Maths

 LI: To define the terms and understand the properties of 2D shapes.

Our challenge today was to find the definitions of a 2D shape then draw the shape. I chose to use the shapes tool because it is easier and more efficient, and can also help me familiarise myself with the creating tools.

I found this task fun but challenging because there were complicated meanings to it and I summarised the definitions. One thing I learnt was that paralell lines run opposite eachother for the same amount of length.

Olympic Torch Route

LI: To use the most efficient strategy to find the answers.

This activity was based around calculating distance and time with the given information to create an efficient route for the Olympics Torch. We have been focusing on completing maths challenges that resemble the olympics. We answered a list of questions (see below) to answer and write about. We created our route and determined the most efficient answers to the questions.

'What is the total distance of your route in kilometers?', 'How many minutes long is the route?', 'How much longer (in terms of time) is the route when passing through another city or other cities along the way compared with the direct journey between the starting city and your final destination?', 'Now you could try and find the longest route (in terms of distance) for visiting all five cities (we might decide we will only visit each city once)', 'What about the shortest route for visiting all five cities?' and 'How much longer does it take to travel the longest route compared to the shortest route?'.

I enjoyed this task because it challenged me to create an interesting and efficient route to the Olympic Torch. One thing I would like to do differently next time is creating multiple routes and comparing them to see which one is longest and shortes in terms of time as well as distance, then being able to answer the questions.

Olympic Measures

LI: To use the most efficient strategy to find the answers.

Our objective of this activity was to search and sort the world records to its correct olympic sporting game. We were given 20 subjects to sort the correct world record of.

I solved this by searching up and looking for the world record of each olympic game and wrote it down, eliminating each olympic sport and I continued. These are the correct world records for each sporting even of the olympics dating back to 2016 and possbly before!

I enjoyed this task because I was able to learn more about the olympics and their world records as well as practice gathering knowledge and using an efficient straregy to find the answer.

Rackets Challenge

LI: To use the most efficient strategy to find an answer.

Our objective for this task was to find out how many 90 degree angles there are on a racket. We used the information we were given to find the answer. There are roughly 250 squares on a racket and four 90 degree angles per square. Therefore there is one thousand 90 degree angles on a racket.

The strategies I used to solve this were multiplication and prior-knowledge or understanding of a piece of text. I enjoyed this task because it was simple to find out the answer, easy to solve and was able to practice my multiplication.

Olympics Swimming Challenge

LI: To use the most efficient strategy to find the answers.

For Maths, we have been focusing on how to use an efficient strategy to solve an equation and how to check if our answer is correct. The questions we worked on for this task was: 'How many meters did Michael swim for his golden medals?' and 'How many strokes did Michael have to take in total for all of his events combined if Michael can propel himself 2 meters every stroke?'

We solved these by first looking at the competitions that Michael participated in for his golden medals. The amount of meters that Michael swam in total was 1500 meters and the amount of strokes that Michael took was 750 strokes.

I enjoyed this task because I was able to share my knowledge as well as increase what I know about using efficient strategies to solve maths equations as well as compehend the information I am given to convert it into an answer. In this session, I practiced proving how my answer is correct.

Olympics Challenge

LI: to use the most efficient strategy to find the answers.

For Maths, we have been focusing on how to use an efficient strategy to solve an equation and how to check if our answer is correct. The questions we worked on for this task was: 'What was the gold medalists score?' and 'By how much did Nastia score over the bronze medalist?'

We solved these by first looking at the information we were given to solve the question: The Olympic sport of gymnastics is judged with a point system. Nastia Liukin, an uneven bar champion scored a disappointing 16.725 in Beijing putting her in second place. Her opponent beat her by 0.001 of a point. The bronze medalists score was 14.975.

To answer the first question, in the information we are given, it says that Nastia (being in second place) was beaten by her opponent by 0.001 of a poidavid is in the ghttont, which means that we have to add 0.001 (the gold medalists score difference) to 16.725 (Nastia's score) which equals 16.726. To answer the second question, we subtract 14.975 from 16.725 which equals 1.75.

I enjoyed this task because I was able to share my knowledge as well as increase what I know about using efficient strategies to solve maths equations as well as compehend the information I am given to convert it into an answer. In this session, I practiced proving how my answer is correct.

Super Fingers Challenge

LI: To recall our times tables quickly.

Our challenge today for Maths was to participate in a competition to find out who was the Times Tables Master of Mrs Anderson's Maths groups using a game called Super Fingers.

In partners, we wrote 'Super Fingers' on a whiteboard and used dice to create a multiplication equation. Each time a person rolled the dice, called out the answer to the multiplication equation first would rub out one letter at a time on their whiteboard. First one to clear their whiteboard won.

