9F2 Mathematics
Weekly outline
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Opened: Thursday, 14 March 2024, 8:00 AMDue: Thursday, 28 March 2024, 8:00 PM
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Opened: Monday, 17 June 2024, 8:00 AMDue: Friday, 5 July 2024, 1:00 PM
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING/Focusing (context)by displaying culturally responsive and sustaining mathematical thinkingWe are EXPLORING/Focusing (context) by IDENTIFYING that decimals continue the place-value system using negative powers of ten.We are EXPLORING/Focusing (context) by IDENTIFYING that multiplying a positive number by a number between 0 and 1 results in an answer smaller than the original number.We are EXPLORING /Focusing (context) by RECOGNISING that division can result in a remainder expressed as a whole number, fraction, or decimal.We are EXPLORING/Focusing (context) by IDENTIFYING that on a number line, fractions and decimals occur between integers, and negative numbers are to the left of 0.We are EXPLORING /Focusing (context) by IDENTIFYING that positive and negative numbers can be added and subtracted.We are EXPLORING /Focusing (context) by RECOGNISING decimals and understand that they continue the place-value system using negative powers of ten.We are EXPLORING /Focusing (context) by IDENTIFYING that multiplying a positive number by a number between 0 and 1 results in an answer smaller than the original number.We are EXPLORING/Focusing (context) byRECOGNISING that division can result in a remainder expressed as a whole number, fraction, or decimal.We are EXPLORING /Focusing (context) by LOCATING on a number line, that fractions and decimals occur between integers, and negative numbers are to the left of 0.We are EXPLORING /Focusing context) by RECOGNISING that positive and negative numbers can be added and subtracted. We are EXPLORING/Focusing (context)by displaying culturally responsive and sustaining mathematical thinking
Pono: Active Citizenship
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Kia ora Welcome back
Do now
Fast Finishers
Success Criteria:
WALT understand using integers and applying the integers rule when adding, subtracting, multiplying and dividing
Success Criteria I know how to multiply and divide negative and positive, negative and negative add and subtract negative and negative, positive and positive
Activities:
- Work with positive and negative numbers
- Video
Further Learning:
Week one - No homework -
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING/Focusing (context)by displaying culturally responsive and sustaining mathematical thinkingWe are EXPLORING/Focusing (context) by IDENTIFYING that decimals continue the place-value system using negative powers of ten.We are EXPLORING/Focusing (context) by IDENTIFYING that multiplying a positive number by a number between 0 and 1 results in an answer smaller than the original number.We are EXPLORING /Focusing (context) by RECOGNISING that division can result in a remainder expressed as a whole number, fraction, or decimal.We are EXPLORING/Focusing (context) by IDENTIFYING that on a number line, fractions and decimals occur between integers, and negative numbers are to the left of 0.We are EXPLORING /Focusing (context) by IDENTIFYING that positive and negative numbers can be added and subtracted.We are EXPLORING /Focusing (context) by RECOGNISING decimals and understand that they continue the place-value system using negative powers of ten.We are EXPLORING /Focusing (context) by IDENTIFYING that multiplying a positive number by a number between 0 and 1 results in an answer smaller than the original number.We are EXPLORING/Focusing (context) byRECOGNISING that division can result in a remainder expressed as a whole number, fraction, or decimal.We are EXPLORING /Focusing (context) by LOCATING on a number line, that fractions and decimals occur between integers, and negative numbers are to the left of 0.We are EXPLORING /Focusing context) by RECOGNISING that positive and negative numbers can be added and subtracted. We are EXPLORING/Focusing (context)by displaying culturally responsive and sustaining mathematical thinking
Pono: Active Citizenship
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Kia ora...
Paearu Angitu / Success Criteria: I can/have...
- Continue with last week's plan
Hei Mahi / Activities:
- Continue with the given work.
