Manukau Strand
Recreate a Classic Video Game
WALT recreate a classic video game as a real life game
Success Criteria
- Research classic video games (Age appropriate)
- Collaborate with others to produce a plan for your real life video game
- List all the resources that you will need
- What can you use from school?
- Trial your game to iron out any bugs
- Create the game rules
- Present your game to another group
Space Invaders 1978
How could you recreate this game at school?
What resources will you need?
How many people will you need?
Where will you play the game?
Pacman 1980
How could you recreate this game at school?
What resources will you need?
How many people will you need?
Where will you play the game?
Pong 1972
How could you recreate this game at school?
What resources will you need?
How many people will you need?
Where will you play the game?
The Coin Flip
Heads and Tails.
Task One:
Firstly, from yesterday, finish the tree diagram and know the 8 possible outcomes.
Task Two:
Play the game. Do 3 coin flips 20 times. Colour in the box for each one you get.
Task Three:
- What do you notice?
- Are you more likely to get a head or a tail when you flip a coin?
- Which outcome was flipped the most?
- What is the chance of getting an outcome with at least one tail?
- What is the chance of getting an outcome with 2 heads?
- What is the chance of flipping 2 tails in a row?
- What is the chance of getting all tails?
- What is the chance of getting an outcome with at least one head?
Task Four:
- Is it possible to flip a coin 10 times and get all heads?
- What is the chance of getting all heads?
- Watch the video
- How did he do it?
Perimeter and Area
WALT explore the features of a shape to work out the perimeter
Success Criteria
- explain what the perimeter of a shape is
- adds the length of each side
- use the unit of measurement in the answer (cm, mm, m, km)
SC3080441418101816440.pdfPERIMETER AND AREA TASK
Final Challenge
Farmer Brown has 100 meters of fence to build his paddock, the paddock has to have 4 sides. How many different size paddocks could farmer Brown make?
example: He could build a square where every side is 25 meters long.
WALT find the area of rectangles by using multiplication.
Success Criteria
- know multiplication basic facts
- identify the height and width of a rectangle
- use the formula H x W = A to find the area in square units
- H = height
- W = width
- A = Area
3rd-grade-math-worksheets-area-2.pdfArea 1
qqqfree-4th-grade-math-worksheets-area-5.pdfArea 2
qqqmath-worksheets-4th-grade-area-6.pdfArea 3
Numerically Equal
I want to draw a square in which the perimeter is the same number of units as the areas square units.
Of course, the perimeter will be measured in units of length, for example, centimetres (cm) while the area will be measured in square units, for example, square centimetres (cm2).
What size square will I need to draw?
What about drawing a rectangle that is twice as long as it is wide which still has a perimeter numerically equal to its area?
Post you answers to Seesaw when you are done.
Week 9 Term 3
WALT find the perimeter of shapes
Success Criteria
- explain what the perimeter of a shape is
- adds the length of each side
- use the unit of measurement in the answer (cm, mm, m, km)
free-third-grade-math-perimeter-2.pdfTask 1
math-worksheet-3rd-grade-perimeter-3.pdfTask 2
math-worksheet-4th-grade-perimeter-4.pdfTask 3
Week 7 & 8 Term 3
WALT find the area of rectangles by using multiplication.
Success Criteria
- know multiplication basic facts
- identify the height and width of a rectangle
- use the formula H x W = A to find the area in square units
- H = height
- W = width
- A = Area
Sumdog
Complete the check point on Sumdog about the area of a rectangle.
E-Ako
Click on the measurement tab.
Select either:
Level M2.5: Counting units to measure area
or
M3.5: Using length and width to work out area
free-4th-grade-math-worksheets-area-5.pdfmath-worksheets-4th-grade-area-6.pdfExtra for Experts
WALT find the square root of a number
Success Criteria
- know what square numbers are
- know the square numbers up to 10 x 10
- use the square root function on a calculator
Activity
- Find the square root of the area for all three different sized chip packets.
- Round the square root to the nearest tenth of a mm.
- Use paper to make squares for each of the three different sized chip packets.
Extra for Experts
WALT find the LCM (lowest common multiple) for the net weight of the medium and big chip packets
Success Criteria
- know the multiples for the numbers that you are finding the LCM for
- find the lowest multiple that is common to both numbers
Activity
- Find the net weight of both the medium and big packets.
- Find the LCM for both of the packet weights.
- How many of each packet do you need to buy so that you will have an equal weight of chips.
- The 10 multi pack costs $3.99 per packet and the the ETA Chicken chips cost $2.19. What is the total cost for each bag if you buy enough so that you have an equal weight of both chips?
Week 5 & 6 Term 3
WALT find the area of rectangles by using multiplication.
Success Criteria
- know multiplication basic facts
- identify the height and width of a rectangle
- use the formula H x W = A to find the area in square units
- H = height
- W = width
- A = Area
Sumdog
Complete the check point on Sumdog about the area of a rectangle.
E-Ako
Click on the measurement tab.
Select either:
Level M2.5: Counting units to measure area
or
M3.5: Using length and width to work out area
1 (1).pdfWALT find the area of potato chip packets
Success Criteria
- measure accurately using a ruler
- round to the nearest cm
- identify the height and width of a rectangle
- use the formula H x W = A to find the area in square units
- H = height
- W = width
- A = Area
TASK
- Open up a large sized chip packet and measure both the height and length with a ruler.
- Draw a rectangle in your math book and label it large chip packet and add the measurements next to the sides. You could use a digital tool to do this.
