Olympic Challenge

LI: to use the most efficient strategy to find the answers.

For this task, we were required to compare a country's total medal score with New Zealands score. We looked at the different scores and picked one of the country's to compare. My group and I picked to compare the scores with the USA. The total medal tally for USA was 2673 whereas the total New Zealand medal score is 95. With these numbers in mind, we found out how many times we could multiply 95 to get as close to 2673 as we could. Doing this will draw the line of our comparision. First I found out what 95 x 20 was. 95 x 20 = 1900. After doing so, I added 1900 more to 1900. Which got me to 3800. Seeing this passed the total score for USA, I did 95 x 10 which was 950. If I added 950 to 1900 it would get me to 2850 which was also above the total score. With this in mind, I subtracted 95 however many times until getting the closest number to the total USA score. I subtracted 95 two more times (190), which would get me to 2660 with the remainder of 13. 

Olympic Maths Challenge

LI: to use the most efficient strategy to find the answers.

Today, we were looking at how we could solve another Olympic word problem. First, we gather the needed information. There are 250 squares in a badminton racket. With this piece of information we move to the next step and find out how many right angles in one square. Looking at a square, we see that there are 4 right angles per square. This means that the number problem is 250 x 4. When we multiply 250 four times, it gives us an answer of 1000. Therefore the answer to the question "How many right angles are on an entire badminton racket?"  is 1000.

Superfingers Challenge

LI: to recall our time tables quickly.

Our focus for this activity was based around recalling our time tables fast. The objective of the game was to remember our time tables and say them quick. To play this game, we pick a word and roll two dice that go up to 12. After doing so, we look at the dice and multiply the numbers. If one of the dice roll on 6 and the other on 3, we go 6x3 and say the answer (18) as fast as we can. The person who gets the answer correct fastest, erases one letter from the word. In the end, if you answer the equations and have no letters left, you are announced the winner.

First, we chose a partner to challenge. Whoever won out of the pair gets to challenge another person who won from their pair. The person who won that goes onto the quarter finals, then the semi-finals and then the finals. The person who won the finals is the winner and fastest person to recall their time tables. Afatia won the finals against Chris. I enjoyed this activity a lot because it was fun and also got us to recall our time tables faster. I impressed myself when I was challenging Ong because I said the answer really fast at some times.

Maths Olympics Challenge

LI: to use the most efficient strategy to find the answers.

https://drive.google.com/file/d/1_YwKU48I5U4rAN6bQVjbJxfrqJIdVeDl/view?usp=sharing

Today, we were looking at how we could solve an equation and check if the answer is correct. The questions were "In total, how many meters did Michael swim for his gold medals?" and "Finally, how many strokes did Michael have to take in total for all of his events combined if Michael can propel himself 2 meters with each stroke?". To answer the first question, we gathered all of the data and added them together. 400 + 100 + 200 + 200 + 200 + 200 + 100 + 100 = 1500. Now to answer the second question, we gather our information. By reading the world problem, we can understand that with each stroke Micheal took, he had propelled himself 2 metres. With this information, we know to divide 1500 by 2. 1500 ÷ 2 = 750. In order to check if the answer is correct, we can add 750, twice. 750 + 750 = 1500. Another way is to multiply 750 by 2 which will give us 1500. Reversing the equation to check if our answer is correct is an efficient strategy. 

Olympics Challenge

LI: to use the most efficient strategy to answer the question.

https://drive.google.com/file/d/1k_nDtkX84dhFcivbe0CaOctipzxTc3Za/view?usp=sharing

Today we were looking at how we could solve an equation and prove that our answer is correct. We know that Nastia had came 2nd place by 0.001'ths of a second. Nastia's score was 16.725s and since we know that the 1st place medalist had won by 0.001'ths of a second, we can add 0.001 to Nastia's score which is 16.725. So to answer this question of "What was the gold medal winners score?" This gives us an answer of 16.726. To prove this answer is correct we can just subtract 0.001 from 16.726 which should give us the original answer (16.725). 

To answer the next question, we use a subtraction algorithm. 00.005 - 00.005 = 00.000, 7 - 1 = 6, 00.12 - 00.07 = 00.05 6 - 1 = 5, 00.16 - 00.9 = 00.7, 5 - 4 = 1, 1 - 1 = 0, 1+ 00.7 + 00.05 = 1.75 and to prove that this answer is correct, we can reverse our strategy (subtraction) to the opposite (addition). 14.975 + 1.75 = 16.725.

Financial Capabilities

LI: to understand a budget is a plan to save money.

A budget is an amount of income given for a certain time period. This activity was based off of strategizing how much money is spent with the given amount of money. Each question was there to test the most efficient strategy to us. We read the questions carefully, taking in the information we required in order to answer each of the five questions. The Smith family planned a museum night with the budget of $45. The entry fee was free for all of the kids but costed $20 for both of the parents/adults. The kids were allowed to take part in every activity costing them $18 for all three of the kids. With their remainder money ($7), they had ice-cream which was $2 for one scoop. In the end, the Smith family had $1 left and successfully spent within the budget of 45 dollars.

