7W1 Mathematics
Weekly outline
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Kia ora
A warm welcome to all my maths and science students in Y7W2. My name is Mr. Hishey and if you want to email me my email is thishey@mhjc.school.nz
For maths it is super important to recall your times table upto 12 x12 under 6 minutes. We will be revising our timestables for all students. Please practise this at home everyday till you are upto speed.
I am attaching the photo of the class whiteboard with the learning intention and the success criteria and the tasks completed during session. Please copy this in your Maths exercise books. I will check your books and mark them.
You will need to get the small maths HW exercise book as your class diary. Please bring this to school everyday. This book will help you and your parents about HW and other tasks for the week.
Success Criteria: I can/have...
- Make 1 hour of learning at home everyday into a habit like brushing your teeth in the morning. Try from 6am to 7am.
Activities:
- Copy the image above onto your Maths exercise book.
- Read and understand how we learn.
- Remember by recalling and retelling to your parents and teachers everyday.
Follow Up Tasks:
1. Brush up your timestable work to be completed under 6 mins upto 12x12.2. Revisit your number line work. close your book and see if you can recall what you have learnt.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... the number line by identifying the properties of numbers, the application of integers and the functions of the operational signs while solving problems in context
- We are EXPLORING... the invariant properties of figures and objects under transformations by way of reflection, rotation, translation, and enlargement
- We are EXPLORING...metric units for length, area, volume and capacity, weight (mass), temperature, angle, and time by the use appropriate scales, devices, and metric units for length, area, volume and capacity, weight (mass), temperature, angle, and time
- We are EXPLORING... communicate and interpret locations and directions by using compass directions, distances, and grid references
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W3. Kia ora Tatou
I hope you had an exciting week.
New learning can be divided into three stages. Creating new learning, practising and operating at this level till mastery and transforming learning to a higher level by applying to solve problems.
Each session: 1. Warm up with revision of work learned. ( Also: End of week checks to know how well you have learned).
2. WALT/ SC: group activity - using materials/imaging/ number work - understanding and remembering.
3. making connections -How and Why? e.g. If 2+2+2=6, then 3x2=6, then 6/3=2, then 6/2=3, so 1/3 of 6 must be 2.
4. applying - asking questions to solve a problem, solving problems in context - using GREAT Ako ( will explain AKO)
5. Transforming - creating a rule, a shortcut, using letters to represent numbers as in algebra eg. LxW = Area, 4X4 is the same as 4^2, which is a^2 when a=4. algebraic reasoning.
6. Using a circle as a resource tool to make meaning of maths and science. Embedded in a circle is hidden most of the rules students can apply to solve measurement of angles, coordinates, Pi, trig functions, linear equations, Pythagoras' rule, 2 D shapes, directions, quadratic equation, graphs to solve problems in science, maths and stats.
Learning Intention:
- understand the history of our counting system - Introduction, how it all began
- make meaning of numbers - classify, describe numbers used for only counting and how it is used
- create meaning of numbers - explain, recreate - how counting numbers transformed
- create a mindmap of the Number system, number line, the big picture, set the scene, explore
- connect types of numbers according to their properties - challenge eg. fractions, whole numbers, integers, etc.
- practice basic facts, times tables instant recall under 6 mins
- Use number line for integers, add, sub, multiply, divide,
- Use number line as x and y axis for graphs, circles and angles
- apply integers for money owing, temp, graphs, below sea level
- measurement, units,
- shapes 2D, 3D, Golden ratio
- Transformation- tessellation, translation, enlargement, rotation, translation
- direction and bearing
Success Criteria:
know decimal counting means counting using 10 fingers - Dec means 10 in Latin
Know how Roman numerals were formed, it's limitation
know digits as single numbers from 1 to 9 and zero
identify digits as numbers
identify numbers as digits
identify digits as whole numbers
identify whole numbers as counting numbers
identify counting numbers as discrete
identify whole negative, zero and positive numbers as integers
know zero as place holder
know value of a digit represent the angles in its shape
definition of a straight line
number line, place value, less than , greater than, integers
number line as x axis and y axis on graph
x, y, axis = 90 degrees intro to angles
total x + y axis = 360 degrees = circle intro
circle = planet Earth, x,y = equator, prime meridian
planet Earth circle = magnetic compass = direction= bearing
bearing = sun, night sky, latitude, longitude, time difference, tropic of Cancer, Capricorn, equinox, solstice, seasons
Basic facts: add, sub, multiply divide
odd, even, prime, composite, factors, multiples, simplify
time table x12 (> 6mins)
identify natural numbers
identify whole numbers
identify integers
identify real numbers
Basic facts:
square, cube of a number
add subtract integers
timetables: (6mins)
integer applications
identify rational numbers - ratio
simplify fractions
identify irrrational numbers - Pi, square root of all non perfect squares eg square root of 5
square root
solve numerical problems
Basic facts: divide, multiply integers
timestables: (<6mins)
understand how numbers transform into decimals, fractions,percentages, scientific notations, ratio, significant figures, integers, equivalent fraction
solve word problems
create questions and solve it in context
timestables: (<4mins)
Golden ratio connect to art
Activities:
- Review last week's history of number and HW times tables check.
- Do now: Times table check. x12 under 6 mins. Should be everyone's goal by the end of Week 3.
- 1,2,3, how the digits got its shape, meaning behind everything in maths - understand meaning, understand maths
- Number line: integers, <,>, =, zero, application - temp, depth, money, graphs
- Odd/even/ prime, composite numbers
- factors and multiples - HCF, LCM, give examples of its application in simplifying fractions and adding subtracting fractions with different denominators
- Prior Knowledge - what it means and why it is the key to success - phone grid example of knowledge and strategy
- 10,000 hours! to gain mastery - @2 hours /day.
