Tag: Maths

Maths Revision

This week for Miss White maths group, we learned about revision number knowledge.

Tip : highlight the numbers and words that help you come up with a number problem to solve it.

First, Miss White explained to us what is happening next week. In week 2 we will be having testing week. Work through the revision sheet. Make sure you read the problems carefully and figure out which operation problem to solve.

Next, we had to make a copy of the maths revision. It has section 1 and 2 which is addition, section 3 which is word problems, section4 which is subtraction word problem, section 5 which is challenging. In section 1 and 2 there are 20 additions to solve, in section 3 there are 10 to solve, in section 4 there are 10 to solve, And for section 5 there are 5 to answer and solve. In all of the sections I got 100/100.

Lastly, when we finished all of the section, Miss White told us to go on the mat with our chromebook’s so we can tick them if it is wrong or right. In section 1, I got 10/10, in section 2, I got 10/10, in section 3, I got 10/10, In section 4 I got 10/10 and last and for least section 5. I got 9/10.

I enjoyed doing this task. I did well at solving the questions. I need to improve on section 5 to get 10/10.

Basic Facts Boxes

This week for maths I learned about Basic Facts Boxes.

Basic Facts Boxes is a type of Math game that you sort out the answers. For example: 1+1=2.

First, I had to figure out which one I want to do for math’s. The options were plus, minus, and multiplications. I picked minus because I was thinking that it is the best way to start off with. I also had to pick another option. The options were, random, and order. I picked order because I think the same as minus.

Next, I had to start off by figuring out the answers for the math’s. The minus was easy for me. For example: 20-1= 19, 19-1=18.

Lastly, I had to press check when I finished answering the math problem. For example: when you finish answering your problem of math’s you had to press check to see if you got some wrong, some correct.

I enjoyed learning about basic facts boxes. I did well at answering the problems or solving the problems. I need to improve on moving on to the multiplications.

Basic Facts Boxes

This week for maths I learned about Basic Facts Boxes.

Basic Facts Boxes is a type of Math game that you sort out the answers. For example: 1+1=2.

First, I had to figure out which one I want to do for math’s. The options were plus, minus, and multiplications. I picked minus because I was thinking that it is the best way to start off with. I also had to pick another option. The options were, random, and order. I picked order because I think the same as minus.

Next, I had to start off by figuring out the answers for the math’s. The minus was easy for me. For example: 20-1= 19, 19-1=18.

Lastly, I had to press check when I finished answering the math problem. For example: when you finish answering your problem of math’s you had to press check to see if you got some wrong, some correct.

I enjoyed learning about basic facts boxes. I did well at answering the problems or solving the problems. I need to improve on moving on to the multiplications.

Numerator & Denominator

This week for Miss White’s maths group we learned about how to identify fractions, and we also learned about numerator and denominator.

What are fractions? Fractions are part of a whole, or any number of equal parts. A fraction describes how many parts of a certain size there are. For example : one – half, eight – fifths, and three – quarters.

What is numerator and denominator? Numerator is the top number, denominator is the bottom number. Denominator tells how many equal parts are in the whole have been cut & numerator tells how many equal parts of the whole you have or the number that tells you the whole amount is the denominator. The numerator tells you how many pieces out of the whole that you are talking about in your situation.

First, Miss White talked to us about numerator and denominator and fractions. She said “Fractions have two parts, the denominator and numerator. The denominator is the bottom number in a fraction, so it goes down on the bottom below the fraction line or bar.” For example :  1/2 (one half).

Next, Miss White explained to us the 2 tasks. For the first one we had to complete the document called identifying fractions. All you have to do is, answer the questions. For example  : There are 29 children in a class. 14 of them like playing football. What fraction of the class like playing football? The answer will be 7/15 because 15 takes away 8 equals 7 so 7 people didn’t like playing football.

Lastly, we had to create a DLO explaining the numerator and denominator of a fraction. And we also had to explain how you can identify a fraction. We had to make the DLO simple so people could probably read or understand it probably. For example : if a little kid saw someone’s DLO about a football and he doesn’t understand the meaning of the words he will not know anything and won’t learn.

I enjoyed doing this task. I did well at explaining numerator and denominator. I need to improve on doing simple details for other people to understand what I am talking about.

Here is my work!

Basic Facts Boxes

This week for maths I learned about Basic Facts Boxes.

Basic Facts Boxes is a type of Math game that you sort out the answers. For example: 1+1=2.

First, I had to figure out which one I want to do for math’s. The options were plus, minus, and multiplications. I picked minus because I was thinking that it is the best way to start off with. I also had to pick another option. The options were, random, and order. I picked order because I think the same as minus.

Next, I had to start off by figuring out the answers for the math’s. The minus was easy for me. For example: 20-1= 19, 19-1=18.

Lastly, I had to press check when I finished answering the math problem. For example: when you finish answering your problem of math’s you had to press check to see if you got some wrong, some correct.

