WEDNESDAY WEEK 10 TERM 3 - ADDING FRACTIONS REINFORCEMENT
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EASY
MEDIUM
HARD
TUESDAY WEEK 10 TERM 3 - SIMPLIFYING FRACTIONS
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SIMPLIFYING FRACTIONS SHEET 1
SIMPLIFYING FRACTIONS SHEET 2
SIMPLIFYING FRACTIONS SHEET 3
SIMPLIFYING FRACTIONS SHEET 4
MONDAY WEEK 10 TERM 3 - MULTIPLYING FRACTIONS WITH A WHOLE NUMBER
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TUESDAY WEEK 9 TERM 3 - ORDER OF OPERATIONS
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MONDAY WEEK 9 TERM 3 - ORDER OF OPERATIONS
If you have an expression where all the operations are the same (example: only addition, only subtraction, only multiplication, or only division) then the correct way to solve it would be from left to right. But for expressions with multiple operations, we need to follow the order of operations.
The order of operations is the rule that tells us the sequence in which we should solve an expression with multiple operations.
A way to remember that order is BEMDAS. Each letter in BEMDAS stands for a mathematical operation.
The first step is to solve the operation within brackets. Brackets are used to group things together. Work out all groupings from inside to out.
Work out the exponential expressions after the parentheses.
Next, moving from left to right, multiply and/or divide, whichever comes first.
Lastly, moving from left to right, add and/or subtract, whichever comes first.
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WEDNESDAY WEEK 8 TERM 3 - SIMPLFYING RATIOS
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TUESDAY WEEK 8 TERM 3 - SIMPLFYING RATIOS
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MONDAY WEEK 8 TERM 3 - RATIOS
When we look at ratios, we are usually looking at the relationship of one object compared to another.
An example might be the relationship between the number of cars and the number of wheels.
In the case of cars and tyres the relationship (for most cars) is that there are 4 wheels for each car.
We would say that the ratio of cars to wheels is 1 to 4 or 1:4 (for each car, there are 4 wheels)
What does lowest term ratio mean?
Just like fractions, ratios can be simplified.
We can simplify ratios by finding common factors of the numbers involved and dividing them all by the common factors.
The ratios are in lowest terms (or simplest form) when there are no more common factors except 1.
Look at the example below:
The ratio of rabbits to cats is 4 to 2 or 4:2.
Because these two numbers have a common factor of 2, they can both be divided by 2 to give a simpler ratio.
So 4 : 2 = (4 ÷ 2) : (2 ÷ 2) = 2 : 1
There are now no common factors apart from 1, so we cannot simplify the ratio further.
So the ratio of rabbits to cats in lowest terms is 2:1. This means that there are 2 rabbits for every cat.
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WEDNESDAY WEEK 7 TERM 3 - PROBIBILITY
Today we work with a partner to make spinner games.
Example:
Decide who will be player A and player B
If the spinner lands on yellow, player A gets 2 points. If the spinner lands on green or red, player B gets 1 point.
The first player to score 20 points wins.
Work with a partner to design their own two-player game. You need to design both the spinner and write the rules for their game. This could be linked to your interests or culture.
TUESDAY WEEK 7 TERM 3 - PROBIBILITY
Odds and evens
Today we will play a game. You will need to make two spinners, one divided in half with the halves labelled 1 and 2, and the other divided into thirds and labelled 1, 2, and 3.
Decide who will be player A and player B.
Spin both spinners and add the two numbers together.
If the sum is even, player A gets one point. If the sum is odd, player B gets one point.
The first player to score 20 points wins.
Before playing the game, predict what you think will happen and write this down.
Keep track of the score. Record the score using a frequency table.
We will use a frequency table to list the number of times we land on odd and even numbers.
We will record these as tally marks.
Once one player has scored 20 points, we will count up our tally marks and record them in frequency columns.
Write about what happened in your game.
How did your results compare to your prediction?
Write down whether you think the game is fair or not.
If you don’t think the game is fair, write about how to make it more fair.
THURSDAY WEEK 6 TERM 3 - DIVIDING FRACTIONS
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WEDNESDAY WEEK 6 TERM 3 - DIVIDING FRACTIONS
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TUESDAY WEEK 6 TERM 3 - MULTIPLYING MIXED NUMBER FRACTIONS
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MONDAY WEEK 6 TERM 3 - MULTIPLYING FRACTIONS
