7W2 Mathematics
Weekly outline
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...number strategies by investigating a range of additive and multiplicative strategies.
- We are EXPLORING...number strategies by investigating a range of multiplication and division facts.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...number strategies by investigating a range of additive and multiplicative strategies.
- We are EXPLORING...number strategies by investigating a range of multiplication and division facts.
Learning Intentions:
We are learning how to complete tasks on MathsBuddy.
We are learning the classroom rules.
Success Criteria:
- I can complete a task on MathsBuddy.
- I have written the classroom rules into my book.
Activities:
- MathsBuddy: https://www.mathsonline.com.au/login?countryId=3
Classroom rules:
- Respect and listen to your classmates.
- Respect and listen to the teacher.
- Raise your hand to speak.
- Be prepared for class.
- Be quiet when the teacher is talking.
- Be quiet when classmates are talking.
- Share new ideas.
Consequences:
“Fix what you break”
If you upset someone because you didn’t respect them or their belongings, apologize and try better next time.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...number strategies by investigating a range of additive and multiplicative strategies.
- We are EXPLORING...number strategies by investigating a range of multiplication and division facts.
Success Criteria: I can/have...
- use different strategies to solve multiplication problems
- work in a group to solve various maths problems
- choose the right mathematical strategy needed to solve a problem
- confidently solve maths problems that involve decimals
- identify equivalent fractions
- convert between equivalent fractions
- calculate the lowest common multiple
- add and subtract fractions with like and unlike denominators
- multiply fractions with like and unlike denominators
Activities:
- Multiplication worksheet: https://classroom.google.com/c/NDU3ODYyNjIwMTQx/a/NDY5NjY3NzkzOTk3/details
- Mighty multiplication: https://classroom.google.com/c/NDU3ODYyNjIwMTQx/m/NDcwMzQ4Nzg2NjAy/details -
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...number strategies by investigating a range of additive and multiplicative strategies.
- We are EXPLORING...number strategies by investigating a range of multiplication and division facts.
Success Criteria: I can/have...
- use different strategies to solve multiplication problems
- work in a group to solve various maths problems
- choose the right mathematical strategy needed to solve a problem
- confidently solve maths problems that involve decimals
- identify equivalent fractions
- convert between equivalent fractions
- calculate the lowest common multiple
- add and subtract fractions with like and unlike denominators
- multiply fractions with like and unlike denominators
Activities:
- Problem solving tasks: https://classroom.google.com/c/NDU3ODYyNjIwMTQx/m/NDcwMzUwODQ5NTM5/details
- work by yourself or in pairs to solve as many problems as you can
- different problems are at different levels: look at the bottom right to see the level (not based on year level!)
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING our connection to each other by answering statistical problems using data collection
Success Criteria:
- I can create survey questions that will get me the data I require to answer my statistical problem.
Activities:
Brainstorming things we want to learn about students at this school (Connecting to other students).
Creating survey questions in groups that will help me answer the statistical problems we thought of.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...number strategies by investigating a range of additive and multiplicative strategies.
- We are EXPLORING...number strategies by investigating a range of multiplication and division facts.
Success Criteria: I can/have...
- use different strategies to solve multiplication problems
- work in a group to solve various maths problems
- choose the right mathematical strategy needed to solve a problem
- confidently solve maths problems that involve decimals
- identify equivalent fractions
- convert between equivalent fractions
- calculate the lowest common multiple
- add and subtract fractions with like and unlike denominators
- multiply fractions with like and unlike denominators
Activities:
Practicing division problems in different contexts:
- chocolate bars and sharing "chocolate bars" between different numbers of people, what numbers of people can it be split between and everyone gets an equal amount?
- how can we share things between more people? Change the choc bar design so it can be shared between more people and still have a bit to eat (not a crumb)
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...number strategies by investigating a range of additive and multiplicative strategies.
- We are EXPLORING...number strategies by investigating a range of multiplication and division facts.
Success Criteria: I can/have...
- use different strategies to solve multiplication problems
- work in a group to solve various maths problems
- choose the right mathematical strategy needed to solve a problem
- confidently solve maths problems that involve decimals
- identify equivalent fractions
- convert between equivalent fractions
- calculate the lowest common multiple
- add and subtract fractions with like and unlike denominators
- multiply fractions with like and unlike denominators
Activities:Do Now: answer Qs on board
Decimals pretest: short quiz about decimals so I can see what I have to teach you
Breakaway Bars:
- introduction to fractions and decimals, what 1/10 means and 0.1.