Further Learning:
HW: Timestable learn 2, 5, 10 then, 4. Next: 11. Next: 3. Then 6, 8, 9, 12, 71. In groups brainstorm as many uses of number as you can
2. Mastery number line
4. review past week's mindmap and focus on gaps in learning
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WALT: review and recall last year’s 6 maths knowledge and strategy to solve new problems in context.
Task:
1. Please complete yesterday’s question bank in Mathsbuddy.
2. Make sure you open your report and upload the report. The report will indicate your year 6 gaps in maths that needs to be covered by me.
3. Copy the questions you got wrong in your maths exercise book with the right answer given. Now get a friend and work backwards from solution to the question ( reverse engineering method) analyzing, understanding and remembering.
SC: 1. Answer all the questions in the Question Bank.
2. Copy the questions you got wrong in your maths book with its given solutions
3. Work from answer towards the question step by step with a friend to make sense
4. Incomplete during session? Please do this at home.
Evaluate: we will review this in groups having similar gaps during session and using Mathsbuddy for more practise to get it right.
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Kia ora
Please refer to the mindmap below as a reference to where our learning is taking as. It will act as a map to see the connections between different learning areas. We can then explore ideas and options and begin to focus later on the what is really important towards achieving our goals.
Success Criteria: I can/have...
- make sense of the big picture and begin to connect our learning towards a common goal.
- Make sense of GREAT AKO, the learning intentions and the success criteria
- unpack AKO - Explore, focus, plan and Do,evaluate.
Activities:
- Shapes 2D 3D, angles, degrees, protractor work on mathsbuddy.
- Transformation - introduction, translation, rotation, reflection, enlargement, tessellation, fractals on Mathsbuddy and education perfect
- screenshots of challenging tasks on desktop folder
- Teacher and expert other to assist on solutions in session.
Follow Up Tasks:
1. Think of how you might be applying transformation and measurements to your visual arts. -
Kia ora
As discussed in class -
Success Criteria: I can/have...
- Manage self with my classwork at home by following the new planning structure as discussed in class. ( see image above).
- A bank of unanswered questions as screenshots to be helped with during session.
- Application of learning to help create an outcome
Activities:
- Headphones with device charged and ready to learn
- Exercise book, pencil
- Unpack bank of questions requiring help
Follow Up Tasks:
1. 15 mins of maths buddy and ed perfect everyday. -
Kia ora
Success Criteria: I can/have...
- Before: (Explore) at home using Mathsbuddy and EP: the invariant properties of figures and objects under transformations (reflection, rotation, translation, enlargement, measurement, angles and fractals. Take screenshots of tasks that require my help.
- During: : In class: (Focus): Work on screenshots that require my help.
- After: (Plan and Do): Application of knowledge to create artwork in Global studies.
Activities:
- Weekly set tasks in Mathsbuddy Sun to Sun.
- Weekly set tasks from Wed to Wed.
- Screenshots of unanswered questions
- Solving unanswered questions during session from screenshots
- Designing a plan for GS art.
Follow Up Tasks:
1. Think of how might we apply our maths learning of transformation to design a logo for global studies. -
Kia ora
Success Criteria: I can/have...
- Before: (Explore) at home using Mathsbuddy and EP: the invariant properties of figures and objects under transformations (reflection, rotation, translation, enlargement, measurement, angles and fractals. Take screenshots of tasks that require my help.
- During: : In class: (Focus): Work on screenshots that require my help.
- After: (Plan and Do): Application of knowledge to create artwork in Global studies.
Activities:
- Weekly set tasks in Mathsbuddy Sun to Sun.
- Weekly set tasks from Wed to Wed.
- Screenshots of unanswered questions
- Solving unanswered questions during session from screenshots
- Designing a plan for GS art.
Follow Up Tasks:
1. Think of how might we apply our maths learning of transformation to design a logo for global studies.
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Term break.
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Term break.
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Kia ora
Welcome back to T2. I will be emailing you daily your timetable and the Googlemeet link for the session.
Success Criteria: I can/have...
- understand how angles are created
- identify angles
- angles on a straight line - rule 1.
- angles in a circle - rule 2.
- Parallel lines - application of the rule 1 and 2 of angles.
- Using angles for direction, location, bearing
Activities:
- Mathsbuddy - weekly tasks.
- Ed perfect - maths weekly tasks.
- Online sessions - please follow your timetable
Follow Up Tasks:
1. Create a folder with challenging work where I can help you with one on one. Share during online conference with me. I can work it out on the whiteboard.
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T2 W2:
Kia ora
Good morning all
20/ 4Morning Mindfulness: 10 minutes. Close your eyes and relax. sit still. Focus on your breath.S1. 8:45 - 9: 30 am 7W1 Maths:Walt: answer the question Why? using mathematical reasoningActivity: Revisit last lesson on angles, parallel linesDo Now: answer question on angles and parallel linesSC: Create mathematical rules using your reasoning from angles and parallel lines21/4
S3. 7W1 maths: 11:00 - 12:00 noonWalt: answer the question Why? using mathematical reasoningActivity: Revisit last lesson on angles, parallel linesDo Now: answer question on angles and parallel linesSC: Create mathematical rules using your reasoning from angles and parallel lines
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Good morning all
Welcome to my online classroom.