Mahi Kāinga / Homework:
Mathsbuddy and Education perfect
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Enter text here...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING/Focusing (context)by displaying culturally responsive and sustaining mathematical thinkingWe are EXPLORING/Focusing (context) by IDENTIFYING that decimals continue the place-value system using negative powers of ten.We are EXPLORING/Focusing (context) by IDENTIFYING that multiplying a positive number by a number between 0 and 1 results in an answer smaller than the original number.We are EXPLORING /Focusing (context) by RECOGNISING that division can result in a remainder expressed as a whole number, fraction, or decimal.We are EXPLORING/Focusing (context) by IDENTIFYING that on a number line, fractions and decimals occur between integers, and negative numbers are to the left of 0.We are EXPLORING /Focusing (context) by IDENTIFYING that positive and negative numbers can be added and subtracted.We are EXPLORING /Focusing (context) by RECOGNISING decimals and understand that they continue the place-value system using negative powers of ten.We are EXPLORING /Focusing (context) by IDENTIFYING that multiplying a positive number by a number between 0 and 1 results in an answer smaller than the original number.We are EXPLORING/Focusing (context) byRECOGNISING that division can result in a remainder expressed as a whole number, fraction, or decimal.We are EXPLORING /Focusing (context) by LOCATING on a number line, that fractions and decimals occur between integers, and negative numbers are to the left of 0.We are EXPLORING /Focusing context) by RECOGNISING that positive and negative numbers can be added and subtracted. We are EXPLORING/Focusing (context)by displaying culturally responsive and sustaining mathematical thinking
Pono: Active Citizenship
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Kia ora...
Paearu Angitu / Success Criteria: I can/have...
Hei Mahi / Activities:
- Working on multiplying and dividing integers
- All students to sign into Dr Frost Maths to practice negative numbers.
Mahi Kāinga / Homework:
Maths buddy and Education Perfect
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Enter text here...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING/Focusing (context)by displaying culturally responsive and sustaining mathematical thinkingWe are EXPLORING/Focusing (context) by IDENTIFYING that decimals continue the place-value system using negative powers of ten.We are EXPLORING/Focusing (context) by IDENTIFYING that multiplying a positive number by a number between 0 and 1 results in an answer smaller than the original number.We are EXPLORING /Focusing (context) by RECOGNISING that division can result in a remainder expressed as a whole number, fraction, or decimal.We are EXPLORING/Focusing (context) by IDENTIFYING that on a number line, fractions and decimals occur between integers, and negative numbers are to the left of 0.We are EXPLORING /Focusing (context) by IDENTIFYING that positive and negative numbers can be added and subtracted.We are EXPLORING /Focusing (context) by RECOGNISING decimals and understand that they continue the place-value system using negative powers of ten.We are EXPLORING /Focusing (context) by IDENTIFYING that multiplying a positive number by a number between 0 and 1 results in an answer smaller than the original number.We are EXPLORING/Focusing (context) byRECOGNISING that division can result in a remainder expressed as a whole number, fraction, or decimal.We are EXPLORING /Focusing (context) by LOCATING on a number line, that fractions and decimals occur between integers, and negative numbers are to the left of 0.We are EXPLORING /Focusing context) by RECOGNISING that positive and negative numbers can be added and subtracted. We are EXPLORING/Focusing (context)by displaying culturally responsive and sustaining mathematical thinking
Pono: Active Citizenship
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Kia ora...Week 4
Paearu Angitu / Success Criteria: I can/have...
Hei Mahi / Activities:
- Some recap work on previous years learning
- Extension group on investigation and Dr Frost
- T with students struggling with HCF and LCM
Mahi Kāinga / Homework:
Maths Buddy
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FOCUS / ARONGA learning intentions:
- We are FOCUSING...on slope Investigation by experimenting with different slopes to observe how the steepness and direction of the line change.
