Finding the Highest Common Factor & Lowest Common Multiple

LI: To be able to find the LCM and HCF

This week for Maths our focus has been to find the lowest common multiple and highest common factor. Our challenge was to practice with different numbers and create a DLO explaining our learning. Haylee, Florence and I collaboratively worked on defining the highest common factor and lowest common multiple. In our DLO’s we’ve included what the highest common factor is, how to find the HCF, what the word factor means and an example of finding the HCF. We all enjoyed working together to create this DLO and liked how we could revise on this math area. We all feel a lot more comfortable working and finding the lowest common multiples and highest common factors.

Maths using negative numbers

L.I: To use the most efficient strategy to solve problems.

This week for Maths we have been working with negative numbers; learning how to add and subtract them. Today we answered a few maths word problems using negative numbers to test how comfortable we are and our understanding. We worked collaboratively in a small group with Sakina, Haylee, and Florence.

Ta'ovala Maths Challenge

L.I: To find the most efficient strategy to solve the problem.

In this Maths Challenge we got into partners again to find out how metres of material would it take to make 26 ta'ovala if you need 1.5 metres for one? A ta'ovala is a traditional Tongan dress worn by men and women. The important information from the text is that 8 ta'ovala takes 12 metres. Our answer was 39, and me and Florence solved this by using algorithm. The rule we came up with was to multiply 1.5 by the amount of ta'ovala. Florence and I really enjoyed trying to solve this question.

Fishing Maths Challenge

L.I: To find the most efficient strategy to solve the problem.

his week for Math we worked in pairs to solve a maths story problem, and find the rule. A rule in maths, is a strategy that can be used again to solve a question with a similar pattern. The important information we used from the story was they threw back the first fish of the day and they caught 3 fish per hour. Something we noticed was that each time we answered the question it would create a pattern. So the rule Sakshi and I came up with was x3 - 1, meaning the hour multiplied by 3 (fish) and minus 1.

Starburst Ula loles | Daily Maths Challenge 3

L.I: To find the most efficient strategy to help you solve the maths problem.

For this last daily maths challenge for the week, Florence and I worked together to answer the three questions. This one was about Miss Niuula trying to make enough Ula loles using only red and green fruit bursts. But for every 5 red fruit bursts she used, she then uses 8 green. Our strategy for question 1 and 2 we used addition but for the third we used multiplication. I really enjoyed this one, because once we understood how we worked them out it was really easy!

Harvesting Mussels | Daily Maths Challenge 2

L.I: To find the most efficient strategy to help you solve the maths problem.

 This is my second daily maths challenge I've completed for the week, and it's about Zion and his Koro harvesting mussels. Before answering the questions, it gives us a bit of context about the story. But the key information to remember is that for every 4 mussels Zion harvested, his Koro harvested 7. Under each of the three questions, you can see the process of my working out and my final answer at the very bottom of the box. The method to my strategies either involved multiplication, division, or addition.

Weekly Grocery Shopping | Maths Collabrative Challenge

In Math, we were given a collaborative group challenge to complete for the week. We were to imagine that we had a budget of $200 to spend on weekly shopping for our ‘family’. The amount of people in our family would be the same amount of people in the group. In this case there were 6 for Avalon, Fui, Te Pounamu, Nyjah, Joel, and myself. We had to choose a supermarket site to look for groceries online, and make sure we bought enough proper food fit for 6 people. We chose Pak n Save because we were all familiar with that market. We started off by creating our breakfast, lunch and dinner menu for Monday, Tuesday, Wednesday, Thursday, Friday, Saturday and Sunday. It was also decided that every group could have one fast food or takeaway dinner. We chose Burger King which we spent $30 on by getting everyone a stunner meal. After that we started writing down the list of ingredients and items of what we needed to make each meal. With somethings we found it was easier to buy it pre-made like waffles, spring rolls, garlic bread, pizza and etc because if we didn't that would mean more ingredients to buy money and more money would be spent. As we went along writing the prices, we were adding them up. We decided to round the cents because otherwise it would be too hard and take longer to calculate. We were told to buy at least one bathroom or cleaning household item that we might need. For us it was bar of soap and a packet of sponges. Sometimes when we were trying to stay in budget, prices would go over too much and sometimes only by a little bit. After taking out some things we really didn't need, and getting good quality for good price we were sure we had it. As we finally totalled up the prices we found we could get maybe 2 or 3 more items but we decided not to. In the end our total price was $184!