- practice questions on Google classroom to complete
First to the Draw game: https://nzmaths.co.nz/resource/first-draw
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FOCUS / ARONGA learning intentions:
- We are FOCUSING...on developing our knowledge of a range of additive and multiplicative strategies.
- We are FOCUSING...on developing our knowledge of a range of fraction and division facts.
Success Criteria: I can/have...
- use different strategies to solve multiplication problems
- work in a group to solve various maths problems
- choose the right mathematical strategy needed to solve a problem
- confidently solve maths problems that involve decimals
- identify equivalent fractions
- convert between equivalent fractions
- calculate the lowest common multiple
- add and subtract fractions with like and unlike denominators
- multiply fractions with like and unlike denominators
Activities:
Do Now: answers 10 Q's on board
Intro to equivalent fractionsPlaying Bingo with equivalent fractions
Equivalent fractions codebreaker on Google Classroom
Extension: recurring decimals to fractions worksheet on Google Classroom
Equivalent fractions puzzles
Finding fractions of a whole
Extension: simplifying algebraic fractions
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FOCUS / ARONGA learning intentions:
- We are FOCUSING...on developing our knowledge of a range of additive and multiplicative strategies.
- We are FOCUSING...on developing our knowledge of a range of fraction and division facts.
Success Criteria: I can/have...
- use different strategies to solve multiplication problems
- work in a group to solve various maths problems
- choose the right mathematical strategy needed to solve a problem
- confidently solve maths problems that involve decimals
- identify equivalent fractions
- convert between equivalent fractions
- calculate the lowest common multiple
- add and subtract fractions with like and unlike denominators
- multiply fractions with like and unlike denominators
Activities:
- Do Now (every lesson): answer 10 basic facts questions on the board. - Bingo with equivalent fractions outside with chalk
- Decimals post test: have you improved since the pretest?
- Equivalent fractions - problem cards
- Extension: adding and subtracting fractions worksheet on Google classroom
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FOCUS / ARONGA learning intentions:
- We are FOCUSING...on developing our knowledge of a range of additive and multiplicative strategies.
- We are FOCUSING...on developing our knowledge of a range of fraction and division facts.
Success Criteria: I can/have...
- use different strategies to solve multiplication problems
- work in a group to solve various maths problems
- choose the right mathematical strategy needed to solve a problem
- confidently solve maths problems that involve decimals
- identify equivalent fractions
- convert between equivalent fractions
- calculate the lowest common multiple
- add and subtract fractions with like and unlike denominators
- multiply fractions with like and unlike denominators
Activities:
- Do Now (every lesson): answer 10 basic facts questions on the board.
- reflecting on the trip to the Marae
- finding lowest common multiple worksheets to help with addition/subtraction of fractions
- converting between equivalent fractions worksheets
- Math art flowers: start with one fraction in the middle and then add fractions around the petals
Extension: algebraic fractions on Google Classroom
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FOCUS / ARONGA learning intentions:
- We are FOCUSING...on developing our knowledge of measurement, geometry and basic facts.
Success Criteria: I can/have...
- use different strategies to solve multiplication problems
- work in a group to solve various maths problems
- choose the right mathematical strategy needed to solve a problem
- confidently solve maths problems that involve decimals
- identify equivalent fractions
- convert between equivalent fractions
- calculate the lowest common multiple
- add and subtract fractions with like and unlike denominators
- multiply fractions with like and unlike denominators
- use geometry and measurement to create maths art
Activities:
Blookets and Kahoots on basic facts
Making Easter packaging with geometrical shapes and correct measurements
Maths Art: geometrical shapes made with ruler and parallel and perpendicular lines.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING bullying statistics by analysing and creating survey questions.
- We are EXPLORING bullying statistics by collecting data on students at MHJC.
Success Criteria: I can/I have...
- create meaningful survey questions
- completed my survey questions
- analyse data gathered through my survey.
- Use the data to make mathematical graphs.
- Discuss misleading data and graphs and justify why I think they are misleading
- Analyse my graphs and findings
- Justify and write a conclusion on your findings
- Handed in my assessment on MHOL
Activities:
We will explore existing survey questions on bullying to help us to see the structure of survey questions and to consider good ethical practices for collecting data, especially for potentially sensitive topics. We will look at the different types of survey questions that might be asked.
- looking at questions on bullying from publicly available surveys online
- looking at questions on bullying in CensusAtSchool survey
- evaluating these questions: are they answerable, ethical, easy to understand? Can they be written better?