8:30 - 8:45. Wellbeing - Sit with a straight back. Close eyes. Relax. Pay attention to your breathing. This allows your mind to stay focused in the present moment. It is only in the present moment that the brain can learn.Check your email daily at 8:30 am for your timetable and lesson plan.LI: Draw, identify, classify and measure quadrilaterals and discover mathematical rules for interior angles, perimeter, area, congruency, diagonals, vertices, sides, lines of symmetry, parallel linesPrevious lessons: use reasoning to figure out mathematical ideas and concepts.Task: Warm up : maths buddy tasks 10 mins/ solving difficult questionsDo now. solving problems from last lesson 10 minsFocus: Today's Lesson: draw and Identify side lengths, angles, perimeter and area, interior angles sum, vertex, lines of symmetry, mirror line, congruent lengths and shapesSC: On task with weekly Mathsbuddy HWI can: Green means most students who attended online classes have completed learning.- draw a square and describe a square as a quadrilateral and a 2 D shape
- measure side lengths, use single slashes for equal length
- add measurement of lengths to calculate perimeter, create a rule
- draw the 4 lines of symmetry
- identify diagonals, perpendicular, horizontal lines
- identify two congruent triangles created by the diagonal line
- bisect - meaning, identify, measure bisected lengths
- measure interior angles as right angles, sum as 360 degrees
- measure area in square cms, create a rule -
- Transfer mastery of learning of square to rhombus - as pushed square on its side
- transfer mastery of learning of square to rectangle
- transfer mastery of learning of rectangle to parallelogram
- transfer mastery of learning of parallelogram to trapezium
- transfer mastery of learning of all of the above to Kite
Follow up: Commit lesson to memory. Practise, practise, practise. Then we build on it. - Mathsbuddy - Weekly Sun - Sun. Difficult tasks to be shared with me as instructed for help.
- Education perfect - weekly tasks, Maths from Wed to Wed.
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Good morning all
Welcome to my online classroom.
8:30 - 8:45. Wellbeing - Sit with a straight back. Close eyes. Relax. Pay attention to your breathing. This allows your mind to stay focused in the present moment. It is only in the present moment that the brain can learn.Check your email daily at 8:30 am for your timetable and lesson plan.LI: Draw, identify, classify and measure quadrilaterals and discover mathematical rules for interior angles, perimeter, area, congruency, diagonals, vertices, sides, lines of symmetryPrevious lessons: identified and drawn quadrilaterals - 4 sided shapes - squares, rectangles, Rhombus, trapezium, kite, Parallelogram.Task: Warm up : maths buddy tasks 10 mins/ solving difficult questionsDo now. solving problems from last lesson 10 minsFocus: Today's Lesson: describe, side lengths, angles, perimeter and area, interior angles sum, vertex, lines of symmetry, mirror line, congruent lengths, interior angles and shapesSC: On task with weekly Mathsbuddy HWI can: Green means most students who attended online classes have completed learning.- draw a square and describe a square as a quadrilateral and a 2 D shape
- measure side lengths, use single slashes for equal length
- add measurement of lengths to calculate perimeter, create a rule
- draw the 4 lines of symmetry
- identify diagonals, perpendicular, horizontal lines
- identify two congruent triangles created by the diagonal line
- bisect - meaning, identify, measure bisected lengths
- measure interior angles as right angles, sum as 360 degrees
- measure area in square cms, create a rule -
- Transfer mastery of learning of square to rhombus - as pushed square on its side
- transfer mastery of learning of square to rectangle
- transfer mastery of learning of rectangle to parallelogram
- transfer mastery of learning of parallelogram to trapezium
- transfer mastery of learning of all of the above to Kite
Follow up: Commit lesson to memory. Practise, practise, practise. Then we build on it. - Mathsbuddy - Weekly Sun - Sun. Difficult tasks to be shared with me as instructed for help.
- Education perfect - weekly tasks, Maths from Wed to Wed.
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Good morning all
Welcome to my online classroom.
8:30 - 8:45. Wellbeing - Sit with a straight back. Close eyes. Relax. Pay attention to your breathing. This allows your mind to stay focused in the present moment. It is only in the present moment that the brain can learn.Check your email daily at 8:30 am for your timetable and lesson plan.LI: Draw, identify, classify and measure quadrilaterals and discover mathematical rules for interior angles, perimeter, area, congruency, diagonals, vertices, sides, lines of symmetryPrevious lessons: identified and drawn quadrilaterals - 4 sided shapes - squares, rectangles, Rhombus, trapezium, kite, Parallelogram - describe, side lengths, angles, perimeter and area, interior angles sum, vertex, lines of symmetry, mirror line, congruent lengths, angles and shapesTask: Warm up : maths buddy tasks 10 mins/ solving difficult questionsDo now. solving problems from last lesson 10 minsFocus: Today's Lesson: Mastery of square. Learning everything about the square.SC: On task with weekly Mathsbuddy HW- The square - I can: Green means most students who attended online classes have completed learning.- draw a square and describe a square as a quadrilateral and a 2 D shape
- measure side lengths, use single slashes for equal length
- add measurement of lengths to calculate perimeter, create a rule
- draw the 4 lines of symmetry
- identify diagonals, perpendicular, horizontal lines
- identify two congruent triangles created by the diagonal line
- bisect - meaning, identify, measure bisected lengths
- measure interior angles as right angles, sum as 360 degrees
- measure area in square cms, create a rule -
- Transfer mastery of learning of square to rhombus - as pushed square on its side
- transfer mastery of learning of square to rectangle
- transfer mastery of learning of rectangle to parallelogram
- transfer mastery of learning of parallelogram to trapezium
- transfer mastery of learning of all of the above to Kite
Follow up: Commit lesson to memory. Practise, practise, practise. Then we build on it. - Mathsbuddy - Weekly Sun - Sun. Difficult tasks to be shared with me as instructed for help.
- Education perfect - weekly tasks, Maths from Wed to Wed.
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Term 2 Week 6 This term has 12 weeks.
Kia ora
Welcome back to school for Term 2 Week 6. This term has 12 weeks. So we have 7 weeks of school left for Term 2.
