LI: to use the most efficient strategy to find the answer
For Maths we continued on our topic of Fortnite and we had to answer a bunch of math equations and word problems, using the most efficient strategy we can find. The equations and problems consisted of Subtraction and Addition. It was fun doing as we got to work these answer out with friends collaborating together.
LI: To use the most efficient strategy to find the answer
For Maths we continued on our topic of Manga and Anime. Our questions were based on Manga and Anime Series such as Naruto, Dragon Ball, One Piece, and Yu Gi Oh. It was a fun and interesting task to do as we were to answer these really fun and cool questions. We were also able to collaborate with friends.
To define the terms and understand the properties of 2D shapes.
Our challenge today was to find the definitions of a 2D shape then draw the shape. I chose to draw my own/use the shapes tool because…I found this activity interesting because I got to learn about geometry and the properties of 2D shapes.
L.I to define geometry terms
This week for Maths ib lockdown learning we are learning about geometry. Geometry is a branch of maths which focuses on measuring and comparing shapes. For this task we defined different geometry terms and showed an example of them for example circumference which is the perimeter of a circle.
L.I to find the most efficient strategy
As a group we worked on papers to write our thoughts more clearly. Our strategy was to add the first 3 numbers (657, 493, 1183) and get an answer of 2333, we then subtracted that number from 6000 to get our final answer of 3667. We then created a DLO of our understanding.
L.I to use the most efficient strategy
This week for online learning I worked with a group of four people to solve this question. We worked out that each person would shake hands with 53 other people since there are 54 people and you can’t shake hands with yourself. So we multiplied 53x54 to the answer which is 2862.
Question: There are 54 students in LS2. If everyone shook hands with each other how many handshakes would there be altogether?
LI:To use the most efficient maths strategy.
For the first Maths lockdown challenge we figured out how many wall and roof pieces the world’s first 3D printed house has.
What we did- we read the questions then we did 195 + 85 = 280
We did the rest of the questions as you can see above in the DLO. We worked cooperatively in groups to solve these questions and create a DLO of our findings.
L.I to use the most efficient strategy
For this challenge we had to find the differences between the gold, silver and bronze medalists scores in gymnastics. The strategy we used was subtraction, first we subtracted the difference that the second place was beaten by (0.001) After that we subtracted the second places score from the third place score (14.975) to find the difference.
L.I to find the most efficient strategy
For this olympic challenge we had to find out how many right angles were on a olympic badminton racket. Our clue was that there were 250 squares on the racket. The strategy that we used was multiplication. When we finished our DLO we made a screencastify explaining our strategy.
Link to screencastify
L.I to use the most efficient strategy
For this challenge we had to sort measurements and records from the olympics. In total there were 20 questions that we had to get the answer. Of. Some of the questions we had to answer were: height of basketball rim, Usain bolt’s 100m sprint record, Men's triathlon 2016 Olympics winners time, etc...
L.I to find the most efficient stratigy
For this olympic challenge we counted the medals of the top 10 countries to create a medal tally. The medal count was from two dates 1986-2012 and the 2016 olympics. Once we count up all the medals from the top 10 countries we put ranked them from 1 to 10. The strategy that we used was addition. The country with the most medals was the USA with 2673 olympic medals.
L.I to use the most efficinet stratigies to find the answers
Since the olympics is currently happening, our maths group have 8 olympic challenges for us to complete. This challenge was about Michael Phelps and the events he competed in. Our questions were: On average, every swim stroke Michael Phelps take gets him 2 metres down the pool. Michael comped in 8 different events in the beijing olympics in 2008. In total how many metres did Michael swim for his gold medals?
FInally, how many strokes did Michael have to take in total for all o his events if Michael can propel himself 2 metres with each stroke. The strategies we used addition and division, first we added up all the metres Michael swans and then divided it by two because he advanced 2 metres down the pool.
L.I to recall yout timestables quickly
This week we played super fingers which is a multiplication game that requires you to recall your times table. FIrst there was a draw where we picked partners to go up against. Whover won advanced to the quarterfunals, semi finals and then the final. The final was between Chris and Afatia which Afatia won. I realy enjoyed this because it is a fun way to remember and recall your times tables.
L.I to learn about exponents
This week for maths we learn about exponents, exponents are the small number on the top right of an normal number that indicates how many times that mumbers has to bemultiplied by itself. Out task was to create a DLO explaining what an exponent it and give a example of it.
L.I to strengthen your understanding of place values
For our maths this week our task was to fill in the blanks for the smallest six digit number, the largest six digit number, the smallest six digit number with six in the ones place and the largest six digit number with 2 in the thousands place with the numbers given to us.
LI: To find the most efficient strategy to answer the question
This week for maths we were given challenge questions to find the most efficient strategy and answer. We were tasked to create a DLO about one of the questions and a screencastify explaining our strategy ad how we got our answer. The question that I explained was: Azatulah was running to train for his rugby league season. His run was 4.6km long. If he has already run 2.78km, how much further does he need to run?
LI: To plan and carry out a statistical investigation
This week for maths we used statistical information to create a pie chart. To get our information we surveyed 15 students from LS2 about what their favorite food was. After we created our chart we could see that most of the people we surveyed chose Butter Chicken as their favorite food.
L.I to work out chance
This week for maths we learnt about probability, probability is the chance of something happening. To expand our knowledge we made a DLO about one of the questions we did and explain how we worked it out. The question that we solved was about the chance that a person could pick the same two flowers out of a bag, there were 6 frangipani and 4 tiare taina that made the chances of her pulling a frangipani 6/10 and the chances of her pulling out a tiare taina 4/10. When she picked a second time the chances would be the same (6/10 for frangipani and 4/10 for tiare taina) After we have done that we multiply the chances to get the answers, first you multiply 6/10 by 6/10 (the chances of pulling two frangipani's) The answer we get is 36/100. After that we multiply 4/10 by 6/10 (the chances of pulling a tiare taina and frangipani) Then we multiply 6/10 by 4/10 (the chances of pulling a frangipani and a tiare taina) Lastly you multiply 4/10 by 4/10 (the chances of pulling two frangipani's) Finally we add 36/100 and 16/100 ( the chances that two of the same flowers are pulled) Which gives us 52/100.
LI: To explain how we solved our maths equations.
For Maths we worked in mixed math groups to practice our team skills and to help us explain how we solved these word problems. The topic of these word problems were about Metric Measurements, which was more specifically about weight and mass. The word problem was about the ingredients and the weight of these ingredients. We had to find the weight of the missing ingredient by adding up the weight of the ingredients we knew, and subtracting it from the weight of the whole food.