Maths (Addition/Subtraction)

LI: to find and use the most efficient strategy to answer the question.

Our focus this week was based on finding the most efficient strategy to answer a question.

First we picked a set of equations that we thought challenged us the most. After this, we answered the problems by finding out the best and most efficient strategy to us. When I completed answering the questions, I created a DLO that showed the strategy I used.

Using the DLO, I created a screencastify which presented my ideas and thinking when I answered a question. 

I found this activity easy and enjoyable because it gave me the opportunity to talk and showcase my thinking and which strategy I found the most efficient. 

Statistical Investigation | Data Graph

LI: to plan and carry out a statistical investigation.

Our class maths task was based on carrying out a statistical investigation by questioning people. We created a pie chart which showcased the information we gathered.

First, our partners came up with four different questions. My partner and I came up with "How many pets do you have?", "What is your favourite season?", "What is your favourite subject?" and "What is your favourite movie genre?". After coming up with these questions, we asked some people in LS2 the questions.

Next, we picked one question to create a graph with. The question had to be valid for making a graph, for example: if the question was a yes or no answer it wouldn't have enough data for a graph. We picked the "What's your favourite season?" question. 

By analysing the pie chart my partner and I created, we developed a conclusion which was that LS2 favors winter out of all of the seasons. Before we carried this investigation, I predicted that summer would be the most popular season.

I found this task easy because I have a lot of experience and have created many graphs.

Summer Learning Journey | Which One Doesn't Belong? | Day 5 Activity 1

The Summer Learning Journey team has created an activity in which we needed to notice and spot out the differences between four different images.

First, we watched some videos of people explaining how to complete a 'Which One doesn't belong' activity. These videos helped us to understand how to complete today's challenge.

After this, we completed a Google Presentation that had nine different images asking us to list the differences we could spot. This task helped us to have a sharper eye in order to spot as many differences as we could.

I really liked this activity because it required me to use my eyes to spot out some differences that were both obvious and hidden. I think that the images were good and some had very hidden differences.

LI: to find out the differences between things.

Quizzes | Results

Our focus for this week was to complete quizzes that tested your skill and knowlegde.

The first quiz I took was a 20 question quiz that also consisted of questions based on fact family and addition and subtraction. This quiz tested my level of accuracy and how fast I would be able to answer the questions. The time I got was 2 minutes and 34 seconds. I got 20/20 questions correct.

The second quiz I took was a 15 question quiz. It tested my level of accuracy to answer strand questions. Strand is everything else we have learnt about this year. I got 9/15 questions correct.

I think that I can do better to answer the second quiz. This shows that I need to work on my strand knowledge. I enjoyed this weeks activity because it taught me new things and I could reflect on my knowledge based on these quizzes.

LI: to use knowledge to test knowledge.

                                                                            15 Questions:

                                                                            20 Questions:

Basic Fact Boxes

Today I completed basic fact boxes up to 100. The objective of this challenge is to get quick at answering basic fact questions. I answered the equations in 3 minutes and 56 seconds. I still think that I can do better and get faster at basic fact boxes. I will continue to practise my basic facts.

LI: to rapidly recall basic maths facts.

Testing Knowledge | Maths

A maths quiz tests someone's skills and knowledge based on a maths topic.

The quizzes and practical task shown below are based on different main areas in maths.

The first quiz has questions about fact families and addition and subtraction. The questions given are meant to test a person's ability to answer questions at a fast rate and accurately.

The second quiz contains questions about strand knowledge (fractions, basic facts and everything else learnt). These questions are there to test a person's accuracy answering the questions.

The practical task is based on testing a person's ability to complete a physical activity or task. This shows that they are able to find an answer by doing something physical.

Quizzes are important because they test out someone's ability and the person taking the quiz can learn new things.

LI: to use knowledge to test knowledge. 

Basic Fact Boxes

Today I completed basic fact boxes up to 100. The objective of this challenge is to get quick at answering basic fact questions. I answered the equations in 3 minutes and 27 seconds. Although I did do better than last week, I still think that I can do better and get faster at basic fact boxes. I will continue to practise my basic facts.

LI: To rapidly recall basic maths facts.

Basic Fact Boxes

Today I completed basic fact boxes up to 100. The objective of this challenge is to get quick at answering basic fact questions. I answered the equations in 3 minutes and 12 seconds. Although I did do better than last week, I still think that I can do better and get faster at basic fact boxes. I will continue to practise my basic facts.

LI: To rapidly recall basic facts.

Fractions | Decimals | Percentages

Fractions are equal pieces of a whole. A decimal is a number that is less than 1. Percentages are the parts in one hundred.

A fraction has two parts to it, a numerator and a denominator. The numerator shows the amount of pieces someone owns, and the denominator shows the amount of pieces the whole is divided into. Fractions are used to represent a piece or segment of a whole. There are also different fractions. They are: improper and mixed number fractions. 

An improper fraction shows that the numerator is more than the denominator. An improper fraction can be converted into a mixed number fraction.

