules can be applied.
- Transition from linear to quadratic function. When y=0, x= a, x=b from x^2.
- Geogprahy: Use x, y axis as equator and Prime Meridian, lats and longs, time difference, GPS, seasons, location, bearings, protractor, cardinal directions, compass directions.
- Science experiments: Independent and dependent variables
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:
- Introduction and class management and lesson management system
- whole class teaching; ref slides.
- test on lesson 10 mins. Not successful? ask a friend. Do test again. Not clear? Arrange Google meet with me.
- Mathsbuddy check to support learning not as HW to be completed.
- Learing intentions list: Where am I? Highlight ones you have passed. Check next slides for tasks.
- 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 -
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Term 3 Week 1
Wecome back Y18M2. 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.
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) Plot the coordinates using x, y axis and joint the coordinates with a straignt line
d) Calculate the unit rate( Rise /run) which will be the gradient (m) in y=mx+c
e) When x= 0, y = 0. Because, when f(x) =0 in y=mx+c, y = ?
f) From your graph create the rule, what is your y=mx+c?
g) Use your rule to solve, when f(x) = 85, y =?
h) confirm the graph is correct using y=mx+c.
i) Identify the idependent/dependent variables? explain.
j) Is the gradient positive/negative? Why? explain.
k) 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 k). Done!
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... to discover the various ways in which we use energy in our homes
- We are EXPLORING... to calculate approximately how much energy we are using at home and the costs
- We are EXPLORING... to analyse our energy usage data in order to determine a method for lowering our costs
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 "Power Rangers" unit, and look at how we will explore energy usage and analysis through a mathematical lens.Success Criteria: I can/have...
- We can analyse graphs and visual displays of data to form opinions on the ways in which we use energy at home and increase or decrease the cost of energy bills
- We can extract data from power bills and labels on appliances
- We can represent data from energy use into tables and pie charts
Activities:
- In Google classroom
Homework:
Activities introduced in class
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... to discover the various ways in which we use energy in our homes
- We are EXPLORING... to calculate approximately how much energy we are using at home and the costs
- We are EXPLORING... to analyse our energy usage data in order to determine a method for lowering our costs
Success Criteria: I can/have...- We can analyse graphs and visual displays of data to form opinions on the ways in which we use energy at home and increase or decrease the cost of energy bills
- We can extract data from power bills and labels on appliances
- We can represent data from energy use into tables and pie charts
- We can calculate how much we are spending at home using a general formula and more specific formula depending on the appliance
- We can identify and describe a problem and put it into a question in order to guide our inquiry
Activities:
- "Power Rangers" slides
- Home & Miss S energy bill analysis
- Ludi basic facts work
Homework:
1. 20 min of Ludi "Playground"
2. Mathsbuddy tasks
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... to discover the various ways in which we use energy in our homes
- We are EXPLORING... to calculate approximately how much energy we are using at home and the costs
- We are EXPLORING... to analyse our energy usage data in order to determine a method for lowering our costs
Success Criteria: I can/have...- analyse ways energy is used at home by looking at graphs and calculating costs
- identify and describe a problem and put it into a question in order to guide our inquiry
- apply what I have learned from analysing and collecting data to analyse my own Ludi results and use it to make a goal for my basic facts work
Activities:
- "Power bill analysis" - analysing power bill from home
- "Ludi Analysis"
- Ludi basic facts work
Homework:
1. 20 min of Ludi "Playground"
2. Friday Mathsbuddy tasks
3. All tasks not completed in class
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... to discover the various ways in which we use energy in our homes
- We are EXPLORING... to calculate approximately how much energy we are using at home and the costs using a linear equation
- We are EXPLORING... to analyse our energy usage data in order to determine a method for lowering our costs
Success Criteria: I can/have...- use a linear equation to calculate energy costs
- represent my home energy use in a pie graph and a line graph
- convert fractions, decimals and percentages
Activities:
- Energy Cost task on Google classroom
- Education Perfect Task
- Ludi basic facts work
Homework:
1. 20 min of Ludi "Playground"
2. Friday Mathsbuddy tasks
3. All tasks not completed in class
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... to discover the various ways in which we use energy in our homes
- We are EXPLORING... to calculate approximately how much energy we are using at home and the costs using a linear equation
- We are EXPLORING... to analyse our energy usage data in order to determine a method for lowering our costs
Success Criteria: I can/have...- use a linear equation to calculate energy costs