LI: Managing self. Completing Distance learning tasks. Please open your email and in your inbox you will find a spreadsheet in Google classroom. Please read carefully and begin ticking the boxes after you have completed the tasks mentioned in the spreadsheet.
Success Criteria: I can/have...
- I can: manage myself by monitoring my work by:
- completing all maths buddy tasks set during distance learning
- complete all Maths Ed Perfect tasks set during distance learning
- show evidence of my work done during distance learning in Maths in my maths book
- describe and explain my mastery of the square
Activities:
- Refer to the spreadsheet in Google classroom and begin completing all incomplete work
- Tick the boxes in the spreadsheet as and when the tasks are completed
- Ask for help from me or other students for completion of tasks.
Follow Up Tasks:
For students who have complete all pending tasks:1. In your group - introduction to statistics.
LI: Managing self/ stats - PPDAC cycle
Days Group 1 Group 2 Group 3 Evaluation Mon PPDAC: Pose question complete distance learning complete distance learning Tue Fri -
Term 2 Week 7. This term has 12 weeks.
Kia ora
LI: Managing self. Completing Distance learning tasks. Please open your email and in your inbox you will find a spreadsheet in Google classroom. Please read carefully and begin ticking the boxes after you have completed the tasks mentioned in the spreadsheet.
LI: Focus: Collaboration of maths, The arts, Global studies and English. The application of Transformation of figures and objects using its invariant properties to describe our identity and our place.
Success Criteria: I can/have...
- I can: manage myself by monitoring my work by:
- completing all maths buddy tasks set during distance learning
- complete all Maths Ed Perfect tasks set during distance learning
- show evidence of my work done during distance learning in Maths in my maths book
- describe and explain my mastery of the square
- drawing figures on cardboard panels to show examples of symmetry rotational and point, translation, enlargement, tessellation, fractals describing our place and our identity.
Activities:
- Refer to the spreadsheet in Google classroom and begin completing all incomplete work
- Tick the boxes in the spreadsheet as and when the tasks are completed
- Ask for help from me or other students for completion of tasks.
- Draw, colour, cut and paste figures and shapes under transformation.
- On completion check that all the success criteria points have been met.
- Print the school logo, your name and class and publish on the class wall along with your English, Art and Global studies.
Follow Up Tasks:
For students who have complete all pending tasks:1. Checking Math art.
LI: Managing self/ stats - PPDAC cycle
Days Group 1 Group 2 Group 3 Evaluation Mon Math art
Complete, teacher feedback,
Colour,complete distance learning complete distance learning Students need to revisit their maths term 1 work on transformation Tue continue with Math art Math art
Complete, teacher feedback,
Colour,complete distance learning Fri Continue with maths art. Math art
Complete, teacher feedback,
Colour,Math art
Complete, teacher feedback,
Colour,
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Term 2 Week 8. This term has 12 weeks.
Kia ora
LI: Focus: Collaboration of maths, The arts, Global studies and English. The application of Transformation of figures and objects using its invariant properties to describe our identity and our place.
Success Criteria: I can/have...
- I can: manage myself by monitoring my work by:
- completing all maths buddy tasks set during distance learning
- complete all Maths Ed Perfect tasks set during distance learning
- show evidence of my work done during distance learning in Maths in my maths book
- describe and explain my mastery of the square
- drawing figures on cardboard panels to show examples of symmetry rotational and point, translation, enlargement, tessellation, fractals describing our place and our identity.
Activities:
- Refer to the spreadsheet in Google classroom and begin completing all incomplete work
- Tick the boxes in the spreadsheet as and when the tasks are completed
- Ask for help from me or other students for completion of tasks.
- Draw, colour, cut and paste figures and shapes under transformation.
- On completion check that all the success criteria points have been met.
- Print the school logo, your name and class and publish on the class wall along with your English, Art and Global studies.
Follow Up Tasks:
For students who have complete all pending tasks:1. Checking Math art.
Days Group 1 Group 2 Group 3 Evaluation Mon Math art
Complete, teacher feedback,
Colour,complete distance learning complete distance learning Students to evaluate their own work and where to next Tue Publish. Math art
Complete, teacher feedback,
Colour, publishMath art
Complete, teacher feedback,
Colour, publishStudents to make connections with collaboration and its importance Fri All maths art completed and published. All maths art completed and published All maths art completed and published Maths art graded.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... to investigate our fitness levels during Lockdown and post Lockdown
- We are EXPLORING... to pose a question in context and and unpack the PPDAC cycle
- We are EXPLORING... to plan for the investigation in collaborate with PE and Health
Collaboration with PE and Health:
Term 2 Week 9. This term has 12 weeks.
- We are EXPLORING... to unpack the PPDAC cycle and ask the question how might I use the data collected from your BEEP test?
Success Criteria: I can/have...
- connect stats with PE and Health
- unpack PPDAC cycle, ask a question, pose a problem in context, types of data
- create data table, collect data, data entry, clean data
- understand variables - independent, dependent, fixed ( control)
- make an equipment list and the method of investigation
- create graphs suitable for the investigation
- Analysis of the graphs - What I can see on the graph
- conclusion - answer the posed question using analysis - and my interpretation of it
- Application: How might my answer solve the posed problem in context and out of context?
- self evaluation PMIS - Plus, Minus, Interesting, Solution to the minus
Activities:
Days Group 1 Group 2 Group 3 Evaluation Mon explore stats
link with PE
PPDAC cycledata, data table, types of data, cleaning data bivariate, mutivariate data sets Tue data, data table, types of data, cleaning data bivariate, multivariate data sets Variables, independent, dependent, fixed Fri bivariate, mutivariate data sets Variables, independent, dependent, fixed Equipment required, list, method, graphs . Follow Up Tasks:
Complete classwork as Homework, Mathsbuddy and ED Perfect maths.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... to investigate our fitness levels during Lockdown and post Lockdown
- We are EXPLORING... to pose a question in context and and unpack the PPDAC cycle
- We are EXPLORING... to plan for the investigation in collaborate with PE and Health
Collaboration with PE and Health:
Term 2 Week 9. This term has 12 weeks.