- How are the Census survey questions about bullying different to the public ones? How are they similar?
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING bullying statistics by analysing and creating survey questions.
- We are EXPLORING bullying statistics by collecting data on students at MHJC.
Success Criteria: I can/I have...
- create meaningful survey questions
- completed my survey questions
- analyse data gathered through my survey.
- Use the data to make mathematical graphs.
- Discuss misleading data and graphs and justify why I think they are misleading
- Analyse my graphs and findings
- Justify and write a conclusion on your findings
- Handed in my assessment on MHOL
Activities:
This week we are practising how to create tables and graphs.
- using data available online, we are going to make tables and graphs, which will help us know how to make suitable graphs with our survey data.
- using initial survey data (some people are still filling the survey out) we can start practising making graphs with the survey data
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on bullying statistics by processing our data on MHJC students.
- We are FOCUSING on bullying statistics by discussing the finding of our survey.
- We are FOCUSING on bullying statistics by discussing possible solutions that could reduce bullying in schools.
Success Criteria: I can/I have...
- create meaningful survey questions
- completed my survey questions
- analyse data gathered through my survey.
- Use the data to make mathematical graphs.
- Discuss misleading data and graphs and justify why I think they are misleading
- Analyse my graphs and findings
- Justify and write a conclusion on your findings
- Handed in my assessment on MHOLActivities:
- download the bullying survey data as a .CSV file
- using the program CODAP to make graphs of our data: https://codap.concord.org/
- writing our bullying report introduction: what is this assessment about? Summarise in a few sentences.
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on bullying statistics by processing our data on MHJC students.
- We are FOCUSING on bullying statistics by discussing the finding of our survey.
- We are FOCUSING on bullying statistics by discussing possible solutions that could reduce bullying in schools.
Success Criteria: I can/I have...
- create meaningful survey questions
- completed my survey questions
- analyse data gathered through my survey.
- Use the data to make mathematical graphs.
- Discuss misleading data and graphs and justify why I think they are misleading
- Analyse my graphs and findings
- Justify and write a conclusion on your findings
- Handed in my assessment on MHOL
Activities:
- continuing working on our assessments by: finishing writing our results into complete sentences
Results:
Make sure you include these in your report:
How many people answered the survey?
What does your graph show you? Include figures (numbers) in your answers.
For the questions you are including in your report, what results did you get?
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on bullying statistics by processing our data on MHJC students.
- We are FOCUSING on bullying statistics by discussing the finding of our survey.
- We are FOCUSING on bullying statistics by discussing possible solutions that could reduce bullying in schools.
Success Criteria: I can/I have...
- create meaningful survey questions
- completed my survey questions
- analyse data gathered through my survey.
- Use the data to make mathematical graphs.
- Discuss misleading data and graphs and justify why I think they are misleading
- Analyse my graphs and findings
- Justify and write a conclusion on your findings
- Handed in my assessment on MHOLActivities:
- looking at various graphs and making observations: what can you see in each graph? Are any of them misleading and why or why not?
- continuing working on our assessments by: creating graphs that are suitable for showing our data
- continuing working on our assessments by: writing our results into complete sentences
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to produce a final report of our survey findings so that we can create solutions to help reduce bullying.
Success Criteria: I can/I have...
- create meaningful survey questions
- completed my survey questions
- analyse data gathered through my survey.
- Use the data to make mathematical graphs.
- Discuss misleading data and graphs and justify why I think they are misleading
- Analyse my graphs and findings
- Justify and write a conclusion on your findings
- Handed in my assessment on MHOLActivities:
- Continuing working on our assessment by: finishing writing our results
- Continuing working on our assessment by: starting writing our discussion
Discussion:
You will now write your report answering our question: I wonder if Mission Heights Junior College has a problem with bullying and how might the school improve this?
Link your results back to Mission Heights Junior College: what do your results mean for the school?
Were there any possible sources of error in your statistical investigation?
How can we improve?
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to produce a final report of our survey findings so that we can create solutions to help reduce bullying.
Success Criteria: I can/I have...
- create meaningful survey questions
- completed my survey questions
- analyse data gathered through my survey.
- Use the data to make mathematical graphs.
- Discuss misleading data and graphs and justify why I think they are misleading
- Analyse my graphs and findings
- Justify and write a conclusion on your findings
- Handed in my assessment on MHOL
Activities:
- Continuing working on our assessment by: finishing writing our discussion
- Finishing working on our assessment by: writing a conclusion
Discussion:
You will now write your report answering our question: I wonder if Mission Heights Junior College has a problem with bullying and how might the school improve this?
