What do you know about chance? What do you know about probaility?

Write your thoughts on a sticky note…

 

With a partner, you need to cut out the chance words given to you and paste them on the line where you think they belong; from impossible through to definitely.

 

Have a go at this game:

http://www.kidsmathgamesonline.com/numbers/probability.html

Try to work out the probability of pulling a certain coloured ball from the bowl.

 

Today for our rotation, you will need to have a go at the short test to show me what you have learnt during the last four weeks about modelling equivalent fractions.

Once you have finished the test, you can have a go at these short games.

http://www.sheppardsoftware.com/mathgames/fractions/memory_equivalent1.htm

http://www.mathplayground.com/Triplets/Triplets.html

http://www.bbc.co.uk/bitesize/ks2/maths/number/equivalent_fractions/play/

To finish up our work on positive and negative numbers, I will be asking you to complete a few activities in order to show me what you have learnt.

 

This first one demonstrates how to order positive and negative integers. You need to order them from smallest to largest.

http://www.sheppardsoftware.com/mathgames/numberballs/numberballsAS2.htm

 

You will then have to create a number line. This number line needs to be accurate in measurement and needs to have the marks on the number line spaced out evenly. Your number line needs to go from -30 through to 30. You will need to mark the following numbers:

• -16
• 20
• -2
• 0
• -29
• 27
• 3
• 8
• -13
• -9
• -21

You can then have a go at the tasks on this website. This involves adding and subtracting positive and negative integers. Remember the strategies which we discussed yesterday.

http://www.transum.org/software/SW/Starter_of_the_day/Students/Negative_Numbers.asp

Today for maths, we are continuing our focus on positive and negative integers.

Your Learning Intention: Students are able to connect positive and negative integers to the real world.

Your task will be to complete some research. During Inquiry, we have all been studying different countries. All of these countries will have different temperatures depending on where they are in the world. Your task is to research these temperatures. You will need to answer the following questions as a comment on this post. I expect that each question is answer fully using appropriate evidence. You will also need to copy and paste the website URL that you got your information from.

1. What is the highest temperature reached in your chosen country?
2. What is the lowest temperature reached in your chosen country?
3. What are the temperatures generally like in your country? Why might this be?
4. Are different parts of your country warmer or cooler than others? Why?

 

Your homework this week is about positive and negative integers. We have been talking a lot about this concept and have made many links to where we would see positive and negative integers in real life. For your homework you will need to do some research.

You need to find out the following things:

*Find a country in the world with the coldest temperatures.
*Find a country in the world with the warmest temperature.
*Find something else, that we have not discussed in class, that we would use positive and negative integers for.

Make sure that you record your answers in a comment on this post.

Today for maths rotations, our focus will be on modelling equivalent fractions.

Learning Intention: Students are able to identitfy eqivalent fractions

What do you know about fractions? What do you know about equivalent fractions?

Watch this video to review what you know about fractions.

 

Your task is to create a “whole” out of coloured paper. You will then need to turn that into a half. Using another piece of paper, you will need to find other equivalent fractions for one half.

http://www.learnalberta.ca/content/mesg/html/math6web/index.html?page=lessons&lesson=m6lessonshell04.swf

http://mathematics.hellam.net/maths2000/percent1.html

http://nrich.maths.org/1283

http://www.mathplayground.com/balloon_invaders_percent.html

http://www.mathplayground.com/percent_shopping.html

http://www.bbc.co.uk/schools/teachers/ks2_activities/maths/percentages.shtml

Your Learning Intention today is for students to understand the difference between improper fractions and mixed numbers.
What do you know about these terms? What are different representations of improper fractions and mixed numbers?

You will need to show each of these fractions as improper fractions and mixed numbers on a number line and as an image:

1. 4/3
2. 7/4
3. 6/2
4. 8/3
5. 11/5
6. 15/4
7. 19/6
8. 17/8
9. 24/4
10. 29/3

Today we will be looking at improper fractions and mixed numbers again. What did you learn yesterday? What do you know about improper fractions and mixed numbers? Can we create an anchor chart about our knowledge?

Your Learning Intention today is for students to understand the difference between improper fractions and mixed numbers.

Your task is to have a go at this game on the laptops. You have to cut the pizzas into fractions and identify what the improper fraction is and then convert it to a mixed number.

http://www.factmonster.com/math/knowledgebox/player.html?movie=sfw50629

Once you have had a go at this game, you will need to go on with the fraction number lines which you began yesterday.

Today for maths, our focus is Equivalent Fractions. Your Learning Intention is for students to understand what an equivalent fraction is.

Check out this anchor charts made in other classrooms which explain what an equivalent fraction is. We will use these to create our own.

We will now be making our own Equivalent Fraction Memory Game with a partner. Use this template. You will need to write two fractions that are equivalent and check them with a partner. You will need to fill the whole sheet; that’s six pairs. I will laminate them in order to protect them and you can play again.