- We are FOCUSING..on exploring real-life examples of slope, such as ramps, roads, and roofs
- We are FOCUSING..to .practice identifying the y-intercept in different contexts
Ako: Learning and Thinking Strategy
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING/Focusing (context)by displaying culturally responsive and sustaining mathematical thinkingWe are EXPLORING/Focusing (context) by IDENTIFYING that decimals continue the place-value system using negative powers of ten.We are EXPLORING/Focusing (context) by IDENTIFYING that multiplying a positive number by a number between 0 and 1 results in an answer smaller than the original number.We are EXPLORING /Focusing (context) by RECOGNISING that division can result in a remainder expressed as a whole number, fraction, or decimal.We are EXPLORING/Focusing (context) by IDENTIFYING that on a number line, fractions and decimals occur between integers, and negative numbers are to the left of 0.We are EXPLORING /Focusing (context) by IDENTIFYING that positive and negative numbers can be added and subtracted.We are EXPLORING /Focusing (context) by RECOGNISING decimals and understand that they continue the place-value system using negative powers of ten.We are EXPLORING /Focusing (context) by IDENTIFYING that multiplying a positive number by a number between 0 and 1 results in an answer smaller than the original number.We are EXPLORING/Focusing (context) byRECOGNISING that division can result in a remainder expressed as a whole number, fraction, or decimal.We are EXPLORING /Focusing (context) by LOCATING on a number line, that fractions and decimals occur between integers, and negative numbers are to the left of 0.We are EXPLORING /Focusing context) by RECOGNISING that positive and negative numbers can be added and subtracted. We are EXPLORING/Focusing (context)by displaying culturally responsive and sustaining mathematical thinking
Pono: Active Citizenship
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Kia ora...
Paearu Angitu / Success Criteria: I can/have...
Hei Mahi / Activities:
- Word problems
- Financial Mathematics booklet
Mahi Kāinga / Homework:
MAthsbuddy and Education Perfect -
Enter text here...
FOCUS / ARONGA learning intentions:
- We are FOCUSING...on slope Investigation by experimenting with different slopes to observe how the steepness and direction of the line change.
- We are FOCUSING..on exploring real-life examples of slope, such as ramps, roads, and roofs
- We are FOCUSING..to .practice identifying the y-intercept in different contexts
Ako: Learning and Thinking Strategy
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING/Focusing (context)by displaying culturally responsive and sustaining mathematical thinkingWe are EXPLORING/Focusing (context) by IDENTIFYING that decimals continue the place-value system using negative powers of ten.We are EXPLORING/Focusing (context) by IDENTIFYING that multiplying a positive number by a number between 0 and 1 results in an answer smaller than the original number.We are EXPLORING /Focusing (context) by RECOGNISING that division can result in a remainder expressed as a whole number, fraction, or decimal.We are EXPLORING/Focusing (context) by IDENTIFYING that on a number line, fractions and decimals occur between integers, and negative numbers are to the left of 0.We are EXPLORING /Focusing (context) by IDENTIFYING that positive and negative numbers can be added and subtracted.We are EXPLORING /Focusing (context) by RECOGNISING decimals and understand that they continue the place-value system using negative powers of ten.We are EXPLORING /Focusing (context) by IDENTIFYING that multiplying a positive number by a number between 0 and 1 results in an answer smaller than the original number.We are EXPLORING/Focusing (context) byRECOGNISING that division can result in a remainder expressed as a whole number, fraction, or decimal.We are EXPLORING /Focusing (context) by LOCATING on a number line, that fractions and decimals occur between integers, and negative numbers are to the left of 0.We are EXPLORING /Focusing context) by RECOGNISING that positive and negative numbers can be added and subtracted. We are EXPLORING/Focusing (context)by displaying culturally responsive and sustaining mathematical thinking
Pono: Active Citizenship
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Kia ora! Week 6
Context: . ''The Social Dilemma"
Paearu Angitu (Success Criteria): I can...