- If the measurements involve mm you will need to round them to the nearest cm.
- Multiply the two measurements together to find the area.
- Repeat this process with one of the smaller snack size potato chip packets. What is the difference in the area between the smaller and bigger bags?
- Multiply the area of the small bag by the number of smaller bags in the packet. How does this area compare to the area of the big bag?
- Repeat the process with the larger bag that the smaller packets came in. What is the difference in the area between the larger and big bags?
- What is the combined area of the larger and smaller bags? How much more waste do you create by using these chips packets in your lunches?
- Present the information about the area of the three types of bags using a digital tool.
Week 3 & 4 Term 3
WALT Interpret data and make statements to answer an investigation
- make statements based on the data
- check if statements are true or false
Activity 4
Make 3 statements about the data from each whanau's lunch box graph.
Activity 5
Create your own Lunch Box info-graphic using the pie graphs that you have created. Remember to add you statements around the outside of your info-graphic.
Week 1 & 2 Term 3
Integrated Statistics Task:
Create an Infographic
WALT:
- Collect and display data
- Interpret data and make statements to answer an investigation
- Use the formatting and data tools of Google Sheets and Slides
Week 10 Term 2
WALT make the net for a 3D shape.
Success Criteria:
- Be able to describe a shape. It's corners and straight lines.
- Understand maths language.
- Be able visualise a 3D shape and imagine it 'unfolded'.
Station 1: Shapes With Sticks.
WALT create polyhedra, name them, and describe their faces, edges and vertices,
Success criteria:
- Know that a polyedhra is a 3D shape that has many straight sides.
- Know how many faces (sides), edges and vertices (corners) there are in 3D shapes.
Make shapes using Plasticine and sticks.
Materials needed: Plasticine, pick sticks and wooden 3D shapes.
Make a:
Cube, Cuboid, Square-based Pyramid, and a pentagonal prism.
Pick one to draw and describe saying how many vertices, edges and faces it has.
Station 2: Investigating 3D shapes.
WALT name and describe polyhedra.
Success criteria:
- Know that a polyedhra is a 3D shape that has many straight sides.
- Know how many faces (sides), edges and vertices (corners) there are in 3D shapes.
- Know how to draw the net for a 3D shape.
Describing 3D Shapes
Materials needed: Plastic 3D shapes, paper
Investigate the shapes, undo them and describe how many faces each shape has. Find out the name of the shape. Choose a shape then draw around the shape on paper and re-create the 3D shape. Draw a small model of the shape and the net in your book, name it and say how many faces it has.
Station 3: Making 3D Shapes.
WALT create polyhedra, name them, and describe their faces, edges and vertices,
Success criteria:
- Know that a polyedhra is a 3D shape that has many straight sides.
- Know how many faces (sides), edges and vertices (corners) there are in 3D shapes.
- Know how to look at a shape and draw its net.
Materials needed: Photocopies from the teacher.
The teacher will give you photocopies of the nets of 3D shapes.
- Choose one.
- Predict what shape it will fold up into.
- Make the shape.
- In your book: Name the shape, draw it as a 3D shape and describe saying how many vertices, edges and faces it has. Draw a small model of the net for the shape.
Station 4: Let's Face It
- WALT create polyhedra, name them, and describe their faces, edges and vertices,
Success criteria:
- Know that a polyedhra is a 3D shape that has many straight sides.
- Know how many faces (sides), edges and vertices (corners) there are in 3D shapes.
Materials Needed: Chrome Book or Figure It Out Geometry Level 3, p5 'Let's Face It'. and wooden 3D shapes,
Create the table in your maths book. Follow the directions and fill it in.
Independent Tasks
- Figure It Out Geometry Level 3, p6 'Starting Blocks. You will need unifix cubes. Page 1, Page 2.
- Using the Pattern Shapes App
- How many ways can you find to make a net for a square.
- Choose another 3D shape to create a net for. Name it and describe how many vertices, faces and edges it has. Take a screen shot and post it to Seesaw.
3. Learning Games
These are in order of easy to hard.
Make 2D and 3D Shapes.
Play the Building Site game.
Play Stacker.
Play replicator.
Play Complex Objects 1.
Play Complex Objects 2.
Fun with Tessellations - Changing Shapes
Figure It Out Geometry level 3-4 p7 'Changing Shapes"
Materials Needed. A Copy of the book, paper
Follow the instructions to create a tessellating shape.
Create your own tessellating shape.
Week 9 Term 2
WALT make and describe a tessellation pattern
- define what tessellation is
- define what a regular polygon is
- define what a semi-regular tessellation is
Regular Tessellations
- Use the interactive to make 3 tessellations. Each tessellation needs to be made using only one of the following shapes: an equilateral triangle, a square and a regular hexagon.
- Take a screen shot of each tessellation and post to seesaw.
- Use the interactive to complete the google doc. How many of each shape tessellate around a point?
Semi-Regular Tessellations
- Create your own semi-regular tessellations using the interactive. Take a screen shot of each tessellation and post to seesaw.
WALT describe using interior angles a tessellation pattern
- define what interior means
- know how many degrees around a point
- know the sum of the interior angles of a triangle
- know the sum of the interior angles of a quadrilateral
- know the sum of the interior angles of a hexagon
Interior Angles
- Measure the interior angles of the an equilateral triangle, square and hexagon using the protractor on the shapes interactive.
- Mark the degrees on each shape and take a screen shot of each shape and post to seesaw.
- Do you notice anything when you add all the interior angles together?