- We are EXPLORING... to unpack the PPDAC cycle and ask the question how might I use the data collected from your BEEP test?
Success Criteria: I can/have...
- connect stats with PE and Health
- unpack PPDAC cycle, ask a question, pose a problem in context, types of data
- create data table, collect data, data entry, clean data
- understand variables - independent, dependent, fixed ( control)
- make an equipment list and the method of investigation
- create graphs suitable for the investigation
- Analysis of the graphs - What I can see on the graph
- conclusion - answer the posed question using analysis - and my interpretation of it
- Application: How might my answer solve the posed problem in context and out of context?
- self evaluation PMIS - Plus, Minus, Interesting, Solution to the minus
Activities:
Days Group 1 Group 2 Group 3 Evaluation Mon explore stats
link with PE
PPDAC cycledata, data table, types of data, cleaning data bivariate, mutivariate data sets Tue data, data table, types of data, cleaning data bivariate, multivariate data sets Variables, independent, dependent, fixed Fri bivariate, mutivariate data sets Variables, independent, dependent, fixed Equipment required, list, method, graphs . Follow Up Tasks:
Complete classwork as Homework, Mathsbuddy and ED Perfect maths.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... to investigate our fitness levels during Lockdown and post Lockdown
- We are EXPLORING... to pose a question in context and and unpack the PPDAC cycle
- We are EXPLORING... to plan for the investigation in collaborate with PE and Health
Collaboration with PE and Health:
Term 2 Week 9. This term has 12 weeks.
- We are EXPLORING... to unpack the PPDAC cycle and ask the question how might I use the data collected from your BEEP test?
Success Criteria: I can/have...
- connect stats with PE and Health
- unpack PPDAC cycle, ask a question, pose a problem in context, types of data
- create data table, collect data, data entry, clean data
- understand variables - independent, dependent, fixed ( control)
- make an equipment list and the method of investigation
- create graphs suitable for the investigation
- Analysis of the graphs - What I can see on the graph
- conclusion - answer the posed question using analysis - and my interpretation of it
- Application: How might my answer solve the posed problem in context and out of context?
- self evaluation PMIS - Plus, Minus, Interesting, Solution to the minus
Activities:
Days Group 1 Group 2 Group 3 Evaluation Mon explore stats
link with PE
PPDAC cycledata, data table, types of data, cleaning data bivariate, mutivariate data sets Tue data, data table, types of data, cleaning data bivariate, multivariate data sets Variables, independent, dependent, fixed Fri bivariate, mutivariate data sets Variables, independent, dependent, fixed Equipment required, list, method, graphs . Follow Up Tasks:
Complete classwork as Homework, Mathsbuddy and ED Perfect maths.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... to investigate our fitness levels during Lockdown and post Lockdown
- We are EXPLORING... to pose a question in context and and unpack the PPDAC cycle
- We are EXPLORING... to plan for the investigation in collaborate with PE and Health
Collaboration with PE and Health:
Term 2 Week 9. This term has 12 weeks.
- We are EXPLORING... to unpack the PPDAC cycle and ask the question how might I use the data collected from your BEEP test?
Success Criteria: I can/have...
- connect stats with PE and Health
- unpack PPDAC cycle, ask a question, pose a problem in context, types of data
- create data table, collect data, data entry, clean data
- understand variables - independent, dependent, fixed ( control)
- make an equipment list and the method of investigation
- create graphs suitable for the investigation
- Analysis of the graphs - What I can see on the graph
- conclusion - answer the posed question using analysis - and my interpretation of it
- Application: How might my answer solve the posed problem in context and out of context?
- self evaluation PMIS - Plus, Minus, Interesting, Solution to the minus
Activities:
Days Group 1 Group 2 Group 3 Evaluation Mon explore stats
link with PE
PPDAC cycledata, data table, types of data, cleaning data bivariate, mutivariate data sets Tue data, data table, types of data, cleaning data bivariate, multivariate data sets Variables, independent, dependent, fixed Fri bivariate, mutivariate data sets Variables, independent, dependent, fixed Equipment required, list, method, graphs . Follow Up Tasks:
Complete classwork as Homework, Mathsbuddy and ED Perfect maths.
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Term Break.
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Term Break.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... to investigate our fitness levels during Lockdown and post Lockdown
- We are EXPLORING... to pose a question in context and and unpack the PPDAC cycle
- We are EXPLORING... to plan for the investigation in collaborate with PE and Health
Collaboration with PE and Health:
Term 3. W1.
- We are EXPLORING... to unpack the PPDAC cycle and ask the question how might I use the data collected from your BEEP test?
Success Criteria: I can/have...
- connect stats with PE and Health
- unpack PPDAC cycle, ask a question, pose a problem in context, types of data
- create data table, collect data, data entry, clean data
- understand variables - independent, dependent, fixed ( control)
- make an equipment list and the method of investigation
- create graphs suitable for the investigation
- Create the PPDAC slides and begin filling in the slides
- Analysis of the graphs - What I can see on the graph
- conclusion - answer the posed question using analysis - and my interpretation of it
- Application: How might my answer solve the posed problem in context and out of context?