Link your results back to Mission Heights Junior College: what do your results mean for the school?
Were there any possible sources of error in your statistical investigation?
How can we improve?
Conclusion:
What was this assessment about? Summarise it all in a few sentences.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how to find the mean, median, mode and range to better understand our bullying statistics.
Success Criteria: I can/have ...
- Find the smallest and largest number
- Organise and Divide numbers to find the ‘mean’
- Locate the middle number to find the ‘median’
- Recognise that in some cases I need to find the average of two to get answer
- I can choose column graph to display categorical data to describe situations such favourite colour
- Explain that a dot plot can be used to display data, where each dot represents one datum
- I can explain that a datum means one score of piece of data
- Read, display and analyse line graphs
- Recognise that line graphs show how quantities change over time
Activities:
- Mean, mode, range worksheet on Google Classroom: https://classroom.google.com/c/NDU3ODYyNjIwMTQx/a/NDk2NjE2MjA5MjI3/details
- practice questions on calculating the mean, mode, range and median when given a set of numbers
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how to find the mean, median, mode and range to better understand our bullying statistics.
Success Criteria: I can/have ...
- Find the smallest and largest number
- Organise and Divide numbers to find the ‘mean’
- Locate the middle number to find the ‘median’
- Recognise that in some cases I need to find the average of two to get answer
- I can explain that a datum means one score of piece of data
- Read, display and analyse line graphs
- Recognise that line graphs show how quantities change over time
- Represent numerical data
- Split numbers into two parts when there are two digits
- Understand that each number is split into a stem (first digit) and a leaf (the last digit)
Activities:
- Line graphs worksheet on Google Classroom
- Taking surveys of the class and turning our data into line graphs
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how to find the mean, median, mode and range to better understand our bullying statistics.
Success Criteria: I can/have ...
- Find the smallest and largest number
- Organise and Divide numbers to find the ‘mean’
- Locate the middle number to find the ‘median’
- Recognise that in some cases I need to find the average of two to get answer
- I can explain that a datum means one score of piece of data
- Read, display and analyse line graphs
- Recognise that line graphs show how quantities change over time
- Represent numerical data
- Split numbers into two parts when there are two digits
- Understand that each number is split into a stem (first digit) and a leaf (the last digit)
Activities:
- Stem and leaf plot worksheet on Google Classroom
- Taking surveys of the class and creating stem and leaf plots with the data
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how to recognise and describe chance.
Success Criteria: I can/have:
- Identify if an event is certain, likely, unlikely, or impossible
- Place events on a probability scale from 0 to 1
- Describe the chance or likelihood of outcomes happening
- Describe the likelihood of an event as a fraction or percentage
- Test a fair coin so that I can toss to get a result
- Use a fair die to collect information/result
- Use spinners to collect data
- Use a deck of cards to determine probability
- Calculate theoretical probabilities of different events happening
Activities
- pulling out coloured cubes from a bag to find fractions of chance with replacement
- making our own bags of cubes to test our friends on what colours they think are in the bag- calculating probabilities of different birthdays, hitting sections of dart boards
- probability of an event worksheets on Google Classroom: https://classroom.google.com/c/NDU3ODYyNjIwMTQx/a/NDk3MjAzOTAzNzk1/details
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how to recognise and describe chance.
Success Criteria: I can/have:
- Identify if an event is certain, likely, unlikely, or impossible
- Place events on a probability scale from 0 to 1
- Describe the chance or likelihood of outcomes happening
- Describe the likelihood of an event as a fraction or percentage
- Test a fair coin so that I can toss to get a result
- Use a fair die to collect information/result
- Use spinners to collect data
- Use a deck of cards to determine probability
- Calculate theoretical probabilities of different events happening
Activities
- pulling out coloured cubes from a bag to find fractions of chance with tagging to see what we have pulled out before
- EP task on probability- rolling dice and flipping coins to calculate experimental probability
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to use our teacher carpark to record the colours of the cars in order to calculate the probability of various car colours.
- We are PLANNING to use water bottles in order to solve what the best amount of water is in order to land a bottle flip
Success Criteria: I can/have:
- Identify if an event is certain, likely, unlikely, or impossible
- Place events on a probability scale from 0 to 1
- Describe the chance or likelihood of outcomes happening
- Describe the likelihood of an event as a fraction or percentage
- Test a fair coin so that I can toss to get a result
- Use a fair die to collect information/result
- Use spinners to collect data
- Use a deck of cards to determine probability
- Calculate theoretical probabilities of different events happening
Activities:
- flipping coins, rolling dice, and spinning spinners to calculate experimental probability
- bottle flipping probability investigation: how much water in the bottle has the greatest probability of landing the flip?
