## Location, Location!

### Posted by Miss Crowther | Posted in Numeracy | Posted on August 17, 2015

Recently we learnt about location. We learnt how to use grid references, co-ordinates, compass points and also compared different types of maps.

We began by making and using a giant classroom grid reference system. We drew our classroom using correct grid references to locate objects.

Aside from grid references, such as B3, we discovered that there are other ways to describe the location of particular objects. The Cartesian co-ordinate system was named after a man called Rene Descartes who was also known as Cartesius. Unlike grid references, the Cartesian system only uses numbers.

There are four quadrants in the Cartesian co-ordinate system, each with co-ordinates created using the x and y axis.  It’s important to remember to read the x co-ordinate first. Campbell shared his strategy for remembering this, which is Jack goes across the beanstalk and then up or down. Kaitlyn shared her strategy, which is x comes before y in the alphabet.

The image below is from Maths Worksheets for Kids and names the different quadrants.

We completed some activities like the one below from the Maths Aid website to practise finding certain points.

We used quite a few websites to learn about grid references and co-ordinates. You might like to complete the activities too!

We also compared satellite/aerial views with other maps. There are lots of differences between the two maps below. Both of them show our school. Most of us prefer the satellite view as it is easier to see details and it gives a clearer picture of what the actual area looks like.

## When do you use mapping skills?

### Posted by Miss Crowther | Posted in Uncategorized | Posted on March 17, 2015

In numeracy, we are learning more about addition and subtraction. We have been working with whole numbers, common fractions and decimal fractions.

Last week we focused on solving problems using equivalent number sentences. Here are some examples of equivalent number sentences:

# (3 x 3) + 11 = 4 x 5

The number one thing to remember when working with equivalent number sentences is that the answer on each side of the = has to be the same.
Different strategies can be used to work out any missing numbers.

# 181 + 7 = 185 + ?

For the example above, we discovered that if one of the numbers in a problem gets larger or smaller the other number does the opposite. For example, 181 got larger by 4 to become 185. So, 7 has to get smaller by 4. Therefore, the ? = 3. You can check it by doing 181 + 7 = 1881 and 185 + 3 = 188 too. It works because each side has the same total, just with different numbers.

# 73 – 9 = 75 – ?

When you solve subtraction problems, you have to make sure the ‘gap’ or difference between the numbers stays the same.  Both numbers have to increase by the same amount. So, ? = 11.

Click HERE to do some of the activities we did online to practise working with equivalent number sentences.

This week we are adding and subtracting fractions. Before we started, we shared all the different ways we had already used fractions in the last 24 hours. It was surprising to find out how many ways we had used a fraction of something – from 1/2 a cup of milk with our porridge to eating one sixth of a birthday cake.

We know that the denominators (the bottom part of the fraction) have to be the same before you can add or subtract. This is because the denominator tells you if the fraction is a half, third, quarter and so on.

# 8    8    8

Sometimes you have to change the denominator if they are not the same to start with. We have looked at how to find the lowest common denominator.

Can you use an equivalent number sentence to solve the following problem?

## High School Day

### Posted by Miss Crowther | Posted in Art, Literacy, Numeracy, Science, Special Event | Posted on December 8, 2014

There are nine more school days left before our Grade 5s become Grade 6s and our Grade 6s head off to other schools as Year 7s.

Last week we had our second ‘High School Day’ for the year.  We invited teachers from some of the secondary schools our Grade 6s will be going to in 2015. Five secondary school teachers, from three different schools, spent the day teaching us English, maths, science and art.  The day ran like a traditional day at secondary school.

We had to follow a lot of ‘High School’ rules. We were only allowed to go to our lockers at the start of the day, before recess, after recess, before lunch, after lunch and at home time. This meant we had to be organised and plan ahead. It seemed a bit funny taking our writing folders to art!

We have a healthy snack at 10am and 12:30pm. High School students only get to eat at recess and lunch time. Luckily, this was one rule we didn’t have to follow!