We turned this game into a competition by versing in partners. Once someone won, we moved onto a different person who had also won in their previous pair. We did this until someone had become the overall winner. The winner of our Maths Groups was Afatia.

This was a competition of times tables recallation and sportsmanship. I enjoyed this competition because I was able to challenge my recallation skills and practice my times tables.

Decimal Rounding

LI: To solve addition problems with hundredths by changing one number into a whole number.

For this maths task this week, my group and I learnt how to use an efficient strategy called decimal rounding to solve decimal equations quicker.

To use decimal rounding, you should subtract from a decimal to round it and whatever has been subtracted should be added to the other decimal number. That will make it easier to add or subtract those numbers.

We used decimal rounding to solve various different decimal equations. I enjoyed this task and found it easy and quick to do because I am familiar with rounding but I was able to experiment with decimal equations.

Short Division

LI: To understand how to use algorithm to solve complex division equations.

For maths, we have been focusing on using an algorithmic strategy to solve advanced maths problems regarding division. These strategies are called long division and short division. I prefer to use short division because it is more efficient. Some examples of equations we solved with this strategy is 476 ÷ 7 or 823 ÷ 4.

To use short division for an equation such as 217 ÷ 5. First, we see how many times 5 can fit into 2, however this is unable to happen so we expand the number to 21 which includes the 2nd digit of the number. 5 fits into 20 four times, with 1 remaining. You put 4 above the 2nd place value column and you place a small number beside the following digit. That number then becomes 17, so we see how many times 5 can fit into 17. This is able to happen 3 times, with remainder 2. Write how many times 5 can fit into that number and the answer to 217 ÷ 5 becomes 43 remainder 2.

I really enjoyed this maths lesson because I had fun solving hard equations using this strategy and I found it easy because I got used to the thought of using these strategies. 

Celebrating Book Week

LI: To create a tally chart that celebrates book week.

In LS2, there were ten pieces of paper holding questons linking to reading. By doing and completing this task, we are celebrating book week at Panmure Bridge School.

The questions we were asked were 'How many times od you read for fun each week?', 'what is your favourite fairytale?', 'what is your favourite book?', who is your favourite illustrator?', 'who is your favourite author?', 'what is your favourite genre?', 'who is your favourite character?', 'what stops you reading?', and 'do yo like reading n your own time?'.

Everyone in this class answered the questions that we were given and they were announced anonymously. When we were given the information, we used what we understood to create a tally chart on the given answered.

I enjoyed this activity and found it very easy because I am familiar with creating tally charts based off of statistical information.

Maths - Financial Capabilities

LI: To understand a budget is a plan for managing money.

LI: To plan a night out that fits within the given budget of $50.00.

For maths, we have been focusing on financial capabilities and using smart choices with a given budget in order to plan a good holidays worth of events for the Smiths family. This week, they went to the zoo with a budget of $50.

First, we focused on calculating the price of the tickets for each individual of the family. Adults tickets cost $28 each and children from 3-15 cost $10 each. Children under 3 are free. (10x2) + (28x) is $76 in total for tickets.

Next, we determined the cost of the activities they did at the zoo. They participated in a one-hour guided walk (which was free for children but $5 for each adult), they fed the elephants ($3.50 for adults and children each) and they rode the train (which was free for children under 5 but cost $2 for adults and children 5+ each). In total, this amounted to $32. We subtract 32 from 50 because that was the given budget for the zoo and that equals a remaining $18.

We then moved on to thinking about how much money they spent on food. The food they bought was 2 sausage rolls ($1 each), 4 scoops of hot chips ($1.50 per scoop) and 3 iceblocks ($1 each). The total cost of the food was $11. 18-11 is 7, so they have $7 left.

Finally, we calculated how much the Smith family would have if they didn't buy any food, but bought a magic memory photo ($5) and an animal mobile ($8) instead. The total would have been $5.

I enjoyed this task because I could use my comprehension and understanding of financial capabilities to make smart choices with money focusing on a given budget and determining price cost.

Maths - Exponents

LI: To explore exponents

Our maths focus was to understand how to solve equations that contain or use exponents. Exponents are small numbers that take place next to numbers on the top right. For example 2³  is a number containing an exponent because there is a smaller number taking place on the top right of a larger number.

An exponent number determines how many times the number is multiplied by itself, for example 2³ is equal to 2x2x2 because it is multiplying itself by three (which is the exponent number). 2x2x2 is 8, and we can solve this by knowing 2x2 is 4, and 4x2 is 8.

