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

5 Stations | Problems

 This week for maths we got into groups and rotated around the room to 5 different stations. I worked with Florence, Alice, and Farzana. We had to try to get as much done of each stations because there were materials needed for each seperate one and problems for us to solve. We also had to create a presentation of the stations and write about them. The work was done physically but the papers were also online. We took photos of our finished work and put it on a slide on the presentation. We were able to complete all the stations and write about them.

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.

Different Types of Angles | Acute, Obtuse, Right, Reflex, Straight

L.I: To construct right, acute and obtuse angles.
L.I: To begin to appreciate the degree.
L.I: To To know the degree, unit of measurement.
L.I: To know that the angle at a point is 360 degrees.
This week for math we learnt about different types of angles, Acute, Obtuse, Right, Straight, and Reflex. Then to show our learning and understanding about the angles, we had to find objects in the class that have an angle. First the math groups learnt about degrees and angles, and two angle learning games. Then we had to create a google presentation and take photos of objects we found that represent the angles. I decided to put in a short text beside each photo, what I used and how much the angle is. We also learnt the differences in acute and obtuse. Acute means small and Obtuse means bigger. I used a book, scissors, a whiteboard, ruler, and popsicles

Volume & Capacity | Flipgrid

L.I: To measure volume & capacity.
This week for math we did volume and capacity. This week we measured the volume with a liquid as in water. We used the same template as last week but instead estimating in ml and let-res and finding the actual measurement in ml and l because we are using water. We had to take a picture of the item, estimate the measurement, find the actual measurement, and find the capacity. The two items I used were from inside the grey tray which were the tens set box and a container. We also had to make a flipgrid explaining what volume and capacity are using an example from this week and last week. Since I can't directly show you the flipgrid, I have linked it down below and took a screenshot of the cover.

Here is the link to the my flipgrid - Volume & Capacity

Measurements & Conversions

L.I: To make estimates of lengths and areas.
L.I: To measure using a variety of techniques to check their estimates.
This week for math we had to measure 4 objects from in the class or outside. First we learnt how we convert which some of us has learnt before. We learnt 10 millimeters equals 1 cm, 100 cm equals 1 meter, and 1000 meters equals kilometers. Information like this helps us figure out how to convert. We had to make a copy of a DLO where we had to do the work on. We had to estimate the measurement, write the actual measurement, the conversion and sometimes another conversion, and a image of the thing I was measuring. The 4 items I decided to do was a book, pen, the blue bench, and the netball court outside. I also measured the court with a few people from my math group. Sometimes the measurements were a little hard because the measurements changes sometimes so it took a second try to get an accurate number.

Weight Measurement

L.I: To measure the students weight using a scale.
I Learnt how to add weight and measure weight in kg using a scale.
We had to get into a group and measure every ones weight and add them all together then see how much they equal to. We were given 2 animals to see how much they weigh, then see how close we can get to that number. We could choose 2 other things of our choice and repeat the same thing.

Measurement Of Time

L.I: To learn how to measure time.
For this I learnt how to measure and add up time using a stopwatch timer and also how long it takes for my group and I to get from one end to another. My maths group and I all took 1 go at running one end to another from in the hall while timing how fast it takes you. Then we ran the netball court and also the field. We wrote down everyone's times on a google spreadsheet then we added all the times it took for each of us for each and everyone subject.