Our Maths

2007-06-06T18:47:00.001-07:00

http://www.bbc.co.uk/schools/ks2bitesize/maths/shape_space_measures.shtml

2007-01-28T05:35:00.000-08:00

Try the Fractions challenges on this link: Click here

2006-11-26T17:36:00.000-08:00

We have been doing Data Handling for 6 days now - reading, recording and interpreting data from bar charts.

Take a look at this website, try the activities and then do the test. Click here

2006-11-13T21:56:00.000-08:00

What are we doing at the moment?

We are currently working on the students' ability to:

Suggest suitable units and measuring equipment to estimate or measure length
Use, read and write standard metric units (km.m,cm,mm)
Be aware of the existence of imperial units of measurements
Convert up to 1000cm to metres and vice versa
Choose and use appropriate number operations and appropriate ways of calculating to solve problems
Measure and draw lines to the nearest millimetre

2006-11-13T21:45:00.000-08:00

What have we done so far this year in Maths?

The students should be able to:

Read and write whole numbers up to at least 10000 in figures and words, and know what each digit represents
Read and write the vocabulary of estimation and approximation. Make and justify estimates up to about 250, and estimate a proportion
Recognise negative numbers in context
Understand the relationship between addition and subtraction
Count on or back in repeated steps of 1, 10, 100 or 1000
Identify near doubles, using known doubles
Use informal pencil and paper methods to support, record or explain addition and subtraction
Add three or four small numbers mentally
Solve word problems involving addition and subtraction in the context of money
Choose and use appropriate number operations and appropriate ways of calculating to solve problems
Develop and refine methods for colum addition and subtraction of two whole numbers less than 1000
Extend understanding of the operations of multiplication and division and their relationship to each other and addition and subtraction
Use doubling or halving starting from known facts. For example: double/halve two-digit numbers by doubling/halving the tens first; to multiply by 4, double, then double again.

2006-05-23T00:21:00.000-07:00

What do we know about angles so far?

An angle is the amount of turn.

90 degrees make a right angle.

180 degrees make half a circle .

45 degrees are half than a right angle

180 degrees is a strait line.

All the acute are less than 90 degrees.

All the Obtuse angles are more than 90 digrees.

360 degrees make a full circle

A right angle is a quarter of a circle

2006-05-22T00:31:00.000-07:00

For the next week and a half, we will be studying angles. The students will:

understand and use angle measure in degrees
identify, estimate and order acute and obtuse angles
use a protractor to measure and draw acute and obtuse angles to the nearest 5 degrees
calculate angles in a straight line

Try the activities and tests on the website below for some tuning in to angles.

http://www.bbc.co.uk/schools/revisewise/maths/shape/15_act.shtml

2006-05-15T22:57:00.000-07:00

Card games to boost mental maths

Today we played "Pontoon" or "21". This game is good for quick mental addition. Can you think of more games that we could play using cards?

2006-04-17T02:06:00.000-07:00

In maths today, we started looking at regular polygons and lines of symmetry. We discovered that some shapes have the same number of lines of symmetry, sides and angles. A triangle, for example, has 3 sides, 3 angles and 3 lines of symmetry. An Octagon has 8 sides, 8 angles and 8 lines of symmetry.

When I asked the class how we can identify a regular polygon, Zahra said "regular polygons have the same number of sides, angles and lines of symmetry".

Is that true?

Here's a website to look at in pursuit of the answer:

Totally Tesselated

2006-04-03T00:39:00.000-07:00

It's been a long time since I added anything to the maths page... and that is because we've just been TOOOOOOOO busy. We have got really serious about maths and are trying to make drastic improvements to our basic skills. We've learnt all sorts of new techniques to solve problems, such as using partitioning or factors to solve TU x TU questions, like 25 x 32. Have a look:

Partitioning (breaking the numbers up into parts that are easier to work with)

25 x 32

Step 1. 20 x 32 = 640
Step 2. 5 x 32 = 160
Step 3. 640 + 160 = 800

Answer. 25 x 32 = 800

Factors (using numbers that multiply together to make the numbers in the question)

25 x 32

Step 1. 5 x 5 x 4 x 8

Step 2. 5 x 5 = 25
Step 3. 25 x 4 = 100
Step 4. 100 x 8 = 800

Answer. 25 x 32 = 800

Now we can choose the method we find easiest!!!

2005-12-14T19:42:00.000-08:00

Here are some of the finished products.

2005-12-12T20:51:00.000-08:00

It's been a difficult job... but we're getting there! As we start putting the final touches to our life-size cut-outs, we notice little mistakes that we've made when measuring. Here are a few examples:

"My mistake was i cut my neck too small. I can try and make it bigger and get the measurements correctly." Armaan

"My left-hand-side's pants were perfect but the right-hand-side's pants were 5cm more." Rikitta

"My mistake was that I was 1035cm and my modle was1025cm." Farzad

2005-12-10T19:58:00.000-08:00

After doing our anatomical sketches and discussing our bodies and their parts, we decided to try and use our thoughts and questions to create "life-size" models of ourselves. We had to measure everything using metre rulers and then sketch our parts on to large pieces of paper. After that, we'll cut them out and put ourselves together!

2005-12-06T21:41:00.000-08:00

We have been doing anatomical sketches of each other, and using them to make observations and ask questions about our bodies. The observations and questions can then be put into mathematical language, for example:

"Is my neck really that thin?"

becomes...

"how wide is my neck?", "what can I use to measure the width of my neck?", "is my neck the same width as any other parts of my body?"

2005-11-27T23:05:00.000-08:00

Fractions

Some fractions are equivalent, they have the same value. Here's some examples:

1/2 is equivalent to 2/4
1/4 is equivalent to 2/8
3/4 is equivalent to 6/8
2/5 is equivalent to 4/10.

Can you see the relationship between the numerators and the denominators of those equivalent fractions?

Write a comment and give three examples of other equivalent fractions.
Go to http://www.learningplanet.com/sam/ff/index.asp
Have a go at the "Fraction Frenzy" game. You have to click on the equivalent fractions... but you're racing against the clock. See who can get the highest score. I got 3010!

2005-10-29T20:46:00.000-07:00

We have been doing multiplying and dividing by 10 and 100 and observing the effect. We saw that when you multiply by 10, for example 9 times 10 = 90, a zero goes to the units column and the 9 goes to the tens column. We saw when you divide by 10, for example
90 divided by 10 = 9, the zero disappears and the 9 goes to the units column.

We saw when you divide by 100, for example 900 divided by 100 = 9, two zeros disappear and the 9 goes to the units column. We saw when you multiply by 100, for example 9 times 100 = 900, 2 zeros
go to the units and the tens columns and the 9 goes to the hundreds column.

By Farshed

2005-10-26T03:44:00.000-07:00

Check out the BBC website sometime. It has excellent interactive maths activities suitable for 4-11 year old kids.Click on the different options to try them out.
http://www.bbc.co.uk/schools/4_11/numeracy.shtml