For our keeping clever task, we solved the exponents 5⁶, 2⁹, 6⁴, 93, 10⁴ and 7⁵. I solved these by multiplying 5x5x5x5x5x5=15,625, 2x2x2x2x2x2x2x2x2=512, 6x6x6x6=1,296, 9x9x9=729, 10x10x10x10=10,000 and 7x7x7x7x7-16,807. The strategies I used were repeated addition and long multiplication.

The next part of our set maths task was to organize the exponents answers in chronological order from smallest to largest. The order is 512 (2⁹), 729 (93), 1296 (6⁴), 10000 (10⁴), 15925 (5⁶) and 16807 (7⁵). I created a DLO to display the strategy and learning that I used for this lesson.

I found this task very fun because I was able to practice multiplication and expanded my understanding of algebraic maths equations linking to exponents.

Financial Capabilities

LI: To plan a night out that fits within the given budget of $45.00.

For maths, we continued to focus on progressing our understanding and conversion of data information to find out the answers to financial equations. Our focus for maths is currently around financial capabilities.

Our task was to use the information and understanding we are given to solve equations based on saving and spending money for a Kids Museum trip. Once I worked out the strategy I would use, I wrote down how I solved it on a whiteboard and rewrote my technique into my maths book so I could later understand how I used the data to solve a complex maths equation based off of money focus.

I enjoyed this activity and found it easy because I am familiar with working around financial capabilities and am good with converting what I understand from data and convert it into an answer using different maths strategies to find an answer.

Maths - Algebraic Parts

LI: To evaluate the information given to solve an algebraic equations.

For maths, we learnt how to determine the answers to an algebraic equation using information and significant data by evaluating and understanding text.

The first question was 'what is the lowest amount of money that Nana and Grandad would spend to get the Smith family into the movies?'. I solved this because I knew that there were three kids (one was two, one was six and one was eight) and their were two parents. I know that children from 4-16 cost $13 and children under three are free. Parents are $16 so (13x2) + (16x2) = $58, so they would spend a minimum of $58 dollars.

The next question was 'The Smith family bought 3 tubs of large popcorn, 2 soft drinks and 5 ice creams. How much did they recieve from their $25?'. I know that 1 large popcorn is $2, so 2x3=$6. I also know that 1 soft drink is $2.50, so 2.5x2=$5. Finally, I know that 1 ice cream is $2, so 2x5=$10. Altogether they spent $21 and recieved $4 change.

The third equation was 'Mum and Dad decide to buy Christmas gifts for the children’s three cousins, as the movie shop (merchandise) has a sale on. They have budgeted $20 for buying these gifts. What combination of gifts should they buy to stay within the budget?'. They can buy a child’s toy and 2 sheets of stickers, a colouring book and 2 character felt pens and a comic book because that costs $15 altogether.

The fourth question was 'Max’s friend John is invited to join the family at the movies. He is eight years old. He has saved $20 for his movie ticket and treats. Which of the following options is within his budget?'. John could buy a childs movie ticket, medium popcorn, soft drink and a child's toy because that equals $20 altogether.

The final equation was 'The ‘five tickets family price’ would allow Nana and Grandad to pay for the four movie tickets they need to buy, and purchase an additional ticket for John. With this option John would save money on the price of his ticket. How much will John need to give Nana and Grandad for his movie ticket, and how much will he save compared to buying and individual ticket?'. John could give $12 and save $1 because the childrens ticket price is $13 dollars and John is paying a little less.

I found this activtiy very fun because I used my algebraic knowledge to use important information and convert that data to help me solve an equation.

Maths - Algebra

LI: To understand and use the areas of algebra.

Algebra is many things relating to maths, whether it be patterns, numbers, equations, BEDMAS, or using letters in equations. For maths, we talked about using BEDMAS to solve complex equations such as (12x2) + 7 divided by 2.

BEDMAS is the order we solve equations in, and it stands for brackets, exponents, division, multiplication, addition and subtraction. 

Brackets in an equation example is (12x2) + 7. Exponents in an equation examples is 82 +3. The exponent number is how many times you multiply the number by. Division is sharing a number equally, multiplication is repeatedly adding a number to itself, addition is adding two numbers to create another number and subtraction is taking away from a number.

Some examples using BEDMAS was with an equation is (4x2) + 3 - (12 ÷ 2) = ?, first we solve the brackets in order which is 4x2=8 and 12÷2=6. Next is the exponents, division and multiplication, however there is none. So we move onto addition which is 8+3=11 then 6 subtracted from 11 to make 5. Therefore the answer is 5.

I found this maths task enjoyable because I have seen people using BEDMAS alot and I haven't been able to solve equations using BEDMAS due to not understanding that is. I have finally been able to learn about BEDMAS and how to use it.  