On the move – from first English to art

Our English class with Ms Barnes

The fable we read in English with Mrs Coyle

We learnt about acids and bases in Science

We worked out the mean, median and mode of our heads in Maths

Today we completed some reflections about High School Day. Mrs Placek and Miss Crowther emailed us a High School Day feedback form using ePals. We had to complete it and send it back via email. Year 7s submit work electronically so it was perfect practise for us! You can read some of our reflections below.

Everyone enjoyed High School Day and it will make going to High School easier for us. We would like to thank Miss Perry, Ms Barnes, Mrs Coyle, Mr Devine and Mr Langdon for coming to Upper Plenty and teaching us. It was definitely the highlight of High School Day!

## Saturday morning. 7am. 4 degrees Celsius.

What would you do? Well, we headed off to a local market with a car load of goodies to sell that we had either made, collected through donations from letters written to companies or donated ourselves.

It was all part of our work with numeracy and economics and our quest to earn \$1000 by the end of the year. If we reach our target we will be able to plan our very own excursion. It doesn’t even have to be about what we are studying – we can go ANYWHERE…as long as we can afford it!

Throughout the year we have been working steadily towards our goal of \$1000. Regular blog visitors may remember our first market stall held at our school market night. Since then we have sold ANZAC cookies, run an iTunes Raffle (winner received a \$20 iTunes card) and held a ‘Guess the Lollies in the Jar’ competition.  We earned \$117 at the local market which brings our total savings to \$635.90.

Having a class bank account and working together to earn and save money has been lots of fun. It has also taught us many things. Here are just a few of them:

– How to present our ideas well. We have written proposals and presented them to our principal, Mrs Laffan. Two people have to present to School Council.

– How to count different money amounts. We take it in turns to ‘bag up’ the money into little bank bags so it can be banked. There are bank rules about how much money can be put in a certain bag according to the type of coin.

– How to ‘sell’ and advertise our events.

– How to work together to get everything done so that an event can run smoothly.

– Lots of maths skills including rounding, estimating, budgeting, adding, subtracting and working out discounts. We were even doing maths on a Saturday at the market!

Future plans include a food stand for interval at our school productions, a gold coin donation ‘Pyjama Day’ (after our school production) and a Kid’s Trivia Night.  We might also hold a movie night.

## No Ordinary Maths Test

### Posted by Miss Crowther | Posted in Numeracy | Posted on April 27, 2014

Last week we had a maths test. Except, it wasn’t like our normal tests. Mrs Placek and Miss Crowther told us what the topics were going to be and even let us have a ‘cheat sheet.’  A cheat sheet is an A4 sheet of paper with definitions and examples about the topics on the test.

The topics on the test were:

* 12 and 24 hour time

* Data – mean, median and mode

* Counting patterns

* Rounding

* Shape

* Roman numerals

Even though we were allowed to use a cheat sheet during the test we still had to know the information and how to use it. Making a cheat sheet helped us revise the things we learnt last term. Before the test we hadn’t really learnt about Roman Numerals so it was also an opportunity for Mrs Placek and Miss Crowther to see how we could research something and find out about it ourselves. Cheat sheets are used in Secondary School so using one is also helping us to get ready for future types of tests at Secondary School.

The photos below show parts of some of our cheat sheets.

There were also some surprise questions on our test. We wonder if you can spot them and work out why they were included?

## A Marvellous Market Night

### Posted by Miss Crowther | Posted in Collaboration, Numeracy, School Event | Posted on March 29, 2014

On Friday afternoon we set up our stall at the school market.  For the past few weeks we have been planning and organising our market stall items and it was finally time to see if our hard work had been enough.  We made some of the items and people chose something from home to donate (with parent permission of course!). Click HERE to read Billie and Tanyshah’s previous post for more details about our preparations.

We were rostered on for different times throughout the evening and had a steady stream of customers all night. The lucky dip prizes were very popular and we sold out!  Towards the end of the evening we reduced our prices and sold a few more of the other items.

