We have been learning about squared numbers and the phrase ‘to the power of’.
I like how 10 to the power of 8 is just 1 with 8 zeros on the end a much quicker way to write it. I even learnt that squared numbers make a square when coloured in and the square root is the opposite of a squared number.
We have been checking our understanding of timestables. Did you know the 3×4 can be drawn in a box 3 squares by 4 squares? And the squared numbers such as 9, 16 and 25 when drawn make a perfect square, that is it has even sides.
By Lennox
It was easy colouring the squares. I found it interesting that numbers that are make square are called squared numbers. I had never learnt about square root before.
We walked into class to find the tables taped up. I wondered what on the world, our teacher never lets us write or draw on the tables why is there tape there? After she explained the task we had to identify 6 different types of angle on our table. Then we had to use the protractor to measure the angles. It was fun writing on the tables the measurement of the different angles. There was lots of learning.
Angles are important. can you think of why we need to know about angles?
The first thing we tried to do was list all the fractions we could think of, randomly it didn’t work. When we started with a whole, then moved to half and two halves onto 1/3, 2/3 and 3/3, everyone got into the discussion until we reached 10/10.
Then we looked at which one all meant one whole, 1/1, 2/2, 3/3, 4/4, 5/5 … 10/10 and repeated for what a half was 1/2, 2/4. 3/6,4/8 and 5/10. They even noticed that not all fractions sets could show half.
We then discussed how 1/10 meant that a whole was divided into 10, so tried dividing 1 by 10 on a calculator, and then discussed the place value of decimals and what they saw on the calculator.
Then with a chart looking like this students had to find the decimal for each fraction and then the decimal.
Do you know how to use the decimal to work out the percentage?
We have been lerning how to measure different parts of a shape, including perimeter which is the outline of a flat shape, area the inside of a flat shape and the volume of a 3D shape.
Thank you Brennan for sharing your learning.
After setting up the tables with 4 pieces of A4 paper, scissors and tape. We talked about capacity and what it might be. Students explained that it was similar to volume and showed how much a container might hold.
They had to make two different size containers using the same size paper. One was tall and thin the other was wider and shorter.
Some students thought the tall one would hold more others thought the wider one.
Ms brought out the popcorn and each gorup had one bag. Each group had a different way to measure too.
One group decided to pour popcorn from the thin container to the wide one. Another group did the opposite wide to thin, a third group filled both container and then counted how much popcorn was in each container. The fourth group put the thin container on top of the wide one with a piece of paper inbetween, filled the top.
We have been comparing the volume of containers to do this we need to work out the volume of a countainer. The height of our containers that we created changed by 1 cm. I can’t wait to see the results so I can make sure I have the best container for POPCORN!
Today we had popcorn, yummy yumy. What has that got to do with Area and Volume you ask will have a look at this set of slides. Which container do you think would hold hte most popcorn. Our class were divide, some thought they be the same as the paper was the same to start with. Others thought the skinny container where as other thought the wide container.
When we went to compare amounts each of the four groups all had a different way to measure the volume of popcorn.
I’ll try to get that video up soon.
Do you know what factors are?
What about the product or sum of 2 numbers?
Have you ever heard about an addend?
These are all names of numbers in an equation. It depends of the type of equation you are looking at. Let me try to explain.
Looking at this diagram do you know why some numbers only have one number and a full circle?
Why do some number have two parts to their circle?
Who do some numbers have more than one colour?
I will give you a clue it is all to do with factors.
We are trying to use an inspiring ideas to get students to engage more in math. So we start with a world task and then have focus workshops. E.g. If I noticed students struggling identifying fractions such as halves or quarters then I could pull that group aside and do some specific teaching.
This is the image we used for the first part, halves, thirds, sixths and ninths then we added another column of triangles to teach halves, quarters, eighths, thirds and sixths. These are the slides we used.