Maths Terms 3 and 4
Pandas
Liam, Nixon, Jayden, Jake, Bayley, Jackson
Term Four
WEEKS 3 AND 4
LEARN:
Maths buddy tasks: wEEKLY REVISION
RECAP: What are fractions?
What does simplify mean?
Checking our prior knowledge… Using maths talk to discuss.
What is ⅖ of 40?
21 is ¾ of A. A =?
Five people are given four bags of popcorn to share equally between them. How much of a bag of popcorn will each person get?
In the classroom there are 24 children. 1/3 like maths. How many children don’t like maths?
I had painted ⅔ of a wall in my lounge. It was 36 metres long. How many metres did I still need to paint?
It is Jo’s twelfth birthday party. Including herself there are four people at the party. If everyone gets one quarter of the cake, how many candles do they get?
Follow up FIO - print
Which is bigger?
⅓ of 90 or ¼ 0f 80?
⅙ of 120 or ⅓ of 36?
Equivalent fractions:
Equivalent Fractions have the same value, even though they may look different.
These fractions are really the same: 1/2 = 2/4 = 4/8.
Why are they the same? Because when you multiply or divide both the top and bottom by the same number, the fraction keeps it's value.
You can make equivalent fractions by multiplying or dividing both top and bottom by the same amount.
You only multiply or divide, never add or subtract, to get an equivalent fraction.
Only divide when the top and bottom stay as whole numbers.
Mixed fractions: A Mixed Fraction is a whole number and a proper fraction combined.
Such as 2 ⅓
Three Types of Fractions
There are three types of fraction:
You can use either an improper fraction or a mixed fraction to show the same amount.
For example 1 3/4 = 7/4. That is the whole (4/4) and the ¾ fraction together.
Adding or subtracting fractions if the denominator is the same….
You just add the numerators and keep the same denominator:
Solve these:
⅓ + ⅔ =
⅞ + ⅝ =
⅘ + ⅖ =
If the denominator is different but a multiple of the other….
Make ½ and ¼’s, ⅓ and ⅙ using blocks.
½ +¼ =
⅓ + 2/6 =
If the denominator is different ….
Watch this video - it helps you understand the concept using materials.
You need to find the lowest common denominator - which is the lowest common multiple. This is the lowest number that both numbers can go into. For example, the lowest common multiple for the numbers 2 and 5 is 10, and for the numbers 3 and 4 is 12. A key to equivalent fractions is Finding common multiples. You need to know your multiplication tables.
Once you have found the lowest common denominator and made the equivalent fractions, the addition and subtraction part is very easy. The next step is to check to see if you can simplify your fraction.
SEE THE NEXT SLIDE FOR ANOTHER EXAMPLE
Example:
WATCH THE FOLLOWING VIDEOS
Adding like fractions
Changing improper fractions to mixed fractions
Simplifying fractions
WATCH THE FOLLOWING VIDEO
Solve this
¼ + ½ =
Example 2:
⅜ + ½ =
WALT: About integers
An integer (pronounced IN-tuh-jer) is a whole number (not a fractional number) that can be positive, negative, or zero. Examples of integers are: -5, 1, 5, 8, 97, and 3,043. Examples of numbers that are not integers are: -1.43, 1 3/4, 3.14, .09, and 5,643.1.
WALT: About integers
An integer (pronounced IN-tuh-jer) is a whole number (not a fractional number) that can be positive, negative, or zero. Examples of integers are: -5, 1, 5, 8, 97, and 3,043. Examples of numbers that are not integers are: -1.43, 1 3/4, 3.14, .09, and 5,643.1.
WALT: About integers
An integer (pronounced IN-tuh-jer) is a whole number (not a fractional number) that can be positive, negative, or zero. Examples of integers are: -5, 1, 5, 8, 97, and 3,043. Examples of numbers that are not integers are: -1.43, 1 3/4, 3.14, .09, and 5,643.1.
WALT: About integers
WALT: About integers
Statistical investigation
LEARN:
Dragon maths follow up:
Green pages 102-129
Red Pages 112 - 130
Maths buddy tasks: Statistics
LEARN: statistical investigation
meawIntroduce statistical studies - Child poverty in NZ. This is an example of how statistics is reported = large scale. Here is an example of an investigation from Griffin.
What do we know…
Bayley
What do we know: we need to make a statistical investigation for our task
What do we want to know: can short people run faster than tall people.