1. Multiply the top numbers (the numerators).
2. Multiply the bottom numbers (the denominators).
3. Simplify the fraction if needed.
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TUESDAY WEEK 5 TERM 3 - DECIMALS
MONDAY WEEK 5 TERM 3 - ORDERING FRACTIONS
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WEDNESDAY WEEK 4 TERM 3 - D.M.I.C
PEACHES TODAY, PEACHES TOMORROW
MONDAY WEEK 4 TERM 3 - MATHS WEEK
Maths Millionaire/Kaipāngarau Whai Rawa
MONDAY WEEK 4 TERM 3 - MATHS WEEK THE DAILY DOLLAR
MONDAY WEEK 4 TERM 3 - SIMPLIFYING FRACTIONS
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FRIDAY WEEK 3 TERM 3 - INCREASES PERCENTAGES OF AMOUNTS
Increase $200 by 50%
Increase $300 by 50%
Increase $160 by 10%
Increase $540 by 100%
Increase $180 by 25%
Increase $2000 by 60%
Increase $500 by 30%
Increase $1000 by 1%
Increase $280 by 25%
Increase $860 by 70%
Increase $750 by 30%
Increase $960 by 15%
WEDNESDAY WEEK 3 TERM 3 - TAKING FRACTIONS OFF AMOUNTS
MR D'S MAD SALE!
$100 25% off
$900 20% off
$1.80 30% off
$850 60% off
$3.30 10% off
$30 20% off
$330 40% off
$1400 35% off
$90 50% OFF
$550 30% off
$230 10% off
$340 15% off
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Work out the discounted price of each item
Bonus Task - What would the total discounted price be if you bought all the sale items?
TUESDAY WEEK 3 TERM 3 - FRACTIONS OF AMOUNTS
To find 1% ÷ by 100
To find 10% ÷ by 10
To find 25% ÷ by 4
To find 50% ÷ by 2
To find 100% ÷ by 1
e.g. 30% of $200
200 ÷10 = 20 First, we divide the amount by 10 (to find 10 percent)
20 x 3 = 60 Next, we multiply 20 (10% of 200) by 3 (30 is 3 times bigger than 10)
So 30% of 200 is $60
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Solve the following percentages of the dollar amounts:
20% of $200
30% of $500
75% 0f $400
60% of $250
70% of $90
40% of $55
25% 0f $600
60% of $70
30% of $55
15% of $800
90% of $120
35% of $250
MONDAY WEEK 3 TERM 3 - FRACTIONS OF AMOUNTS
The term ‘per cent’ means ‘out of a hundred’. In mathematics, percentages are used like fractions and decimals, as ways to describe parts of a whole. When you are using percentages, the whole is considered to be made up of a hundred equal parts. The symbol % is used to show that a number is a percentage, and less commonly the abbreviation ‘pct’ may be used.
You will see percentages almost everywhere: in shops, on the internet, in advertisements and in the media. Being able to understand what percentages mean is a key skill that will potentially save you time and money and will also make you more employable.
Percentage is a term from Latin, meaning ‘out of one hundred’.
You can therefore consider each ‘whole’ as broken up into 100 equal parts, each one of which is a single percent.
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FRIDAY WEEK 2 TERM 3 - ADDING FRACTIONS WITH A DIFFERENT DENOMINATOR WORD PROBLEM
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THURSDAY WEEK 2 TERM 3 - ADDING FRACTIONS WITH A DIFFERENT DENOMINATOR
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TUESDAY WEEK 2 TERM 3 - ADDING FRACTIONS WITH A DIFFERENT DENOMINATOR
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MONDAY WEEK 2 TERM 3 - ADDING FRACTIONS WITH A DIFFERENT DENOMINATOR
STARTER - FINDING COMMON MULTIPLES
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WEDNESDAY WEEK 1 TERM 3 - ADDING FRACTIONS WITH THE SAME DENOMINATOR
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TUESDAY WEEK 1 TERM 3 - CHANGING IMPROPER FRACTIONS TO MIXED NUMBER
In order to convert an improper fraction to a mixed number, we need to divide the numerator by the denominator. After the division, the mixed number is formed in such a way that the quotient that is obtained becomes the whole number, the remainder becomes the new numerator and the denominator remains the same. Let us learn more about converting an improper fraction to mixed number in this lesson.
An improper fraction is a fraction in which the denominator is always less than the numerator. For example, 9/2 is an improper fraction. A mixed fraction or a mixed number is a combination of a whole number and a proper fraction. For example, 2 1/7
2 1/7 is a mixed number where 2 is the whole number and 1/7 is the proper fraction.
To convert an improper fraction to a mixed number, we need to divide the numerator by the denominator and then find out the remainder and the quotient. Now, the quotient becomes the whole number of the resultant mixed fraction, the remainder becomes the numerator part of the mixed fraction and the denominator part remains the same.
Example: Convert the improper fraction into a mixed number: 7/3
Solution: On dividing 7 by 3, we get 2 as the quotient and 1 as the remainder. Thus, 7/3 will be written as 2 1/3 as a mixed number.
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MONDAY WEEK 1 TERM 3 - FINDING FRACTIONS OF A SET
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