Maths - Lowest Common Multiple

LI: To find the lowest common multiple.

The lowest common multiple is the smallest number which is the multiple of both (two different numbers). We found out the multiples of eight different numbers and used that knowledge to find the lowest common multiple between numbers.

To find the multiple of numbers such as 2 and 5, we know that our 5 timestables 5, 10, 15, 20, 25 and so on. We know that our two timestables are 2, 4, 6, 8, 10 and so on.

Moving on to finding the lowest common multiple, we look at the multiples of both number and observe to find which number occurs in both multiple lists and is the lowest among them. The number ten occurs in both lists and is the lowest number showing as multiples so therefore the lowest common multiple of 2 and 5 is 10.

I really enjoyed this lesson because I practiced finding lowest common multiples and using my timestables to compare multiple lists and finding the lowest common multiple between different contrasting numbers.

Maths - Highest Common Factor

LI: To figure out the highest common factor.

Factors are numbers that we are able to multiply together to get another number. The highest common factor is the highest number that is the multiple of both.

To find the multiple of 12 and 16, we know that we can get 12 by multiplying 1x12, 2x6 and 3x4. Multiples of 12 in order are 1, 2, 3, 4, 6 and 12. We can make 16 by multiplying 1x16, 2x8 and 4x4. Mutliples of 16 in order are 1, 2, 4, 8 and 16. The highest common factor between the multiples of 12 and 16 is 4, because it is the highest number that both lists have.

We used our knowledge of multiplication, addition and mathmatical strategies to find the highest common factors of the following numbers: 8 and 20, 40 and 20, 8 and 6, 27 and 21, 3 and 30, 32 and 12 and 3 and 9.

I enjoyed this ativity because I used multiplication and my knowledge to find out the highest common factor between 2 different numbers and use multiplication to find out and list the multiples of numbers.

Maths - Common Denominator

LI: To find the common denominator between fractions.

The common denominator is the highest denominator between multiple fractions. To find the most common denominator between fractions, identify the largest denominator and find out how to multiply the other fractions to equal the largest denominator.

First, take a fraction such as 2/3 and 5/9, the largest denominator between the two is 9, so we have to find out how to make sure the denominator of 2/3 is a 9. By using our knowledge, we know that 3x3 is 9, so the denominator becomes 9. However, then we have to multiply the numerator. 2x3=6, therefore the fractions are 6/9 and 5/9.

We practiced finding out highest common denominator between fractions by using our prior knowledge of timestables and multiplication.

I enjoyed this maths lesson because I was able to apply my knowledge of timestables, multiplication and place value to uncover the highest common denominators of fractions.

Maths - Efficient Strategy

LI: To find the most efficient strategy to answer a question.

An efficient stratety in maths is the technique that you understand the most and find easiest to use. It is the strategy that uses the least steps to find the answer to a problem. Efficient means the quickest and simplest of something.

For our Maths lesson last week, our objective was to work on finding the most efficient strategy to solve maths problems. We solved two different maths equations using methods we are familiar with and understand more than others.

The first question was: 'In the car park you can get 15 minutes for 10c. Dad put a 20c and a 50c piece into the parking meter at 3.15pm. At what time did the parking meter expire?'. I solved by adding the amount of cents that dad put into the parking meter, converting it into meters and adding it onto 3.15pm. The answer was 5.00pm.

The second question was: 'If a shopkeeper bought 75 apples for $37.50, and sold each apple for 65 cents each, how much profit did the shopkeeper make?' I solved this by divided the amount of money he bought 75 apples for and worked out how much profit he made. Then I worked out how much more money he sold all the apples for. The answer was $48.75 and made $11.25 profit.

The final part of our task was to solve how much money the theatres would make if all the threatres were fully booked. The information we used to solve this problem is that there are 3 theatres and each theatre has 150 seats. Children cost $12.50 each and adults cost $15 each. Kids must come with an adult. We showed our strategy on a DLO.

I enjoyed this maths lesson because I was able to practice using strategies I am and am not familiar with as well as finding the most efficient strategy to solve complex maths problems. I was able to share the strategy I used and help others.

Bedmass Maths Challenges

LI: To practice and get better at using efficient strategies to solve simple and complex equations.

Today, I completed a maths challenge and solved six different complex equations using different efficient straegies to figure out the answers to each problem.

In my maths book, I wrote down my strategies and how I worked out the answer for each problem. Then, I recorded my findings on a google draw and wrote about how efficient strategies work.

I enjoyed this activity and challenging myself with complex maths word problems. This allowed me to understand my capabilities with maths and improve my skills.