Multiplication Written Strategy (Place Value)

Last week we were using as many different multiplication strategies to solve 10 equations. Then we were to choose 1 strategy out of the ones we did that was easiest for us. Then there were 3 multiplication written strategies, and we had to pick one of them to show others that strategy to solve it. The equation is about the cupcake factory, and I chose to do it with the place value strategy.

Mould Equation | Activity 3 (Day 2) - Summer Learning Journey | WEEK 3

This was the last activity for Day 2 of Week 3 for the Summer Learning Journey. For this Activity I had to solve a Maths equations about mould. If there were 7 different types of mould that each took 5 days to remove, how much days or weeks in total would it take to get rid of all the mould. My answer is 35. This is easily because 7 multiplied 5 becomes 35 which means 35 days or also 5 weeks.

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.

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

Multiplication/Division | Daily 6

L.I: To memorise basic multiplication patterns.
Today I completed a level 1 stage of the multiplication/division daily 6 with the 5 times tables. I had to get my 1E5 Maths book and write the multiplications to 10. I did this 5 times. Then I add a row besides the multiplication of the divisions to the multiplication. I want to work my way to level 3 from starting a level 1. I knew the multiplications to the multiples at level 1 but I decided to write down my fives.

Adding Fractions with Different Denominators

L.I: To add and subtract fractions with unlike and like denominators.
This week for maths we learnt to add fractions that have different denominators. Then we had to create a D.L.O to show our learning on how to do it. I used a google slide and my problem I chose was 2/5 + 4/6. For my problem, you multiply 2/5 by 6 and 4/6 by 5. The denominator would be 30 and the numerator was 32 by adding the two multiplyed numerators.

Multiplying Fractions | Animation (3/5 x 10)

L.I: Find fractions of whole number amounts using multiplication and division.
This week for Math we learnt how to multiply fractions. To multiply fractions you don't change or touch the denominator. You multiply the amount you have of the fractions with the multiply to get the answer. Say if it was 45/5, that would be the improper answer. The proper answer would be 9 wholes. To show our learning we had to create an animation showing how to multiply with a fraction. The problem I decided to pick 3/5 x 10. For the animation I used shapes, arrows, lines to show what was going on, and text to tell in a short description what was going on. The answer to my problem was 30/5 but the improper fractions was 6 wholes.

Lattice & Japanese Methods

L.I: To develop the "Japanese" and "Chinese" method for multiplication outside the basic facts.
This week for maths we learnt about the lattice or Chinese and Japanese methods. We had to create a DLO showing how to do the lattice & japanese methods using a google slide, screencastify or other. I decided to make a google slide because I could show and talk about each method for separate slides. On the Math slides we were given 3 multiplication we could do, but it was optional. They were - 23 x 25, 37 x 25, and 67 x 34. My group, the math masters, learnt how to do decimal equations as well and we could do that as a challenge. I decided to do one of the multiplications which was 23 x 25 and the other was 28 x 32 which I came up with. I did 28 x 32 for the lattice/Chinese method and 23 x 25 for the Japanese. On the side I talked about what I did and how I got the answer. I think the Japanese method is better for more smaller multiplication because if you do a big number you would have to draw too many lines and I think the lattice could be used for any type of multiplication.

The Multiplier

L.I: To understand how to split a multiplication to help work out the answer.
This week for maths we had to go on a site called The multiplier which is game that helps you solve big multiplication equations by being able to split them. We had to randomly pick one equation that we liked and solve it showing the way we split and the answer. We had to create a DLO putting the information on it. I also added a bunch of photos from The multiplier game to go with the text and show what the game is like. I explain what the game is, My equation, and the answer to all the 6 questions. We also had to answer 6 questions. Here are the questions and my answers which are also in my DLO:
How did you use The multiplier? - 
I used it by splitting the number to help me find the answer
What numbers did you use in the problem? -
In the problem I chose the numbers were 54 x 7.
How did you split up these numbers? -
I split the number 54 into 2 groups - 27 x 7 and 27 x 7.
Why did you split the numbers in this way? -
I split them this way because they were both the same which meant all I had to do was double it and I had less work to do.
Why was that the easiest way to split the number? -
This was the easiest way because it was half of the number 54 and I could easily work out 27 x 7.
How could you show that in a diagram? -
I could show it in a diagram by showing the 2 groups I split the number into, adding the split number multiplications, adding the answers from each of the split number multiplications to get my answer.

Tables Conga

For a one of the Maths can do I played Tables Conga. Tables Conga is a game I have played a lot of times so I decide to play it even more times. In this game you can choose to do your 2, 3, 4, 5, 6, 7, 8, or 9 times tables but it is also like counting up in that number like if it was 6s, you can just count in your 6s. I worked on my 9s again because it is the only high one you can do. To move, you need to use the up, down, left and right arrow keys. You mission or goal is to collect the all the correct answers by hovering or moving over them then they follow behind you where ever you go. More Xs start to appear after a few seconds and if you touch them then you have to restart the whole game so that pushes you to go more faster or doge them. This game is really fun and I recommend you playing it if you want to practise your timetables or counting up in numbers.

Play Tables Conga! - Tables Conga

Tables Conga

For a Maths can do I decided to play Tables Conga. I played Tables Conga many times before. Tables conga is a game where you can choose to count in your 2s, 3s, 4s, 5s, 6s, 7s, 8s, or 9s. It is also testing your multiplying. I worked on my 9s. You need to use the up, down, left and right arrow keys to move around. You need collect the numbers by hovering or moving over them then they follow behind you where ever you go. As time goes by more Xs start to appear and if you touch them then you have to restart the whole game so that challenges you to quickly complete it or doge them. If you finish the game then you can choose to claim a trophy that appears on the screen. This game is really fun and you can play it if you want to practise your timetables or counting up in numbers.

Play Tables Conga! - Tables Conga

Maths Interactive Multiplication Grid

L.I: To problem solve.
This was another one of the task we had to do for maths. We had to create a google sheets and do the numbers to 10 because we will be multiplying up to ten. The way we times it, is the number that is horizontally to the box will be multiplied by the number that is vertically to the box. To see if our answer was correct it would turn green if it was wrong it would turn purple. How? - If we click on a blank box then press the "Format button" which is seen in the row of listed things under the title of the google sheet then there should be an option with "Conditional Formatting" which you click and it should then take you to "Conditional format rules" and the is  a button that says "Cell is empty" click it, scroll down until you find "is equal to" and write underneath what ever it is equal to, the same process with if you get it wrong but instead of pressing "is equal to" press "is not equal to" and you are done. This did take a while to finish which it was suppose to but I still manage to complete it.