Having a market stall was lots of fun and it also helped us learn:

* You can do more if you work together

* People have different strengths and can use them to do different jobs

* You have to think about what items people will want to buy and what they will pay for them

* Deals like ’50 cents each or 3 for \$1′ work

* How to calculate change

* Reducing prices at the end of the night helps sell a few more things

* It’s important to set up your stall well to advertise the items so people want to buy them

* There are expenses running a stall that you have to pay before you get to make a profit

It cost us \$10 for the stall spot and we put in a \$6 float for change. After paying Mrs Placek and Miss Crowther back, it looks like we have made abut \$70 for our class bank account. We haven’t made a final decision on how to spend it yet. It might be used to rent a class pet, buy things for Genius Hour or other class projects.

## Tweet, Tweet!

### Posted by Miss Crowther | Posted in Collaboration, Numeracy, Twitter | Posted on March 3, 2014

We have been using Twitter to collaborate with other schools around the world. Twitter is a program that lets you send instant messages (called tweets) using 140 characters or less to other ‘Twitterers.’

We have learnt:

* That it is okay to use ‘text’ talk and spelling in a tweet to save on characters. For example, you can spell ‘great’ as ‘gr8’ and ‘to’ as ‘2’.

* The tweet still needs to have a beginning, middle and end.

* Sometimes you can take out words to give you more characters and the tweet will still make sense.

* You need to address your tweet using ‘@’ if you are sending it to someone specific.

* It is really important to reread, revise and edit your tweets to make sure they make sense – just like you would for any other text.

Our current ‘Twitter’ project is with Mrs Monaghan and Class 2 (@class2middleham) in England and Mrs Yollis’ and her third graders (@YollisClass) in America.  We have been tweeting clues for mystery numbers. Each class has a special day of the week that they tweet the clues and the other two classes try to work out the mystery number. When we tweet our clues on Monday, Mrs Monaghan and Mrs Yollis and their classes are still enjoying their weekend. Whilst we are sleeping on Monday night, they reply to our tweet.

Our Mystery Number conversation

Tweeting mystery number clues has helped us use and learn mathematical vocabulary. Some of the words we use are the same and some are different. We learnt what a ‘digital root’ is because we had to Google it to find out what Mrs Monaghan’s clues meant.  To find the digital root you add the digits of a number together. For example, 234 has a digital root of 2+3+4 = 9

We have also been using Twitter to connect with Mrs S and 5/6CS in Tasmania for a weather tracking project. Mrs S set up a Google Docs spreadsheet for us to use to collect information about our weather. Some of our other blogging friends are also joining in so we have been able to compare weather from England, America, Darwin, Hobart and Melbourne.

## Mean, Median and Mode

### Posted by Miss Crowther | Posted in Numeracy | Posted on February 20, 2014

We are learning about data and how to explain information.  This blog post was written during our reflection and summary of today’s numeracy session.

Learning Intention:

To understand the terms mean, median and mode and calculate them using a set of data.

Success Criteria:

#1 Record data in a table

#2 Identify mean, median and mode for a set of data

#3 Explain how to find mean, median and mode

We worked with a partner to find out about the seven day weather forecast for a city.  The city could be anywhere in the world.  We discovered that in some parts of the world it is still Wednesday, even though it is Thursday here.

We collected our data from a website

We recorded our data in a table to meet success criteria #1.  We calculated the mean, median and mode to meet success criteria #2.

This blog post is to prove that we can explain how to find the mean, median and mode from a set of data.  If we can explain it clearly and accurately we will meet success criteria #3.

To find the mean you add all the numbers in the data set together and in our case, divide it by the number of days.

5 + 6 + 5 + 6 + 8 + 7 + 6 = 43

43 divided by 7 = 6.1

Paris’ mean minimum temperature for the week ahead is 6.1C.  Brrrrr!

To find the median you have to write all the numbers in the data set from lowest to highest, or ascending order.  The middle number is the median.

20, 21, 21, 21, 26, 27, 27

LA’s median maximum temperature for the week ahead is 21C.

Mode is another word for most.  It is the number that occurs most frequently in the set of data.  To help work it out, put the data in ascending order.

1, 1, 3, 8, 8, 10 11,

New York’s maximum mode is 1 and 8 because they are the temperatures that are forecast to occur most frequently in the next seven days.

Hobart’s minimum temperature mode is 12 because it is forecast to happen three times in the coming week.

8, 9, 11, 11, 12, 12, 12