Rugby World Cup Maths (Pitches)

This week for maths we had maths equations based off the Rugby World Cup. This time the challenges were related to Rugby Pitches, and we had to solve 6 questions including multiplication and addition. We worked with different partners and created a collaborative DLO about one of the questions we had to answer in example. We used number 5 which was.."A club tactically decides to narrow the width of their rugby pitch to make it easier for their players to defend. The original width of their pitch was 65m with a length of 90m. The new width is 55m. How much smaller is the new area of the pitch?" See how we worked it out in the google drawing above.

7 Timetables Game - (Practise/Exercise)

This week in Maths we were given a Timetables Maths game to practise our 7 multiplications using our prior knowledge. The exercises were the basic times tables, to matching the answer the the multiplication, then answering the multiplications shuffled. In each of them I was able to get a 12 out of 12 and I enjoyed this way of practising them.

Click here to play - 7 times table

E-ako maths - Patterns and Relationships (Exploring patterns growing +1)

This week in Math we checked out a Math programme called 'e-ako maths'. In this game we can learn Math subjects and show our understanding of them. Here I have chosen to work on Patterns and Relationship, and my first activity I chose to do was exploring patterns that grow by one. An activities questions completed count as points, and now I earned myself 155 points.

Division Video | Math Task 4

L.I: To create a video about Division.

This week for Math we had to finish our last task for the week. I was to make a video about division. This time we could choose what strategy, what number range, and how many questions. I was doing place value, in 100 to 1000's number range, and 3 questions. The first thing I did was make my script of what I would say and later create the video. To read the script as I recorded, I used a whiteboard and wrote it down on it. The site used o record was screencastify. 

Addition Poster

L.I: To create a poster on addition showing Place Value and Tidy Numbers Strategy.This week for Math everyone had to choose 4 subjects or operations, and a D.L.O format to make it under. Everyone decided to do the 4 operations - Addition, Subtraction, Multiplication, Division. Depending on which one we were doing, our teacher chose what we would have to teach from that subject. Once a week we would have to complete one and link it on a sheet. This week I have decided to do addition on a poster. For addition we had to show place value and Tidy Numbers. After finishing our D.L.O about the operations, we could blog it and plan our work for next week.

Basic Fact Boxes

L.I: To answer basic fact questions about simple subtraction, addition, multiplication, and division.
This week under Maths Daily 6, I completed some of the Basic Fact Boxes. I answered 4 sections of boxes under Addition and Subtraction. For this you have to solve the problem by reading the number in the top row, and then the adding or subtraction the number in the bottom row. You can choose how much questions there can be for the Facts. Either up to 5, 10, 20, or 100. There are 100 questions in total for me and so far I have answered 40 questions out of those 100. If you answered the question incorrect, the box would turn red and let you try again. If it was correct, it would turn green and you could move down the numbers. I am going to work my way until completing 100 to move onto my Timetables and Division.

Fraction Problems

L.I: To create fraction problems in an interactive book.
This week for Math we had to look at a fraction problem card and use our multiplications to solve it. We had to get into a group of 3 to 4 and solve fraction problems together. We then had to create ones ourselves for the other groups to solve. To show our understanding we had to create an interactive book of fraction questions for other people to solve. They had to be questions for 1/3, 1/4, and 1/5 questions. I create a problem for 1/3, Miiana did a problem for 1/4, and Florence did a problem for 1/5. The answers are linked on the corner of the slide. To solve a fraction problem, you can use your multiplication. For example, There are 20 cars. 1 quarter of the cars are red, the other 3/4 are blue. How many blue cars are there? To solve this, you can find the multiple to 4 that equals 20, which is 5. This means 5 cars are in a quarter. If we are counting the 3 quarters, it basically is saying we are counting 3 fives. 3 multiplied by 5 equals 15 which is our answer.