A mixed number fraction is one or more whole and another fraction. To convert an improper fraction into a mixed number fraction, people usually identify the denominator. If the improper fraction is 7/3, people divide 7 by 3. 7 ÷ 3 = 2.3. This means that there are two wholes. 7/3 is equivalent to 2 1/3. 

A decimal is used to represent less than one and can go as high or as low as it can be. The decimal point (.) shows that the number is a decimal. In a decimal, there are tenths, one hundredths and thousandths as the main place values.

A percentage stays within the 100 place value, this means that 100% is the maximum percentage. To find out a percentage, people divide the denominator by 100. If the fraction was 1/4 the number problem would be: 100 ÷ 4 = 25. This means that 1/4 of 24 = 25%.

By understanding how to make fractions, decimals and percentages, it can help people to convert them to each other to make an equation more simple.

LI: To improve on a skill in maths.

Basic Fact Boxes | Maths

Today I completed basic fact boxes for multiplication and division. The objective of this challenge is to get quick at answering basic fact questions. I answered the equations in 4 minutes and 31 seconds. I think that I can do better. I found some parts of the activity hard and some other parts easy. I did better than last week.

LI: To rapidly recall basic facts.

Statistical Investigation | Athletics Day Scoresheet

This week, we were using statistical investigation to find out the averages for each teams score.

First, we added up the data on a Google Sheet. To add a data set, we can use repeated addition or a multiplication strategy. I can speed up the process by getting all of the data and using multiplication. If the data set was: 2, 3, 3, 2, 1, 3, 4 and 2. Instead of adding this, we can do this: (2 x 3) + (3 x 3) + (1 x 1) + (4 x 1) = ???. By doing this it makes things easier and faster. 2 x 3 = 6, 3 x 3 = 9, 1 x 1 = 1, 4 x 1 = 4, then add all of these numbers. 6 + 9 + 1 + 4 = 20. 20 is the score that the team got. 

To find the average group score, we need to add all of the classes points up then divide that by the number of classes there are (9). If all of the scores added up, 19 + 17 + 19 + 26 + 17 + 24 + 18 + 18 + 24 = 182. 182 ÷ 9 = 20.2. This is because if we know 18 ÷ 2 = 9, we should know how to do 180 ÷ 20 because of place values. 2 ÷ 9 = 0.222222222 but to get a less complicated answer, we round. The rule with rounding is that if the number is four and under, we need to round down. This is called 4 Floor. However, if the decimal is higher than 5, it rounds up. 5 High. 

Understanding how to use statistical investigation is important because it can help to find out the scores of different things.

LI: To use statistical investigation.

Basic Fact Boxes

Today I completed basic fact boxes for multiplication and division. The objective of this challenge is to get quick at answering basic fact questions. I answered the equations in 4 minutes and 53 seconds. I think that I can do better. I found some parts of the activity hard and some other parts easy. 

LI: To rapidly recall basic facts.

Money | Measurement | Subtraction & Addition | Multiplication

This week, we shared our knowledge on two different areas in maths to two people in the class. We also learned about different maths areas.

First, we found a partner to teach and learn from. My first partner was Leon. Leon was teaching me about measurement. Measurement is finding out the width, amount, length and height. Leon taught me how to convert the different units of measurement. To convert 12cm to mm, we divide by ten because ten mm is one cm. 12 cm ÷ 10 = 1.2. I also learned what 1 cm, 1 m and 1 km is made out of. 1 cm is made from 10 mm, 1 m is made from 100 cm, 1 km is made from 1000 m. 

I taught Leon about subtraction and addition. Addition is the action of giving something to another thing. Subtraction is the action of taking away from something. I explained how to use the written algorithm way for subtraction and addition. I also explained how the algorithm way is very similar to place value. Starting from the ones and adding/subtracting that all the way to the highest place value, is the best way to add/subtract.

In the second session, my partner was Chisa. Chisa taught me about adding money. I mostly found this session easy because I have learned things about money in the past. Money works in 100's. For example: if I have 10c and someone gives me 90c more, I will own 1 dollar. This is because 10 + 90 = 100, and since money works in the 100's, we round it to 1.

After learning that, I taught Chisa how to multiply. I explained how to multiply using the Lattice method, Japanese method and algorithm method. Multiplication is the process of repeatedly adding certain amount of numbers. To multiply two digit by two digit numbers, we need to multiply the ones first. For example: if the equation was 24 x 12. 4 x 2 = 8. Then we need to multiply the first ten to the second one. 10 x 2 = 20. Now multiply the twenty by ten. 20 x 10 = 200. Then multiply the 4 by 10. 4 x 10 = 40. After that, add all of them together. 8 + 20 + 40 + 200 - 268. 

I enjoyed these two sessions and learned new things. I think that understanding these areas in maths can help you to do things quickly and increase your knowledge. Chisa and Leon were both great teachers. I found teaching hard.

LI: To improve in different areas in maths.

  

Basic Fact Boxes

Today I completed basic fact boxes up to 100. The objective of this challenge is to get quick at answering basic fact questions. I answered the equations in 2 minutes and 38 seconds. Although I did do better than last week, I still think that I can do better and get faster at basic fact boxes.

LI: To rapidly recall basic facts.