Math statistics

Description: In maths we have been doing statistics and making surveys i am in a group with Caitlin and Katie our survey is about the culture in Poutama. Here is the survey, comment what are ur answers in the comment box thing. Bai

Slide:

Measurement portfolio sample

Description: This term we've been learning measurement maths. we're doing measurement because of a rich task that we are learning towards. So in maths we usually have workshops to do with what our focus is on in maths, and since we are learning measurement we can choose what kind of workshop we want to take. There are workshops on: capacity, area, weight or length. I mainly focused on capacity because I just want to get one right at a time.  

My slide:

Feedback: You did a good job on your description

Feedforward: But next time you could not go on and on about your description but you did good.

Evaluation: I think that I did well at this rich task because usually I'm really bad at rich tasks but I think now I've improved.  

Maths SLC portfolio post

Description: In maths we are learning about patterns and we had a problem that we had to find out if the answer was possible. this is the problem:

My maths :

I have saved $3 to buy

some beads to make a

necklace.

Green beads are 25c each

Blue beads are 10c each

Red beads are 5c each

My necklace has to have a

repeating pattern.

I have to start and end with

a red bead

I want mostly blue beads.

I have to use all 3 colours.

Is this possible?

Feedback: You did a good job on your description. Catlin
Feedforward: But you could make your description it a bit more detail. Catlin

Evaluation: I think that I did well at coming up with a good pattern and I am soooo! relieved that I got the pattern right. 

Math test stage 6 term 2 2016

Description: In maths this term we did the test that we do every term. I did a stage 6 test and I got 40% and sorry I just couldn't help but to draw a manga eye on the paper.

This is my test:

maths 2.5.16

Description: Today we started maths again after our school holiday. This term we're focused on fractions and in Nic A we did a factions problem and this is my work:

Evaluation: I think that I did well @ slitting the bag up the right way. I didn't think I was challenged enough with this problem so next time I expect a problem more aimed @ my age.  

Maths with Kate B

Description: We have to do a post on showing what we have been doing in math this term because if we don't then we haven't done a post on every subject in Poutama that we do. We have been split into 12 groups and there are Kate A, B, C. Rebecca A, B, C. Troy A, B, C. Elly A, B, C. What ever group you are in that is your workshop group for example I'm in Kate B. So this week in Kate B I've been doing multiplication and division. I've shown my work just above.

This is my maths that I've been doing in my workshop:

9x35=315

90÷7=

Big Idea: In the first strategy for the times table was rounding and compensating. The second strategy was known facts. The strategy for the division was doing place value.

Feedback: I think that Bridget did well at showing her math strategies.

Feedforward: I think that Bridget could of done 2 strategies on the division like with the multiplication.

Evaluation: I think that doing the multiplication problem was easier because I've been practicing it more then the division and thats probably why I think that the division was hard. If I were to do it again I would do a different strategy.

Bridget's maths sample (adding and subtracting)

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Description: In week 8 for maths we did a maths sample. We decided to do a post of what we do for maths. this post is about our strategies that we know. This Is my work that I have given to find out my work is the text at the bottom of the blue picture
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Big idea: In week 8 for maths we did a few questions witch are adding and subtracting. So for these questions we had to fine out the answers 1, 2, 3 and 4. To solve the questions I used partitioning is the basics that you know example: 25+79=? to do partitioning this is what I would do 20+70=90 5+9=14 14+90=104 so the answer would be 104.
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Feedback & Feedforward:
good job on your post I like how you described what we were doing for math. Next time you could put the strategy inside of the question instead of the Big Idea. By Devin
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Evaluation: I think I did well at doing the strategies and working out the questions. I think I need to work on what are sums and what are difference. If I were to do this again I would use differant strategies instead of just partitioning.
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trasformation on our car logos

Description:  We have been learning about transformation.  We have specifically learnt that...
translation is when an object slides in any direction;rotation is when an object is turned around a central point;reflection is when an object is flipped and has a line of symmetry.
Our challenge was to design a car badge that contained at least one of these aspects of transformation.    This is my car badge that I have completed

Symmetry =2

Older =1

If I were to do it again then I would take more time to measure the out line.

Evaluation: I thought that measuring was the hardest and I thought the easy part was making the border. I want to learn how to find an easier way to get it perfect.

Feed back: I like the way you put the arrows for the way of the symmetry. 

Feed for word: Maybe next time you can do some lines and not arrows.

Maths

Maths Sample

The blue question is the easiest and the green question is the most difficult.

Task:        Choose at least 2 questions to answer and record the questions, thinking and answers on your blog. Your thinking may be in the form of photos (from your maths book or using equipment or a whiteboard), an educreations or show me clip.

Success Criteria:

o   Question, thinking and answer recorded

o   Clear thinking

o   Use what you know to help

o   Correct answer (buddy check)

Questions

You have 20 jellybeans to place on a cake.

Each ¼ of the cake should have the same number of jellybeans on it.

How many jellybeans go on each ¼?

Alex and his friends ate 12 slices of pizza.

Each slice is ¼ of a pizza.

How many pizzas do they eat altogether?

There are 20 lollies on a birthday cake.

If you eat 2/5 of the cake, how many lollies do you eat?

There are 30 children who go to a country school. 3/5 of them travel to school by bus.

How many children is that?

Reflection ECG

Thinking back over your fraction learning…

Emotion	How do you feel about your learning or what you have learned?
Cognition	What do you know and/or understand?
Growth	What could you do now to further your learning?

fractions home work

This week our hand on home work task was to do some baking and make a fraction story with it
WALT:to make a pizza or make a sandwich and show some fractions with it then tell a story and post it on our blogs

this is my story...
 
There was one pizza and the pizza was cut into 6ths. Gordon ate 3 6ths of the pizza how many slices of pizza would be left? Write in the comments below to say what you think.

here are some pictures of the pizza, Gordon my brother eating pizza and what was left

Telling The TIme

WALT: share our learning about telling the time

Success Criteria:

• text and some images
• check we have the correct time
• clear message (explanation)

Blue Hat

What did I learn? I learned that if you show other people your learning it can help them so they can get to the stage that you are

Black Hat

What did I find the most difficult? nothing really was difficult most of it was easy.

Green Hat

What would I do differently if I could start my learning about time again? I would make a movie and show all what I know about time.

You have the correct time and have used clear language to explain how to tell the time, you are a great teacher! This would be a great poster to help kids who are learning to tell the time. Remember the 'tall' hand is the minute hand and the short hand is the hour hand. This might help you as you keep practising telling the time.
Kerri

Maths - Addition and Subtraction

WALT: use and show different strategies to solve addition and subtraction problems.