Hei Mahi (Activities):
- Do now
- Working on Percentages
- View the worksheet from last week and complete it
- View the homework task given on Maths Buddy
Mahi Kāinga (Homework/Further Learning):
- Mathsbuddy
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Enter text here...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING/Focusing (context)by displaying culturally responsive and sustaining mathematical thinkingWe are EXPLORING/Focusing (context) by IDENTIFYING that decimals continue the place-value system using negative powers of ten.We are EXPLORING/Focusing (context) by IDENTIFYING that multiplying a positive number by a number between 0 and 1 results in an answer smaller than the original number.We are EXPLORING /Focusing (context) by RECOGNISING that division can result in a remainder expressed as a whole number, fraction, or decimal.We are EXPLORING/Focusing (context) by IDENTIFYING that on a number line, fractions and decimals occur between integers, and negative numbers are to the left of 0.We are EXPLORING /Focusing (context) by IDENTIFYING that positive and negative numbers can be added and subtracted.We are EXPLORING /Focusing (context) by RECOGNISING decimals and understand that they continue the place-value system using negative powers of ten.We are EXPLORING /Focusing (context) by IDENTIFYING that multiplying a positive number by a number between 0 and 1 results in an answer smaller than the original number.We are EXPLORING/Focusing (context) byRECOGNISING that division can result in a remainder expressed as a whole number, fraction, or decimal.We are EXPLORING /Focusing (context) by LOCATING on a number line, that fractions and decimals occur between integers, and negative numbers are to the left of 0.We are EXPLORING /Focusing context) by RECOGNISING that positive and negative numbers can be added and subtracted. We are EXPLORING/Focusing (context)by displaying culturally responsive and sustaining mathematical thinking
Pono: Active Citizenship
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Kia ora! Week 7
Context: ''The Social Dilemma"
Paearu Angitu (Success Criteria): I can...
Hei Mahi (Activities):
- Topic Test ( This is not part of the assessment it is just to check your understanding of the topic)
- Working on Salaries and wages
- View the worksheet from last week and complete it also complete your incomplete EP tasks
- View the homework task given on Maths Buddy
Mahi Kāinga (Homework/Further Learning):
- Maths Buddy-
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Enter text here...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING/Focusing (context)by displaying culturally responsive and sustaining mathematical thinkingWe are EXPLORING/Focusing (context) by IDENTIFYING that decimals continue the place-value system using negative powers of ten.We are EXPLORING/Focusing (context) by IDENTIFYING that multiplying a positive number by a number between 0 and 1 results in an answer smaller than the original number.We are EXPLORING /Focusing (context) by RECOGNISING that division can result in a remainder expressed as a whole number, fraction, or decimal.We are EXPLORING/Focusing (context) by IDENTIFYING that on a number line, fractions and decimals occur between integers, and negative numbers are to the left of 0.We are EXPLORING /Focusing (context) by IDENTIFYING that positive and negative numbers can be added and subtracted.We are EXPLORING /Focusing (context) by RECOGNISING decimals and understand that they continue the place-value system using negative powers of ten.We are EXPLORING /Focusing (context) by IDENTIFYING that multiplying a positive number by a number between 0 and 1 results in an answer smaller than the original number.We are EXPLORING/Focusing (context) byRECOGNISING that division can result in a remainder expressed as a whole number, fraction, or decimal.We are EXPLORING /Focusing (context) by LOCATING on a number line, that fractions and decimals occur between integers, and negative numbers are to the left of 0.We are EXPLORING /Focusing context) by RECOGNISING that positive and negative numbers can be added and subtracted. We are EXPLORING/Focusing (context)by displaying culturally responsive and sustaining mathematical thinking
Pono: Active Citizenship
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Kia ora! This week we...
Context:
Paearu Angitu (Success Criteria): I can...