- self evaluation PMIS - Plus, Minus, Interesting, Solution to the minus
Activities:
Days Group 1 Group 2 Group 3 Evaluation Mon Column and histogram Column graph Column graph Tue Box and whsker graph
labelhistogram labels Variables, independent, dependent, fixed Fri Box and whisker graphs analysis histogram
analysisColumn graph
analysis.
Follow Up Tasks:
Complete classwork as Homework, Mathsbuddy and ED Perfect maths.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... to investigate our fitness levels during Lockdown and post Lockdown
- We are EXPLORING... to pose a question in context and and unpack the PPDAC cycle
- We are EXPLORING... to plan for the investigation in collaborate with PE and Health
Collaboration with PE and Health:
Term 3 Wk2.
- We are EXPLORING... to unpack the PPDAC cycle and ask the question how might I use the data collected from your BEEP test?
Success Criteria: I can/have...
- connect stats with PE and Health
- unpack PPDAC cycle, ask a question, pose a problem in context, types of data
- create data table, collect data, data entry, clean data
- understand variables - independent, dependent, fixed ( control)
- make an equipment list and the method of investigation
- create graphs suitable for the investigation
- Analysis of the graphs - What I can see on the graph
- conclusion - answer the posed question using analysis - and my interpretation of it
- Application: How might my answer solve the posed problem in context and out of context?
- self evaluation PMIS - Plus, Minus, Interesting, Solution to the minus
Activities:
Days Group 1 Group 2 Group 3 Evaluation Mon explore stats
link with PE
PPDAC cycledata, data table, types of data, cleaning data bivariate, mutivariate data sets Tue data, data table, types of data, cleaning data bivariate, multivariate data sets Variables, independent, dependent, fixed Fri bivariate, mutivariate data sets Variables, independent, dependent, fixed Equipment required, list, method, graphs .
Follow Up Tasks:
Complete classwork as Homework, Mathsbuddy and ED Perfect maths.
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Collaboration with PE and Health:
Term 3 Wk3.
- We are EXPLORING... to unpack the PPDAC cycle and ask the question how might I use the data collected from your BEEP test?
Success Criteria: I can/have...
- connect stats with PE and Health
- unpack PPDAC cycle, ask a question, pose a problem in context, types of data
- create data table, collect data, data entry, clean data
- understand variables - independent, dependent, fixed ( control)
- make an equipment list and the method of investigation
- create graphs suitable for the investigation
- Analysis of the graphs - What I can see on the graph
- conclusion - answer the posed question using analysis - and my interpretation of it
- Application: How might my answer solve the posed problem in context and out of context?
- self evaluation PMIS - Plus, Minus, Interesting, Solution to the minus
Activities:
Days Group 1 Group 2 Group 3 Evaluation Mon Box and whiskers Histogram Column graph Tue compare to national average compare histogram to national average compare to national average Fri complete analysis complete analysis Ecomplete analysis . next week review review review Follow Up Tasks:
Complete classwork as Homework, Mathsbuddy and ED Perfect maths.
Share your PP with me for final check before upload.
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Term 3 Wk4.
- We are EXPLORING... to unpack the PPDAC cycle and ask the question how might I use the data collected from your BEEP test?
Success Criteria: I can/have...
- connect stats with PE and Health
- unpack PPDAC cycle, ask a question, pose a problem in context, types of data
- create data table, collect data, data entry, clean data
- understand variables - independent, dependent, fixed ( control)
- make an equipment list and the method of investigation
- create graphs suitable for the investigation
- Analysis of the graphs - What I can see on the graph
- conclusion - answer the posed question using analysis - and my interpretation of it
- Application: How might my answer solve the posed problem in context and out of context?
- self evaluation PMIS - Plus, Minus, Interesting, Solution to the minus
Activities:
Days Group 1 Group 2 Group 3 Evaluation Mon Box and whiskers check Histogram check Column graph check Tue compare to national average check compare histogram to national average check compare to national average check Fri complete analysis check upload complete analysis check upload Ecomplete analysis, check upload . next week New context Follow Up Tasks:
Complete classwork as Homework, Mathsbuddy and ED Perfect maths.
upload.
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Kia ora class
This week is your distance learning week. You will be completing all the tasks on the grid which is given below.
Success Criteria: I can/have...
- I can: Manage self with the distance learning tasks fro the two week period.
- Connect with my LA teacher everyday on GoogleMeet for attendance
- Connect with other teachers for help with my work.
Activities:
- Attend Googlemeet and make sense of the Grid and the Journal.
- Begin completing the tasks on the grid and Engagement tracker every day.
- Complete all online HW tasks
Follow Up Tasks:
1. complete Engagement tracker everyday before 10am.2. Take photos as evidence for my grid.
3. Read teacher's feedback.
link to the grid and Journal:https://docs.google.com/document/d/1FsBw6DYcgwXc3xS8t6o5Q4iSJHIYlDkO39i9uGcfMSE/edit -
Kia ora class
This week is your distance learning week. You will be completing all the tasks on the grid which is given below.
Success Criteria: I can/have...
- I can: Manage self with the distance learning tasks fro the two week period.
- Connect with my LA teacher everyday on GoogleMeet for attendance
- Connect with other teachers for help with my work.
Activities:
- Attend Googlemeet and make sense of the Grid and the Journal.
- Begin completing the tasks on the grid and Engagement tracker every day.
- Complete all online HW tasks
Follow Up Tasks:
1. complete Engagement tracker everyday before 10am.2. Take photos as evidence for my grid.
3. Read teacher's feedback.
link to the grid and Journal:https://docs.google.com/document/d/1FsBw6DYcgwXc3xS8t6o5Q4iSJHIYlDkO39i9uGcfMSE/edit -
Kia ora class
This week you will be completing all pending tasks on Monday.
You will enter the classroom from the sliding doors and sit on the assigned seats for the week.
