Scales, timetables and charts

Scales, timetables and charts

In Maths we have been learning to interpret and use scales, Timetables and charts.

Here is a link to our online modelling book.

These are the activities that I have completed as part of this learning.

(Link your answer sheets for each of these activities to this doc)

• Working with Data
• Home Run
• The heat is on
• Scale of events
• Gigantic Jumbo

Use the ipad to take a photo and link the image to show evidence of the two tasks below.

• When and weather - See my maths book for evidence of this.
• Roundabout Rugby - See my maths book for evidence of this.

My next Step is to apply the new knowledge that I have gained to real life situations eg using airport/bus timetables.

WALT: Apply simple linear proportions, including ordering fractions

WALT: Apply simple linear proportions, including ordering fractions

A thing that I learnt was how easy it is if you get the teachers help.

Something that was challenging was trying to get it right when you are so close and then you get it wrong and it takes forever to get back up.

I can apply the strategy to problem solving questions

Please complete these two problems. You will need to explain how you got the answer.

Question 1

In our household, there are twice as many cats as humans, with sixty legs in total.

How many cats are there to be fed? 12 cats got feed.

6 People Legs= 12

12 Cats Legs=48

48+12=60

Question 2

Three men run a business together.

The proportion of the profit they each get at the end of the month is based on the proportion of the funds they have invested in the business.

The April profit is shared out so that Al gets one third, Bob gets one half and Chuck gets one sixth.

In May, Des joins the group, investing half as much as Bob invested.

What share of the profit can Des expect to get?

Al= 1/3  2/6

Bob= 1/2  3/6

Chuck= 1/6  1/6

Des= 1/4

Square numbers to 100 and their matching square roots.

Square numbers to 100 and their matching square roots.

In Maths we have been learning:

Square numbers to 100 and their matching square roots.

This is part of our basic facts knowledge.

It is important to just know these as we can use this knowledge in other areas of maths.

Here is a link to our online modelling book. ( LINK YOUR MODELLING BOOK HERE)

Here are the IXL screenshots that show evidence of my learning.  

My next learning step in Maths is To focuses on the task and not race my friends.

Find factors of numbers to 100 and common multiples of numbers to 10

WALT: Find factors of numbers to 100 and common multiples of numbers to 10

Assessment Task:

1. Find all the factors of 16

16	x	1	=	16
8	x	2	=	16
4	x	4	=	16
The factors of 16 are: 16, 8, 4, 2

2. Find all the factors of 20

20	x	1	=	20
10	x	2	=	20
5	x	4	=	20
The factors of 20 are: 20, 1, 10, 2, 5, 4

    

3. Fill in the missing factors below:

8	1	2	4	8	16	24	32
16	1	2	4	8	16	32	64
32	1	2	4	8	16	32	64
48	1	2	3	4	6	8	12
54	1	2	4	8	9	18	36

Here are the 3 screenshots to my IXL activities:

Work 1

Work 2

Work 3

My next step is:

To set a new goal

Assessment

Maths Assessment

Identify classes of two- and three-dimensional shapes by their geometric properties

Assessment task:

Complete this task and then add it to a blog post.

Identify classes of two- and three-dimensional shapes by their geometric properties

Assessment task:

Complete this task and then add it to a blog post.

MATHS Rich Assessment Task

WALT:  Use appropriate scales, devices, and metric units for length, area, volume and capacity, weight

Oranges

Measuring is about making a comparison between what is being measured and a suitable measurement unit. Central to the development of measuring skills is lots of practical measuring experience. Also important is the reality that measurement is never exact.

Required Resource Materials:

• Oranges
• Measuring equipment including; rulers, scales, measuring jugs.

Activity: Complete the questions below:

1. How can you measure an orange? (there will be multiple answers for this, list as many as you can think of). Think of the attributes of an orange eg juice.
2. Choose two of these attributes of an orange to measure and carry out the task. Write up a proposal for your investigation, including details on:

• Attribute being measured
• Equipment required
• Method (step by step)
• How will you present your results?
• Write up your results

3. What were successful/unsuccessful approaches to measuring each of your chosen Attributes? Why?
4. Choose 4 other objects to measure in the class - use 4 different measurements eg measure the length of something and the weight of something else. Write up your results in a table.

Skin	Hole	Inside the orange	Juice
65 Grams	200 Grams	62 Grams	25 Grams

Altogether after deconstructed

175

Pencil case	Ipad	Shoe	Couch
300 grams	20 cm	6 cm	80 cm

Weight               Length               Width              Height