Hei Mahi (Activities):
- Work on assessment
- Look at the sample
- Work on the spreadsheet activity
- Mahi Kāinga (Maths buddy /Assessment):
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Kia Ora..Week 9 Assessment Submission
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING/Focusing (context)by displaying culturally responsive and sustaining mathematical thinkingWe are EXPLORING/Focusing (context) by IDENTIFYING that decimals continue the place-value system using negative powers of ten.We are EXPLORING/Focusing (context) by IDENTIFYING that multiplying a positive number by a number between 0 and 1 results in an answer smaller than the original number.We are EXPLORING /Focusing (context) by RECOGNISING that division can result in a remainder expressed as a whole number, fraction, or decimal.We are EXPLORING/Focusing (context) by IDENTIFYING that on a number line, fractions and decimals occur between integers, and negative numbers are to the left of 0.We are EXPLORING /Focusing (context) by IDENTIFYING that positive and negative numbers can be added and subtracted.We are EXPLORING /Focusing (context) by RECOGNISING decimals and understand that they continue the place-value system using negative powers of ten.We are EXPLORING /Focusing (context) by IDENTIFYING that multiplying a positive number by a number between 0 and 1 results in an answer smaller than the original number.We are EXPLORING/Focusing (context) byRECOGNISING that division can result in a remainder expressed as a whole number, fraction, or decimal.We are EXPLORING /Focusing (context) by LOCATING on a number line, that fractions and decimals occur between integers, and negative numbers are to the left of 0.We are EXPLORING /Focusing context) by RECOGNISING that positive and negative numbers can be added and subtracted. We are EXPLORING/Focusing (context)by displaying culturally responsive and sustaining mathematical thinking
Pono: Active Citizenship
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Kia Ora Week 10
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING/Focusing (context)by displaying culturally responsive and sustaining mathematical thinkingWe are EXPLORING/Focusing (context) by IDENTIFYING that decimals continue the place-value system using negative powers of ten.We are EXPLORING/Focusing (context) by IDENTIFYING that multiplying a positive number by a number between 0 and 1 results in an answer smaller than the original number.We are EXPLORING /Focusing (context) by RECOGNISING that division can result in a remainder expressed as a whole number, fraction, or decimal.We are EXPLORING/Focusing (context) by IDENTIFYING that on a number line, fractions and decimals occur between integers, and negative numbers are to the left of 0.We are EXPLORING /Focusing (context) by IDENTIFYING that positive and negative numbers can be added and subtracted.We are EXPLORING /Focusing (context) by RECOGNISING decimals and understand that they continue the place-value system using negative powers of ten.We are EXPLORING /Focusing (context) by IDENTIFYING that multiplying a positive number by a number between 0 and 1 results in an answer smaller than the original number.We are EXPLORING/Focusing (context) byRECOGNISING that division can result in a remainder expressed as a whole number, fraction, or decimal.We are EXPLORING /Focusing (context) by LOCATING on a number line, that fractions and decimals occur between integers, and negative numbers are to the left of 0.We are EXPLORING /Focusing context) by RECOGNISING that positive and negative numbers can be added and subtracted. We are EXPLORING/Focusing (context)by displaying culturally responsive and sustaining mathematical thinking
Pono: Active Citizenship
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING/Focusing (context)by displaying culturally responsive and sustaining mathematical thinkingWe are EXPLORING/Focusing (context) by IDENTIFYING that decimals continue the place-value system using negative powers of ten.We are EXPLORING/Focusing (context) by IDENTIFYING that multiplying a positive number by a number between 0 and 1 results in an answer smaller than the original number.We are EXPLORING /Focusing (context) by RECOGNISING that division can result in a remainder expressed as a whole number, fraction, or decimal.We are EXPLORING/Focusing (context) by IDENTIFYING that on a number line, fractions and decimals occur between integers, and negative numbers are to the left of 0.We are EXPLORING /Focusing (context) by IDENTIFYING that positive and negative numbers can be added and subtracted.We are EXPLORING /Focusing (context) by RECOGNISING decimals and understand that they continue the place-value system using negative powers of ten.We are EXPLORING /Focusing (context) by IDENTIFYING that multiplying a positive number by a number between 0 and 1 results in an answer smaller than the original number.We are EXPLORING/Focusing (context) byRECOGNISING that division can result in a remainder expressed as a whole number, fraction, or decimal.We are EXPLORING /Focusing (context) by LOCATING on a number line, that fractions and decimals occur between integers, and negative numbers are to the left of 0.We are EXPLORING /Focusing context) by RECOGNISING that positive and negative numbers can be added and subtracted. We are EXPLORING/Focusing (context)by displaying culturally responsive and sustaining mathematical thinking
Pono: Active Citizenship
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School Holidays
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School Holidays
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Kia ora! This week we...
Context: We are continuing from last term for this week
Paearu Angitu (Success Criteria): I can...
- Working on Two Way Tables - 2 lessons
- Tree Diagram - Two lessons
Hei Mahi (Activities):
- Watch the video on Day one
- complete the worksheet up to reading two-way tables
- Watch the Video on Day Two and complete the work to fill in the two-way tables.
