Integers
An integer is a whole number (not a fraction or decimal) that can be positive, negative or zero. Students will be investigating everyday situations that use integers for example temperatures, banks and sports. In the next couple of weeks, we will be researching a unit called 'Trip Around the World', where students will be making comparisons between the population size of countries.
01/06/2015
01/06/2015
This week in maths, we will begin to look at order of operations. The students will learn the order in which we use the different mathematical operations, including division, multiplication, square, square root, brackets, addition and subtraction. The students will then be given a number of different activities where they can apply and practice these new skills.
This week in maths, we will begin to look at order of operations. The students will learn the order in which we use the different mathematical operations, including division, multiplication, square, square root, brackets, addition and subtraction. The students will then be given a number of different activities where they can apply and practice these new skills.
ANZAC Supply Box
25/05/2015
Our project for the next few weeks:
This real-life task requires us to use many aspects of maths in one challenge. Students have been given the scenario of designing and making the smallest box they can which holds some essential ANZAC supplies that would have been sent to soldiers back in World War 1 - a packet of ANZAC biscuits, a block of chocolate, a pair of woollen socks and a deck of cards.
Where's the Maths? Students will need to:
We have been studying FRACTIONS in Number. This includes placing fractions on a number line and connecting fractions, decimals and percentages as different representations of the same number.
The larger the denominator (the bottom number of a proper fraction), the smaller the parts become because this number tells us how many parts to divide a whole into.
The closer the numerator (the top number of a proper fraction) is to the denominator, the closer the fraction is to one whole. For example, 6/7 is close to one whole as you need 6 parts of something that has been cut into 7 parts.
We have also looked at equivalent fractions and how to add and subtract related fractions. To add or subtract fractions accurately, they need to have the same denominator. We have looked at finding common denominators. Mixed numbers can be changed into improper fractions, where the numerator is a larger number than the denominator. For example, 2 1/2 can be written as 5/2.
In Measurement and Geometry, we have been studying ANGLES. We can name different types of angles and measure them with protractors. We can calculate the size of unknown angles using the knowledge that 4 sided polygons have angles that total 360 degrees whilst 3 sided polygons add to 180 degrees.
Our project for the next few weeks:
This real-life task requires us to use many aspects of maths in one challenge. Students have been given the scenario of designing and making the smallest box they can which holds some essential ANZAC supplies that would have been sent to soldiers back in World War 1 - a packet of ANZAC biscuits, a block of chocolate, a pair of woollen socks and a deck of cards.
Where's the Maths? Students will need to:
- Measure each item using the appropriate unit of measure
- Calculate the area and perimeter of the space taken
- Calculate the volume of the box
- Measure and make the net of the box to scale
- Calculate how many of their box would fill a one cubic metre shipping container
- Calculate the fraction of the container that one box occupies
- Calculate the cost of producing their box given cardboard pricing information
We have been studying FRACTIONS in Number. This includes placing fractions on a number line and connecting fractions, decimals and percentages as different representations of the same number.
The larger the denominator (the bottom number of a proper fraction), the smaller the parts become because this number tells us how many parts to divide a whole into.
The closer the numerator (the top number of a proper fraction) is to the denominator, the closer the fraction is to one whole. For example, 6/7 is close to one whole as you need 6 parts of something that has been cut into 7 parts.
We have also looked at equivalent fractions and how to add and subtract related fractions. To add or subtract fractions accurately, they need to have the same denominator. We have looked at finding common denominators. Mixed numbers can be changed into improper fractions, where the numerator is a larger number than the denominator. For example, 2 1/2 can be written as 5/2.
In Measurement and Geometry, we have been studying ANGLES. We can name different types of angles and measure them with protractors. We can calculate the size of unknown angles using the knowledge that 4 sided polygons have angles that total 360 degrees whilst 3 sided polygons add to 180 degrees.