### TERM 4 2014, Week 3

This week you will be providing evidence of your learning in probability and geometry - there is extra time allowed for your maths at the moment so if you plan well you should get both things done.

To do this you will make a video showing how to calculate the probability of two different things happening
- show how to do it using a tree
- use fractions to calculate.

Your evidence of geometry will be your completed stained glass window design.

1. Check your feedback from your assessment last week and see where the gaps are.

2. Decide what you will do to fill the gaps.  If you didn't make a correct tree you MUST attend the workshop for that.

3. If you don't know how to multiply fractions watch this video:

4. If you had trouble with the tree - attend the workshop
AND complete the practice activity (on paper)

5. If you had trouble using fractions to calculate the probability watch this video (same as in 4):

6.When you have done all this, provide evidence of your learning - make a video to show yourself explaining all of this and put it on your blog.  (if you have an ipad you can use "Educreations" for this).

7. Go on to learn about calculating the probability of independent events on the Maths - Circles page.

Make sure you're aware of all whole class or group teaching times through the timetable and plan these into your time.

### Term 4, Week 1

You will be learning how to find the probability of independent events and of dependent events.

FOR YOUR INDEPENDENT WORK:

Design a Stained Glass Window:

Check the examples so you know what you're aiming at - you would definitely want to be aiming at year 7 or year 8:

This activity will evidence:

Measurement: Use side or edge lengths to find the perimeters and areas of rectangles and parallelograms and the volumes of cuboids, given whole-number dimensions.

Geometry: Sort 2 and 3 dimensional shapes, into classes, defining properties and justifying the decisions made.

Identify and describe the tranformations that have produced given shapes or patterns.

Number: Order, manipulate and begin to work with fractions and decimals

Circles: WALHT make simple linear equations based on magic squares
This activity will evidence:

Find and represent relationships in spatial and number patterns using:

·      Tables and graphs

·      General rules for linear relationships.

1. Arrange the nine numbers, 4, 4, 4, 5, 5, 5, 6, 6, 6 on the 3-by-3 grid below so that each row, column and diagonal adds up to 15.

The completed square is called a magic square. The magic number for the square is 15.

2. Now arrange the nine numbers, 3, 3, 3, 5, 5, 5, 7, 7, 7 on a 3-by-3 grid to make a magic square with magic number 15.

1. Make up your own 3-by-3 magic square with magic number 15.

2. Jen tries to make magic squares using first 1, 1, 1, 5, 5, 5, 8, 8, 8, and then  –1, –1, –1, 5, 5, 5, 11, 11, 11. Make 3-by-3 magic squares using these two sets of numbers.

3. Write a rule in words that tells whether a set of nine numbers, made with 3 sets of three identical numbers as above, can be used to make a magic square.

Maths coverage in term 3

Term 2, Weeks 7-9 - CONDUCTING A STATISTICAL INVESTIGATION

Use this link to guide you in graph types: http://nces.ed.gov/nceskids/help/user_guide/graph/howto.asp

MEAN = the average of a set of numbers.  Add them all and divide by the amount of numbers

e.g. the mean of 3, 4 and 5 is 3 + 4 + 5 = 12 divided by 3 = 4

The RANGE of numbers is the spread from the bottom number to the top e.g. the range of these numbers: 2, 3, 5, 6 is the difference between 2 and 6 which is 4.

OUTLIERS are numbers which are really far outside the normal range of numbers.  When there are outliers it can be useful to use mode or media to find averages.

MODE = the number that appears most often

e.g. 2, 3, 2, 2, 5,           the mode here is 2

This is useful for when the mean might be misleading e.g. looking how much pocket money everyone gets – most of the class get between 0 and \$10 a week. Two children get \$100 a week (as if).  It might be best to find the amount most people get.

MEDIAN – the middle number when the numbers are arranged in order

e.g.   2, 3, 5, 7, 8, 11, 13       the median is 7

This is useful for when the mean might be misleading e.g. the average height of the class – when you include the teacher’s height the average would be much higher – it might be better to put all the heights in order and find the middle height – the median.

TUTORIAL ON USING GRAPHS - refer to this when you draw your graphs to make sure you get them right

http://nces.ed.gov/nceskids/help/user_guide/graph/howto.asp

TO CONSOLIDATE OUR LEARNING on FRACTIONS and PERCENTAGES so far everyone is going to make a video to teach what they have learnt.  Teaching is the best way of learning.  When you are planning your videos go right back to the materials use used to begin with and plan how you are going to guide someone through the learning process.  Put all of this into the video.

Step 1 Storyboard the learning process

Step 2 Check out any areas you are unsure of yourself - you can use these videos to help:

For Finding Fractions of Sets: https://www.youtube.com/watch?v=ecWJrfm2lBk

For Finding Percentages using numberlines: https://www.youtube.com/watch?v=ecWJrfm2lBk

Step 3 Check with Mrs FR that you have covered all the steps and that your clarifications will be clear.

Step 4 Film your video.

Step 5 Publish your movie.  If you are using an ipod edit your movie in IMovie, and publish it to You Tube as an unlisted movie.  Send Mrs FR a link and if it is OK you can then upload it to your blog.

Step 6 - if you publish it to your blog it needs to be free of surface feature errors (we will brainstorm what we mean by this) and it must be a clear format that other people agree they could learn from.

TERM 2 LEARNING - We Are Learning How To Communicate In Science - to do this we need to know how to use percentages and how to conduct a statistical investigation.

TERM 1 - WEEK 5

PROBLEM SOLVING ASSESSMENT - RELATIONAL THINKING

Weeks 1-4

WALHT Identify the language features of maths problems – analyse and separate into description (assess the scene), explanation (find clues), and instruction (follow a lead).

WALHT use common problem-solving strategies

 Guess and check Act it out Draw Make a list

WALHT choose an appropriate strategy to fit the problem

WALHT apply level 4 number strategies and knowledge to problem solving.

The problems we will be working with can be found at the NZ Maths site: http://www.nzmaths.co.nz/level-3-problems

ASSESSMENT USING SOLO

4/2    I want us to make a circle on the classroom floor with masking tape.  The circle will be the right size so that everyone can sit in it on a chair.  How will we go about drawing this circle?

Clues: Circumference is the distance all around the circle

Diameter is the distance across the circle

Radius is half way across

There is a special relationship between the circumference and the radius or diameter.  If you divide the circumference by a certain number the answer is always the diameter.  We will try to find this special number by measuring circles in the classroom with string.

What else will we need to know or do?

We measured lots of circles and found the circumference divided by the diameter is close to 3.14 the magic number pi.

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Lorraine Frances-Rees,
Jan 12, 2014, 6:54 PM