- Introduction to tree diagrams - Watch the video - complete the work
Mahi Kāinga (Homework/Further Learning):
- Maths Buddy and Education Perfect
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EXPLORE / TŪHURA learning intentions:
- We are Exploring shape and space Within a range of meaningful contexts, students should be able to apply the skills to be able to work on their art work:• use the angle properties of parallel lines and explain the reasoning involved; • apply the symmetry and angle properties of polygons; • use the angle between a tangent and radius property, and the angle-in-a-semicircle property
Awhinatanga: Culturally Connected
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Week Two 6th May to 12th May
Kia ora! This week we...
Context: Write here... eg. 'Kainga Waewae'& Our Whānau, Our Home!
MHJC Values:Write here... eg. Awhinatanga/Compassion: Positive partnerships
Paearu Angitu (Success Criteria): I can...
- Write here
- Write here
Hei Mahi (Activities):
- Write here
- Write here
- Write here
Mahi Kāinga (Homework/Further Learning):
- Write here
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EXPLORE / TŪHURA learning intentions:
- We are Exploring shape and space Within a range of meaningful contexts, students should be able to apply the skills to be able to work on their art work:• use the angle properties of parallel lines and explain the reasoning involved; • apply the symmetry and angle properties of polygons; • use the angle between a tangent and radius property, and the angle-in-a-semicircle property
Awhinatanga: Culturally Connected
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FOCUS / ARONGA learning intentions:
- We are FOCUSING...on writing the concept behind my piece of artwork. .Draw conclusion- I can explain different geometrical links or hononga ( connection) with the art work we created as a Ropu -group
Awhinatanga: Culturally Connected
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FOCUS / ARONGA learning intentions:
- We are FOCUSING...on writing the concept behind my piece of artwork. .Draw conclusion- I can explain different geometrical links or hononga ( connection) with the art work we created as a Ropu -group
Awhinatanga: Culturally Connected
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING...to look up for different ideas to draw from my own culture and from Maori and Pasifika culture find the similarities and differences so that we can...create our own peice of artwork
Awhinatanga: Culturally Connected
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING...to look up for different ideas to draw from my own culture and from Maori and Pasifika culture find the similarities and differences so that we can...create our own peice of artwork
Awhinatanga: Culturally Connected
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REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING...Through building knowledge about contexts and drawing on mathematical and statistical practices, I am deepening my understanding that: through art we learn to start our own enterprise.
Awhinatanga: Culturally Connected
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Kia ora! This week we...
Context: Write here... eg. 'Kainga Waewae'& Our Whānau, Our Home!
Paearu Angitu (Success Criteria): I can...use the given coordinate points to translate an object
- Work on translations
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- Exam Topics
Number- Fraction, decimal, percentage, profit & loss, discounts,ratio
Geometry- Parallel lines, angles in different polygons, angle rules, transformation
Measurement- Volume of prisms, unit conversions
Hei Mahi (Activities):
- Write here
- Write here
- Write here
Mahi Kāinga (Homework/Further Learning):
- Write here
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING...Through building knowledge about contexts and drawing on mathematical and statistical practices, I am deepening my understanding that: through art we learn to start our own enterprise.
Awhinatanga: Culturally Connected
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REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING...Through building knowledge about contexts and drawing on mathematical and statistical practices, I am deepening my understanding that: through art we learn to start our own enterprise.
- We are reflecting and concluding our learning using Maori Art work to connect our ideas with Geometry.
Awhinatanga: Culturally Connected
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Assessment completion.
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School Holidays
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EXAM TOPICS
CAT on EP
Topic
Year9
Number- Fraction, decimal, percentage, profit & loss, discounts,ratio
Geometry- Parallel lines, angles in different polygons, angle rules, transformation
Measurement- Volume of prisms, unit conversions, Transformations
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING skills to work on statistical investigation
- We are EXPLORING different ways to display data
- We are EXPLORING finding different averages
Pono: Digital Citizenship
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Kia ora! This week we are looking at the context ideas
Paearu Angitu (Success Criteria): I can...
- Write here
- Write here
Hei Mahi (Activities):
- Calculate the mean, mode, and median of a set of data.
- Identify the appropriate average to use in different situations.