- calculating experimental probability of different colour cars being in the carpark
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on experimenting with chance by using spinners, cards, and dice.
- We are FOCUSING on calculating experimental probability.
- We are FOCUSING on calculating theoretical probability.
Success Criteria: I can/have:
- Identify if an event is certain, likely, unlikely, or impossible
- Place events on a probability scale from 0 to 1
- Describe the chance or likelihood of outcomes happening
- Describe the likelihood of an event as a fraction or percentage
- Test a fair coin so that I can toss to get a result
- Use a fair die to collect information/result
- Use spinners to collect data
- Use a deck of cards to determine probability
- Calculate theoretical probabilities of different events happening
Activities:
- calculating the theoretical probability of different events: rolling specific numbers on a die, landing on sections of a spinner, colours of marbles chosen from a bag
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how to use a commonwealth games scores to describe relationships.
Success Criteria: I can/have:
- Graph the relationship between two teams scores
- Solve "think of a number" problems
- Make a "think of a number" problem
- Identify when things can be taken from both sides of an equation while maintaining equality
- Use the start of patterns to continue them
- Use patterns to create rules for them
Activities:
- graphing the relationship between two teams (hypothetical) scores: total points stays the same, if one team goes up, the other team score goes down.
- problem solving questions relating to team scores
- solving and creating "think of a number" problems
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on using algebra skills to describe patterns and relationships relating to commonwealth team scores
Success Criteria: I can/have:
- Graph the relationship between two teams scores
- Solve "think of a number" problems
- Make a "think of a number" problem
- Identify when things can be taken from both sides of an equation while maintaining equality
- Use the start of patterns to continue them
- Use patterns to create rules for them
Activities:
- Commonwealth algebra: solving problems in groups where we don't know the scores that teams started with: different operations are performed on this unknown amount of points and then we are told the final points. How many points did the teams start with?- looking at patterns of shapes and learning how to describe the rules associated with them
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on experimenting with chance by using spinners, cards, and dice.
- We are FOCUSING on calculating experimental probability.
- We are FOCUSING on calculating theoretical probability.
Success Criteria: I can/have:
- Identify if an event is certain, likely, unlikely, or impossible
- Place events on a probability scale from 0 to 1
- Describe the chance or likelihood of outcomes happening
- Describe the likelihood of an event as a fraction or percentage
- Test a fair coin so that I can toss to get a result
- Use a fair die to collect information/result
- Use spinners to collect data
- Use a deck of cards to determine probability
- Calculate theoretical probabilities of different events happening
Activities:
- tree diagrams: calculating the theoretical probability of multiple events happening in a row
- making tree diagrams using commonwealth games scores
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to demonstrate our knowledge of probability by presenting and justifying our answers to probability questions in a test
- We are PLANNING to demonstrate our knowledge of probability by calculating the probabilities of commonwealth countries winning or losing the Te Wai Whanau Commonwealth Games
Success Criteria: I can/have:
- Identify if an event is certain, likely, unlikely, or impossible
- Place events on a probability scale from 0 to 1
- Describe the chance or likelihood of outcomes happening
- Describe the likelihood of an event as a fraction or percentage
- Test a fair coin so that I can toss to get a result
- Use a fair die to collect information/result
- Use spinners to collect data
- Use a deck of cards to determine probability
- Calculate theoretical probabilities of different events happening
Activities:
- Maths Assessment 2 to be done in class on paper
SLC: 15th September
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING connecting to the commonwealth games through multiplication
Success Criteria: I can/have:
- Apply multiplicative strategies to solve multiplication problems
- Recognise which strategies are the most efficient.
- Record my strategies using equations or other written working.
Activities:
- solving problems involving multiplication that are within the commonwealth games context
- multiplication worksheet on Google Classroom
- multiplication kahoots and blookets
- solving problems involving multiplication and division that are within the commonwealth games context
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on developing our knowledge of multiplication and probability by looking at different situations that they can be used.
- We are FOCUSING on using multiplication to count all the possible combinations of commonwealth games uniforms.
Success Criteria: I can/have:
- Apply multiplicative strategies to solve multiplication problems
- Recognise which strategies are the most efficient.
- Record my strategies using equations or other written working.