- represent my home energy use in a pie graph and a line graph
- convert fractions, decimals and percentages
Activities:
- Home Energy Bill English/Maths Assessment
- Education Perfect Task to practice number skills
- Ludi basic facts work
Homework:
1. Friday Mathsbuddy task
2. Education Perfect Task
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... to discover the various ways in which we use energy in our homes
- We are EXPLORING... to calculate approximately how much energy we are using at home and the costs using a linear equation
- We are EXPLORING... to analyse our energy usage data in order to determine a method for lowering our costs
Success Criteria: I can/have...- use a linear equation to calculate energy costs
- represent my home energy use in a pie graph and a line graph
- convert fractions, decimals and percentages
Activities:
- Home Energy Bill English/Maths Assessment
- Education Perfect Task to practice number skills
- Ludi basic facts work
Homework:
1. Friday Mathsbuddy task
2. Education Perfect Task
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... to discover the various ways in which we use energy in our homes
- We are EXPLORING... to calculate approximately how much energy we are using at home and the costs using a linear equation
- We are EXPLORING... to analyse our energy usage data in order to determine a method for lowering our costs
Success Criteria: I can/have...- use a linear equation to calculate energy costs
- represent my home energy use in a pie graph and a line graph
- convert fractions, decimals and percentages
Activities:
- Home Energy Bill English/Maths Assessment
- Education Perfect Task to practice number skills
- Ludi basic facts work
Homework:
1. Friday Mathsbuddy task
2. Education Perfect Task
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... to discover the various ways in which we use energy in our homes
- We are EXPLORING... to calculate approximately how much energy we are using at home and the costs using a linear equation
- We are EXPLORING... to analyse our energy usage data in order to determine a method for lowering our costs
Success Criteria: I can/have...- use a linear equation to calculate energy costs
- represent my home energy use in a pie graph and a line graph
- convert fractions, decimals and percentages
Activities:
- Home Energy Bill English/Maths Assessment
- Education Perfect Task to practice number skills
- Ludi basic facts work
Homework:
1. Friday Mathsbuddy task
2. Education Perfect Task
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... to discover the various ways in which we use energy in our homes
- We are EXPLORING... to calculate approximately how much energy we are using at home and the costs using a linear equation
- We are EXPLORING... to analyse our energy usage data in order to determine a method for lowering our costs
Success Criteria: I can/have...- use a linear equation to calculate energy costs
- represent my home energy use in a pie graph and a line graph
- convert fractions, decimals and percentages
Activities:
- Home Energy Bill English/Maths Assessment
- Education Perfect Task to practice number skills
- Ludi basic facts work
Homework:
1. Friday Mathsbuddy task
2. Education Perfect Task
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Success Criteria: I can/have...
- identify equivalent ratios
- identify ratios found in the world around me
- use the golden ratio to explore proportions of images
- draw an image using the golden ratio
Activities:
- Ludi number practice
- Golden Ratio Group Inquiry
- Golden Ratio Drawing
Homework:
1. Weekly MathsBuddy Task
2. New Zealand Textbook Practice questions not completed in class -
Success Criteria: I can/have...
- identify equivalent ratios
- identify ratios found in the world around me
- use the golden ratio to explore proportions of images
- draw an image using the golden ratio
Activities:
- Ludi number practice
- Golden Ratio Group Inquiry
- Golden Ratio Drawing
Homework:
1. Weekly MathsBuddy Task
2. New Zealand Textbook Practice questions not completed in class -
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... to discover how ratios exist in the world around us
- We are EXPLORING... to measure and calculate scales used for our drawings
- We are EXPLORING... to display measurements from the 3D world in our 2D drawings
Success Criteria: I can/have...
- use measuring tools to collect measurements
- convert cm,mm,m
- identify an appropriate scale for our drawing base don our measurements
- draw a skeleton in proportion my own measurements
Activities:
- Maths-a-thon MB Task
- Skeleton Drawing Rough Draft
- Collect measurements and convert (mm,cm,m)
- How to Prepare for E-astelle
Homework:
1. Weekly MathsBuddy Task
2. E-asTTle Practice Tests
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... to discover how ratios exist in the world around us
- We are EXPLORING... to measure and calculate scales used for our drawings
- We are EXPLORING... to display measurements from the 3D world in our 2D drawings
Success Criteria: I can/have...
- use measuring tools to collect measurements
- convert cm,mm,m
- identify an appropriate scale for our drawing base don our measurements
- draw a skeleton in proportion my own measurements
Activities:
- Maths-a-thon MB Task
- Skeleton Drawing Rough Draft
- Collect measurements and convert (mm,cm,m)
- How to Prepare for E-astelle
Homework:
1. Weekly MathsBuddy Task
2. E-asTTle Practice Tests
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