The teachers will be coming to your class while you stay seated in your homebase for the whole week.
Plan for the week:
1. Monday: Complete all pending tasks.
Term 1. SLC reflection.
2. Holistic report reflection.
3. SLC slideshow
4. GREAT learner evidence - Holistic report
5. Maths buddy/ Reading plus HW up to date.
DEEP: No DEEP classes for the WEEK. Return to LA class to complete 1, 2, 3, 4.
TUE, WED, THU, FRI - regular timetabled classes.
Success Criteria: I can/have...
- I can: Manage self with the distance learning tasks from the two week period.
- Complete all of the above
- Connect with other teachers for help with my work.
Activities:
- Begin completing the tasks on the grid and Engagement tracker every day.
- Complete all online HW tasks
- Complete all of the above mentioned tasks
Follow Up Tasks:
1. Check journal for completion with photos as evidence2. Current Mathsbuddy, Ed Perfect, Reading plus.
3. Read teacher's feedback on Journal and action it.
link to the grid and Journal:https://docs.google.com/document/d/1FsBw6DYcgwXc3xS8t6o5Q4iSJHIYlDkO39i9uGcfMSE/edit -
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING Algebra by finding and representing relationships in spatial and number patterns, using tables and graphs and by discovering general rules for linear relationships.
- We are EXPLORING units by interpreting different quantities
- We are EXPLORING unit conversions by connecting different units
- We are EXPLORING Area, perimeter and volume of 2D and 3D shapes
Success Criteria: I can/have...
- Use units of measurements of lengths and angles to calculate side lengths and angles using a protractor of 2D shapes
- calculate the area of 2D shapes and create a rule
- calculate the perimeter of 2D shapes and create a rule
- Understand signs and symbols in maths for equal, lengths, congruent
- understand hypotenuse and the rules of a right angled triangle
- understand how letters represent numbers
- Recall - coefficient, squared, power, indices, exponent, variable, constant, equation, expression, terms, lika dn unlike terms and the rues they must follow.
Activities:
- Make a kite
- Look at the pattern, mirror image etc.
- What is equal? Calculate, measure lengths and angles
- How many triangles? Area/? Perimeter? Congruent?
Follow Up Tasks:
Mathsbuddy, EP maths, recap lesson for next class.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING Algebra by finding and representing relationships in spatial and number patterns, using tables and graphs and by discovering general rules for linear relationships.
- We are EXPLORING units by interpreting different quantities
- We are EXPLORING unit conversions by connecting different units
- We are EXPLORING Area, perimeter and volume of 2D and 3D shapes
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Success Criteria: I can/have...
- Use units of measurements of lengths and angles to calculate side lengths and angles using a protractor of 2D shapes
- calculate the area of 2D shapes and create a rule
- calculate the perimeter of 2D shapes and create a rule
- Understand signs and symbols in maths for equal, lengths, congruent
- understand hypotenuse and the rules of a right angled triangle
- understand how letters represent numbers
- Recall - coefficient, squared, power, indices, exponent, variable, constant, equation, expression, terms, lika dn unlike terms and the rues they must follow.
Activities:
- Make a kite
- Look at the pattern, mirror image etc.
- What is equal? Calculate, measure lengths and angles
- How many triangles? Area/? Perimeter? Congruent?
Follow Up Tasks:
Mathsbuddy, EP maths, recap lesson for next class.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING Algebra by finding and representing relationships in spatial and number patterns, using tables and graphs and by discovering general rules for linear relationships.
- We are EXPLORING units by interpreting different quantities
- We are EXPLORING unit conversions by connecting different units
- We are EXPLORING Area, perimeter and volume of 2D and 3D shapes
-
Success Criteria: I can/have...
- Use units of measurements of lengths and angles to calculate side lengths and angles using a protractor of 2D shapes
- calculate the area of 2D shapes and create a rule
- calculate the perimeter of 2D shapes and create a rule
- Understand signs and symbols in maths for equal, lengths, congruent
- understand hypotenuse and the rules of a right angled triangle
- understand how letters represent numbers
- understand 3 figure bearings
- explore similar triangles and its application to calculate height
- explore equivalent fractions to calculate the unknown height for similar triangles
- explore free falling objects due to gravity to calculate the height of a buliding
- Recall - coefficient, squared, power, indices, exponent, variable, constant, equation, expression, terms, like and unlike terms and the rules they must follow.
Activities:
- Make a kite
- Look at the pattern, mirror image etc.
- What is equal? Calculate, measure lengths and angles
- How many triangles? Area/? Perimeter? Congruent?
- use Sphero to calculate bearings and directions
- program Sphero to enter 3 figure bearings to draw geometric shapes
- calculate perimeter, area, speed, distance, time and then create a rule
- calculate the unknown length of a right angled triangle and then create a rule
- calculate the height of a building using free falling objects
- calculate the height of a building using equivalent fraction method by using similar triangles and proportional ratio
- For extension students: use trig ratio to calculate angle
Follow Up Tasks:
Mathsbuddy, EP maths, recap lesson for next class. eastltle practise test report - gaps and to be achieved to be followed up with mathsbuddy tasks.
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Term Break.
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Term Break.
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Follow Up Tasks:
Write here...EXPLORE / TŪHURA learning intentions:
- We are EXPLORING Algebra by finding and representing relationships in spatial and number patterns, using tables and graphs and by discovering general rules for linear relationships.
- We are EXPLORING units by interpreting different quantities
- We are EXPLORING unit conversions by connecting different units
- We are EXPLORING Area, perimeter and volume of 2D and 3D shapes
Success Criteria: I can/have...