What do we know… That both genders are strong
What do we want to know… which gender is stronger
What do we know. We know that we have to have a question and we have to use data to solve it.
What I want to know.
What do we know… we need a statistical investigation
What do want to know… whether short people of tall people shoot better.
What Do we Know : We know that you make a Question for the Statistical Investigation and there Is two or more options For Example who can shoot better taller people or Shorter People.
What do we want to Know : We want to know The Exact answer of could the Taller player Shoot Better Or The Shorter player Shoot Better
What we know: how to make a question
What we want to know: how to calculate the question
LEARN: statistical investigation
Whole class lesson (teacher led) model of investigation- collect data (could be measure height, eye colour, hair colour, how we travel to school) - demonstrate how to collect data - tally chart or table. Discuss and identify variables. Come up with the investigative questions
How to turn data into a graph - watch which graph do I use.
Try a stem and leaf and one other kind of graph to show your data. Create our graphs using sheets.
Together analyse and make conclusions about the data.
WALT: statistical investigation
Our own investigation (make sure this is in your mathematics folder - begin a new slideshow/DLO).
1 decide on a question - I wonder if…
2 Plan how to gather information - Tally charts, other ways?
3 Gather information
3 decide how to show it STATSGraphs Use at least 2 different graphs to show it
4 look at the information and work out what it is telling you.
5 Report your findings and share
WALT: statistical investigation
Link your investigation here:
Term three
Week 5 remember our strategies
LEARN: To use a number of strategies to solve addition and subtraction problems
Mentally solve whole number addition and subtraction problems using:
You have 2-3 minutes to solve this IN YOUR HEAD:
Sarah has $288 in the bank. She then deposits her pay cheque for $127 from her part time job at PetCare. How much does she have now?
Strategies used: paper, splitting the numbers, standard form/algorithm
Week 5 remember our strategies
LEARN: To use a number of strategies to solve addition and subtraction problems
Place value:
288 + 127 is just like 288 + 100 +20 +7. So that’s 388… 408… 415.
Tidy numbers:
If I tidy 288 to 300 it would be easier. To do that I need to add 12 to 288, which means I have to take 12 off the 127. So that’s 300 plus 115.
Week 5 remember our strategies
LEARN: To use a number of strategies to solve addition and subtraction problems
Any other strategies you can think of?
Sarah has $466 in her bank account and spends $178 on a new phone, how much money does she have left in her bank account?
Discuss strategies:
Week 5 remember our strategies
LEARN: To use a number of strategies to solve addition and subtraction problems
Reversibility:
$466 - $178 is the same as saying how much do you need to add to $178 to get $466. $178 plus $22 makes $200, plus $200 more makes $400 plus $66 makes $466. If you add up $22 plus $200 plus $66 you get $288.
Tidy numbers using equal additions:
You round the $178 to $200 by adding $22. $466 - $200 is $266. Then you put on $22 to keep the difference the same, so it’s $288.
Week 5 remember our strategies
LEARN: To use a number of strategies to solve addition and subtraction problems
Room 9 are selling muesli bars at lunchtime to raise money for their camp. They had 434 at the beginning of lunchtime and sold 179, how many did they have left to sell?
Ariana has scored 739 runs for her cricket club this season. Last season she scored 294, how many did she score in total in the last two seasons?
Farmer Dan has 1623 sheep and he sells 898 sheep at the local sale. How many sheep does he have left?
Copy these onto a google drawing and record yourself telling me how you solved it using tidy numbers or equal additions.
568 + 392
661 - 393
1287 + 589
1432 - 596
Week 6 remember our strategies
Week four - Learn: Scale is important
Week four - Learn: Scale is important
Week one - Learn: Scale is important
How to make a scale model
Our estimates:
What is the actual height and length?
�Was there a large difference between the estimated height or length of your structure and the actual measurement? Why?
Your estimates:
Nixon’s estimate - 4.5m High and about 16m in length
Jayden’s Estimate - 5m High and 35m In length
Jake’s estimate - 5m high and 24m in length
Bayley’s estimate 4m high and around 23 in length
Jackson estimate 4m high and 44m leanth
Liam’s estimate - 4m high and 25m in length
Week one - Learn: Scale is important
What scale can we use for our models that will work for these heights and lengths?
So what would the measurements of our model be?
Create: apply this to building your Utopian model
Introduction to Ratio