Timetables Test | Can Do

This week I decided complete a Can Do under Math. This was the timetables test where you test your knowledge and speed on your time stables. There are 10 questions with 10 different options of answers. Once you begin the game, a timer is start to see how fast you can answer the questions. It is recorded how much you got correct and how much you got wrong. It also shows what timetable you did on a grid next to the test. My goal was to get all the answers correct. My score is shown above and the problems I answered.

Geometry - Flip, Rotation, Translation

L.I: To show our learning
This week for Math we decided on a new focus to learn about. This week I chose to do Geometry where we looked at shapes and flip, rotation, translation, face, vertices, and edges. After the lesson, we went away to show our understanding by creating a D.L.O showing our learning and an activity for others to do so we can be interactive with our viewers. I created a google presentation to show case my work and used a google draw to show an interactive activity with. In the presentation I made individual slides for each of the actions, flip, rotation, and translation. In the activity I decided to make a template to fill out about the the actions.

Conversions | Units of Measurements

L.I: To show learning of how to convert and be interactive with your D.L.O.
This week for Math we filled out a form to choose what we needed and wanted to learn more about to help us get a better understanding of that topic. I felt that I wanted to learn more about conversions and measurements. We had to ask a question we want answered in that lesson so we can get understand what we needed to from that lesson. We learnt how to convert between units of measurements that are used for specific reasons. First we learnt to convert between mm, cm, m, and km which is usually for measuring length and distance, etc. Then we did ml and l which are usually for measuring liquids like water. We lastly learnt the conversions of mg, g, kg, t which are usually for weighing things. We had to go away after the lesson to show our learning and understanding of the topic and create a D.L.O not only showing our learning, but being able to be interactive with the viewers. I did this by writing equations for each reasons of measurements and using a place value house others can use to do it. If you would like to do it, click the link below to work it out before seeing the answer.
- Conversions Presentation

Time Vocabulary | List of words connected to Time

L.I: To identify and understand related words to Time.
This week for Math we had to create a D.L.O about words associated and connected with Time. We had to include the words we have already talked about in Math already which is AM, PM, Hour, Second, Minute, Analog Time and Digital Time. I decided to create a presentation since it could fit multiple slides for separate words. For each word, I included the word (meaning/what it is), Its connection to time, How it's related to Math, and How we use it in class. In a few of them, I included a clip of saying the word. In total, I made a vocabulary list of 10 words.

Analogue and Digital Time | Shcedule on Monday

L.I: To convert between analogue and digital clocks.

This week for math we are looking at time and how to convert it. Am at the end of the time stands for, anti-meridiem, and pm at the end of the time stands for, post meridiem. To show our learning and understanding of time we made a schedule of a day and then used a physical clock, which is an analogue clock. Then we also transferend it in digital time. We had to write the time of it and what we are doing at the time. We had to use the small clocks and change the hands to the time. 

Measuring Angles using Protractor

L.I: To measure angles to the nearest degree using a protractor.
This week for math we measured different angles on a worksheet paper, using a protractor. There were 8 angles in total for us to fill out the answers to. The angles would add up to 180 degrees if we put them together and we had to find out if the angle was either acute or obtuse. We did this in groups of 4 from each maths group. I worked with Florence, Farzana, and Miiana. Everyone in the group had to do 2 each. We later marked it with Mrs Linker and I got only three or four right because my measurements weren't too accurate. To use a protractor, you need to line the line up on the protractor, with the another line like on a sheet of paper. Then you can find what the angle is by seeing where the point, is pointing to or you can find where a specific degree/angle is like 90 degrees.