- measure distance and angles using standard units of measurements
- use angles and measurements to calculate the unknown side/ length
- identify the hypotenuse, opposite side, adjacent side of a right angled triangle
- identify a right angled isosceles triangles
- understand equal lengths have equal opposite angles in a triangle
- create a rule using right angled triangle for calculating unknown side - Pythagoras rule
- create a proportional rule for similar triangles using a right angled triangle to calculate the height of a wall
- plot coordinates using 3 figure bearings and graph the coordinates
- draw simple linear graphs
- use linear graphs to understand linear equations
- create linear equation rule of y = mx+c from any straight line graph
- using y=mx +c predict the value of y when there is a change in x
Activities:
- Using Spheros plan a route using 3 figure bearings on the playground.
- Create 2 D shapes with spheros calculate angles, lengths, area, perimeter
- calculate speed using distance and time data
- plot a graph for speed using the rule y = mx +c
- use a A4 paper to create a clinometer, ( right angled isosceles triangle)
- use properties of similar triangles to calculate height (proportion)
- Test - review of past week's lessons. Self mark, buddy with higher level students to undo errors.
- Where to next?
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING Algebra by finding and representing relationships in spatial and number patterns, using tables and graphs and by discovering general rules for linear relationships.
- We are EXPLORING units by interpreting different quantities
- We are EXPLORING unit conversions by connecting different units
- We are EXPLORING Area, perimeter and volume of 2D and 3D shapes
-
Success Criteria: I can/have...
- measure distance and angles using standard units of measurements
- use angles and measurements to calculate the unknown side/ length
- identify the hypotenuse, opposite side, adjacent side of a right angled triangle
- identify a right angled isosceles triangles
- understand equal lengths have equal opposite angles in a triangle
- create a rule using right angled triangle for calculating unknown side - Pythagoras rule
- create a proportional rule for similar triangles using a right angled triangle to calculate the height of a wall
- plot coordinates using 3 figure bearings and graph the coordinates
- explore acceleration due to gravity of a free falling object to calculate the height of a building
- draw simple linear graphs
- use linear graphs to understand linear equations
- create linear equation rule of y = mx+c from any straight line graph
- using y=mx +c predict the value of y when there is a change in x
Activities:
- Using Spheros plan a route using 3 figure bearings on the playground.
- Create 2 D shapes with spheros calculate angles, lengths, area, perimeter
- calculate speed using distance and time data
- plot a graph for speed using the rule y = mx +c
- use a A4 paper to create a clinometer, ( right angled isosceles triangle)
- use properties of similar triangles to calculate height (proportion)
- Test - review of past week's lessons. Self mark, buddy with higher level students to undo errors.
- easttle practise test gaps and to be achieved work on mathsbuddy
- Where to next?
Follow Up Tasks:
1. Complete Maths buddy and Ed Perfect Maths HW.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING Algebra by finding and representing relationships in spatial and number patterns, using tables and graphs and by discovering general rules for linear relationships.
- We are EXPLORING units by interpreting different quantities
- We are EXPLORING unit conversions by connecting different units
- We are EXPLORING Area, perimeter and volume of 2D and 3D shapes
-
Success Criteria: I can/have...
- measure distance and angles using standard units of measurements
- use angles and measurements to calculate the unknown side/ length
- identify the hypotenuse, opposite side, adjacent side of a right angled triangle
- identify a right angled isosceles triangles
- understand equal lengths have equal opposite angles in a triangle
- create a rule using right angled triangle for calculating unknown side - Pythagoras rule
- create a proportional rule for similar triangles using a right angled triangle to calculate the height of a wall
- plot coordinates using 3 figure bearings and graph the coordinates
- explore acceleration due to gravity of a free falling object to calculate the height of a building
- draw simple linear graphs
- use linear graphs to understand linear equations
- create linear equation rule of y = mx+c from any straight line graph
- using y=mx +c predict the value of y when there is a change in x
Activities:
- Using Spheros plan a route using 3 figure bearings on the playground.
- Create 2 D shapes with spheros calculate angles, lengths, area, perimeter
- calculate speed using distance and time data
- plot a graph for speed using the rule y = mx +c
- use a A4 paper to create a clinometer, ( right angled isosceles triangle)
- use properties of similar triangles to calculate height (proportion)
- Test - review of past week's lessons. Self mark, buddy with higher level students to undo errors.
- easttle practise test gaps and to be achieved work on mathsbuddy
- Where to next?
Follow Up Tasks:
1. Complete Maths buddy and Ed Perfect Maths HW.
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FOCUS / ARONGA learning intentions:
- We are FOCUSING.. Identifying units for different quantities
- We are FOCUSING....Defining Measurement terminology
- We are FOCUSING...Selecting correct units for different quantities
- we are FOCUSING...comparing different angles
- we are FOCUSING... on creating equations and rules and solving problems in context in maths ad science
Kia ora
This week _ : Prep for easttle test for next week. Gaps and to be achieved from report to be completed by using maths buddy.
Visit to gravity.
Success Criteria: I can/have...
- Use measurement of length and time to figure out a rule to calculate distance of a ball rolling on a slope
- Use the rule to understand the square of time
- Use the square of time to calculate the height of a building by using a free falling object
- use the properties of an isosceles triangle as an instrument to confirm the height by using the rule of similar triangles
Activities:
- Roll a ball along a slope and measure distance covered in one second. Mark off.
- Roll the ball for 2 seconds from the top and 3 second marking each point.
- Figure out the relationship between the distance and the time.
- Make a rule that would apply for to measure the distance for any given time.
- Use the rule to measure the height of a building.
- Confirm the height using the properties of a similar triangle 9 Use an isosceles triangle cut out)
Follow Up Tasks:
1. Discuss how and why the rules apply, do not apply.2. Discuss what i sa rule?
3. Discuss why a rule must have an equal sign.
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