- Discuss Population and Sample
- Use the booklet to write your answers
- Calculate the mean, mode, and median of a set of data.
Lesson 1 :Define and understand the concepts of mean, mode, and median.
Lesson 2 : Discuss what is a PPDAC cycle
Lesson 3 : Look at Population and Sample
Activities:
Mahi Kāinga (Homework/Further Learning):
- Maths Buddy
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING skills to work on statistical investigation
- We are EXPLORING different ways to display data
- We are EXPLORING finding different averages
Pono: Digital Citizenship
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING skills to work on statistical investigation
- We are EXPLORING different ways to display data
- We are EXPLORING finding different averages
Pono: Digital Citizenship
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING skills to work on statistical investigation
- We are EXPLORING different ways to display data
- We are EXPLORING finding different averages
Pono: Digital Citizenship
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING skills to work on statistical investigation
- We are EXPLORING different ways to display data
- We are EXPLORING finding different averages
Pono: Digital Citizenship
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Week 4
- Hei Mahi (Activities):
- Work from Introduction to Data
- Collect information from this
- Use the given information ( I will download for you )
- working on scatter plot and correlation
- Write here
Mahi Kāinga (Homework/Further Learning):
- Education Perfect and Numeracy Certificate for your homework.
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on collecting data from olympics players to draw conclusion
- We are FOCUSING on collecting information on the area and different measuring tools used to develop understanding of olympics village structure.
- Focusing on investigating
- GDP vs. Total Medals: A scatter plot to investigate the relationship between a country's GDP and the total number of medals won.
- Population vs. Total Medals: A scatter plot to see if there is a correlation between a country’s population and its success in the Olympics.
- Number of Athletes vs. Medals: A scatter plot to analyse if the number of athletes a country sends to the Olympics correlates with the number of medals won.
Pono: Digital Citizenship
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Kia ora! This week we...
Context: Kotahitanga !
MHJC Values:Write here... eg. Awhinatanga/Compassion: Positive partnerships
Paearu Angitu (Success Criteria): I can...
- Complete scatter plots
- Introduction to Box and whisker investigation and writing analysis
Scatter Plots:
GDP vs. Total Medals: A scatter plot to investigate the relationship between a country's GDP and the total number of medals won.
Population vs. Total Medals: A scatter plot to see if there is a correlation between a country’s population and its success in the Olympics.
Number of Athletes vs. Medals: A scatter plot to analyse if the number of athletes a country sends to the Olympics correlates with the number of medals won.
Hei Mahi (Activities):
- Education Perfect
- Use of Codap and NZ grapher ( Using the box whisker values)
Mahi Kāinga (Homework/Further Learning):
- Education Perfect
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on collecting data from olympics players to draw conclusion
- We are FOCUSING on collecting information on the area and different measuring tools used to develop understanding of olympics village structure.
- Focusing on investigating
- GDP vs. Total Medals: A scatter plot to investigate the relationship between a country's GDP and the total number of medals won.
- Population vs. Total Medals: A scatter plot to see if there is a correlation between a country’s population and its success in the Olympics.
- Number of Athletes vs. Medals: A scatter plot to analyse if the number of athletes a country sends to the Olympics correlates with the number of medals won.
Pono: Digital Citizenship
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EXPLORE / TŪHURA learning intentions:
- Part One
- We are EXPLORING skills to work on statistical investigation
- We are EXPLORING different ways to display data
- We are EXPLORING finding different averages
- Part Two
- We are EXPLORING skills to work on unit conversions of TIME, MASS, LENGTH and LiQUIDS
- Calculate areas of simple shapes and composite shapes.
Pono: Digital Citizenship
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EXPLORE / TŪHURA learning intentions:
- Part One
- We are EXPLORING skills to work on statistical investigation
- We are EXPLORING different ways to display data
- We are EXPLORING finding different averages
- Part Two
- We are EXPLORING skills to work on unit conversions of TIME, MASS, LENGTH and LiQUIDS
- Calculate areas of simple shapes and composite shapes.