Activities:
- Education Perfect task about multiplication
- Class game:Loopy:
Sit in circle
Think of number 1-10
Next person adds an operation for the next person between 1-10 (e.g. add 5)
Next person solves it then adds an operation
Can’t repeat same operation
Keep going till a person gets one incorrect or repeats, then start again
- problem solving tasks: work in groups to solve various problems
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING geometry by working in groups to observe transformations of shapes (reflection and rotation)
- We are EXPLORING geometry by working in groups to investigate properties of shapes
Success Criteria: I can/have:
- Work in a group and communicate effectively with the others in my group
Activities:
Practising routines:
- Line up outside
- Bags and devices in cupboard
- Books and pencil cases out, getting started on the Do Now as soon as you sit down
Getting into our groups
- Activity: highlighting to the number 100
- Answering the question "What does great group work in maths look like?"
- Writing rules for group work in our class
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING geometry by working in groups to observe transformations of shapes (reflection and rotation)
- We are EXPLORING geometry by working in groups to investigate properties of shapes
Success Criteria: I can/have:
- Create 3D shapes from 2D shapes
- Work systematically to identify the cuboid shapes that can be made with different numbers of cubes
Activities:
- Task: making cuboids with coloured cubes. "How many different rectangular prisms, which are called cuboids, can you make using 1 cube, 2 cubes, 3 cubes and onwards to 30 cubes?"
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on skills in group work by developing our skills in transforming shapes through rotation and reflection
- We are FOCUSING on skills in group work by developing our skills in calculating the areas of different shapes
Success Criteria: I can/have:
- Rotate a shape to different degrees
- Draw a reflection of a shape
Activities:
- 1. Make Bryony's Triangle using this youtube video:
2. Work out in groups: what fraction of the original square of paper is the shaded triangle?
3. Triangles Puzzle: cut paper square into four triangles
4. What other shapes can you make?
Early finishers: Make a poster with all of the shapes your groups has made - Google Classroom link: https://classroom.google.com/c/NDU3ODYyNjIwMTQx/a/NTAzOTE5OTg5Nzgy/details
- Journey in Numberland and Puzzling Cube on Google Classroom: https://classroom.google.com/c/NDU3ODYyNjIwMTQx/a/NTYwNDI5Mjc1MDg2/details
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on transforming shapes through rotation and reflection
- We are FOCUSING on developing our knowledge of calculating the areas of different shapes
Success Criteria: I can/have:- calculate the area of a rectangle
- calculate the area of a triangle
Activities:
- Cut Nets task: you are given the nets of 9 different shapes which have been cut into two pieces; can you see which pieces go together?
- Building Blocks: you are given 3D shapes made from cubes; can you create these shapes with our coloured cubes? What are their areas?
- Cut and Make: cut a square into 3 triangles, can you make a trapezium, large triangle, and square from the smaller triangles?
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING financial maths by investigating the meaning of GST
- We are EXPLORING financial maths by recognising when GST is added and not added to prices
Success Criteria: I can/have:- define GST
- calculate the earnings from a job
- calculate how much can be put into savings with a budget
Activities:
- Join MoneyTime and start earning money and saving money
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING financial maths by investigating the meaning of GST
- We are EXPLORING financial maths by recognising when GST is added and not added to prices
Success Criteria: I can/have:- define interest
- discuss the benefits of different types of interest
- discuss the pros and cons of different careers
Activities:
- Work on MoneyTime and start earning interest and choose a career
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on financial maths by choosing the ingredients for our recipe and calculating the prices of each ingredient
- We are FOCUSING on financial maths by developing our recipe so that it can be made for multiple people (10 and 100) and calculating the costs involved
Success Criteria: I can/have:- research the cost of buying a product
- find the best price of a product by searching multiple sites and comparing prices
- compare wants and needs and define whether something is a want or need
Activities:
- Work on MoneyTime and earn money that can be spent on a house, career, term deposits etc
- make a recipe using ingredients that I have grown
- research the cost for the ingredients that I have not grown and will need to buy
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on financial maths by choosing the ingredients for our recipe and calculating the prices of each ingredient
- We are FOCUSING on financial maths by developing our recipe so that it can be made for multiple people (10 and 100) and calculating the costs involved
Success Criteria: I can/have:- research the cost of buying a product
- find the best price of a product by searching multiple sites and comparing prices
- compare wants and needs and define whether something is a want or need
Activities:
- Work on MoneyTime and earn money that can be spent on a house, career, term deposits etc
- calculate the cost of making the recipe for different numbers of people
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