Pono: Digital Citizenship
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EXPLORE / TŪHURA learning intentions:
- Part One
- We are EXPLORING skills to work on statistical investigation
- We are EXPLORING different ways to display data
- We are EXPLORING finding different averages
- Part Two
- We are EXPLORING skills to work on unit conversions of TIME, MASS, LENGTH and LiQUIDS
- Calculate areas of simple shapes and composite shapes.
Pono: Digital Citizenship
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EXPLORE / TŪHURA learning intentions:
- Part 1
- We are EXPLORING... to recognise and label the x-axis and y-axis and find point of origin
- We are EXPLORING...to locate and how to plot points given their coordinates (x, y)
- We are EXPLORING...to Understand what makes a graph linear and Identify patterns in ordered pairs that form straight lines
- Part 2
- We are EXPLORING... define and calculate the slope of a line using the formula Y2-y1/x2-x1
- We are EXPLORING... to write and interpret equations of linear graphs
Ako: Learning and Thinking Strategy
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EXPLORE / TŪHURA learning intentions:
- Part 1
- We are EXPLORING... to recognise and label the x-axis and y-axis and find point of origin
- We are EXPLORING...to locate and how to plot points given their coordinates (x, y)
- We are EXPLORING...to Understand what makes a graph linear and Identify patterns in ordered pairs that form straight lines
- Part 2
- We are EXPLORING... define and calculate the slope of a line using the formula Y2-y1/x2-x1
- We are EXPLORING... to write and interpret equations of linear graphs
Ako: Learning and Thinking Strategy
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Enter text here...
EXPLORE / TŪHURA learning intentions:
- Part 1
- We are EXPLORING... to recognise and label the x-axis and y-axis and find point of origin
- We are EXPLORING...to locate and how to plot points given their coordinates (x, y)
- We are EXPLORING...to Understand what makes a graph linear and Identify patterns in ordered pairs that form straight lines
- Part 2
- We are EXPLORING... define and calculate the slope of a line using the formula Y2-y1/x2-x1
- We are EXPLORING... to write and interpret equations of linear graphs
Ako: Learning and Thinking Strategy
Enter text here...
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Enter text here...
EXPLORE / TŪHURA learning intentions:
- Part 1
- We are EXPLORING... to recognise and label the x-axis and y-axis and find point of origin
- We are EXPLORING...to locate and how to plot points given their coordinates (x, y)
- We are EXPLORING...to Understand what makes a graph linear and Identify patterns in ordered pairs that form straight lines
- Part 2
- We are EXPLORING... define and calculate the slope of a line using the formula Y2-y1/x2-x1
- We are EXPLORING... to write and interpret equations of linear graphs
Ako: Learning and Thinking Strategy
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... to Identify and Define Like Terms so that we can we can simplify Expressions by Combining Like Terms.
- We are PLANNING..to understand the Structure of an Algebraic Equation so that we can Solve Simple Algebraic Equations
- We are planning to expand and factorise Expand Single Brackets so that we can use simple real-world problems to model algebraic equations, such as calculating costs or distances
Ako: Learning and Thinking Strategy
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... to Identify and Define Like Terms so that we can we can simplify Expressions by Combining Like Terms.
- We are PLANNING..to understand the Structure of an Algebraic Equation so that we can Solve Simple Algebraic Equations
- We are planning to expand and factorise Expand Single Brackets so that we can use simple real-world problems to model algebraic equations, such as calculating costs or distances
Ako: Learning and Thinking Strategy
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Enter text here...
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... to Identify and Define Like Terms so that we can we can simplify Expressions by Combining Like Terms.
- We are PLANNING..to understand the Structure of an Algebraic Equation so that we can Solve Simple Algebraic Equations
- We are planning to expand and factorise Expand Single Brackets so that we can use simple real-world problems to model algebraic equations, such as calculating costs or distances
Ako: Learning and Thinking Strategy
Enter text here...
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Enter text here...
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... to Identify and Define Like Terms so that we can we can simplify Expressions by Combining Like Terms.
- We are PLANNING..to understand the Structure of an Algebraic Equation so that we can Solve Simple Algebraic Equations
- We are planning to expand and factorise Expand Single Brackets so that we can use simple real-world problems to model algebraic equations, such as calculating costs or distances
Ako: Learning and Thinking Strategy
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