I enjoyed learning about basic facts boxes. I did well at answering the problems or solving the problems. I need to improve on moving on to the multiplications.

Basic Facts Boxes

This week for maths I learned about Basic Facts Boxes.

Basic Facts Boxes is a type of Math game that you sort out the answers. For example: 1+1=2.

First, I had to figure out which one I want to do for math’s. The options were plus, minus, and multiplications. I picked minus because I was thinking that it is the best way to start off with. I also had to pick another option. The options were, random, and order. I picked order because I think the same as minus.

Next, I had to start off by figuring out the answers for the math’s. The minus was easy for me. For example: 20-1= 19, 19-1=18.

Lastly, I had to press check when I finished answering the math problem. For example: when you finish answering your problem of math’s you had to press check to see if you got some wrong, some correct.

I enjoyed learning about basic facts boxes. I did well at answering the problems or solving the problems. I need to improve on moving on to the multiplications.

Basic Facts Boxes

This week for maths I learned about Basic Facts Boxes.

Basic Facts Boxes is a type of Math game that you sort out the answers. For example: 1+1=2.

First, I had to figure out which one I want to do for math’s. The options were plus, minus, and multiplications. I picked minus because I was thinking that it is the best way to start off with. I also had to pick another option. The options were, random, and order. I picked order because I think the same as minus.

Next, I had to start off by figuring out the answers for the math’s. The minus was easy for me. For example: 20-1= 19, 19-1=18.

Lastly, I had to press check when I finished answering the math problem. For example: when you finish answering your problem of math’s you had to press check to see if you got some wrong, some correct.

I enjoyed learning about basic facts boxes. I did well at answering the problems or solving the problems. I need to improve on moving on to the multiplications.

Location

This week for Miss White maths we learned about how to find and describe the location of something on a map using grid references.

What is a grid? A grid is a map put into squares. Grid references are used to help find things. This used to be used for maps to help people travel to different areas. We always say the X axis first and Y axis next.

First, we had to discuss in Miss White whole group, what location is. Location is an actual place or natural setting in which a film or broadcast is made, as distinct from a simulation in a studio.

Next, we had to make a copy of a google slide that is about auckland zoo. In the google slide we had to have a look at the questions and answer them also by using what are some places you can see, what are their coordinates, and how do we read coordinates. How to read coordinates is that you have to use the 1-10 numbers on the left side and the letters 1-12 on the bottom. For example: your looking for a animal in the zoo and you can’t found it so you use the map to find it. It would be B5.

Lastly, we had to be in pairs and make another copy of a document to draw a map and get your partner to find objects/places.

I enjoyed doing this task. I did well at making a copy of the task. I need to improve on adding more details into the document.

Place Value Subtraction

This week for Miss White maths group we learned how to subtract by using place value.

What is place value? Place values are the numerical value of a digit. For example, the number 45 has 4 tens and 5 ones. We can also subtract three digit numbers by breaking the number into one, tens, and hundreds. We always have to remember to subtract from ones first.

An example: 547 – 213 = 334.

  • 7 – 3 = 4
  • 40 – 10 = 30
  • 500 – 200 = 300
  • 4 + 30 + 300 = 334.

First, Miss White groups had to discuss what place value is. Place values are the numerical value of a digit. For example, the number 45 has 4 tens and 5 ones. We can also subtract three digit numbers by breaking the number into one, tens, and hundreds. We always have to remember to subtract from ones first.

Next, Miss White told us to grab a whiteboard maker and a whiteboard to draw a place value house. We learned how to do minus by using a place value house. Miss White gave us a solution to solve. The solution we had to solve was : 456 – 326. The problem was that when we start with the ones and you can’t take away 7 from the 6 because it doesn’t give us an answer. How to solve it : we have to solve it by borrowing one tens or hundreds and place it into the ones.

Lastly, we had to make a copy of a google slide that talks about place value and you have to solve the solution. We had to solve 16 by using minus to make it harder because we did addition last week and last term.

I enjoyed learning about place value. I did well at explanning what place value is. I need to improve on adding more details and telling others how I worked it out.

Here is my work :

Maths Problem

This week for Miss White’s Math’s group we learned about how to answer word problems and showing how we worked (solved) the problem.

Math’s Problem is a mathematical problem is a question that needs a solution and can be represent, analyzed, and possibly solved, with the methods of mathematics.

First, we had to discuss in our math group what maths problem is. Math’s Problem is a mathematical problem is a question that needs a solution and can be represent, analyzed, and possibly solved, with the methods of mathematics. For example: 2000+204 = 2204.

Next, we had to answer some questions and write down how I worked out the answers. For example : I used multiplication. 6 x 4 = 24, 6 x 20 = 120, 24 + 120 = 144.

Then, Miss White showed us a google slide called Maths Problems. In the google slide it shows us that we had to solve or fix the problem so our teacher knows which one we are stuck on. For example : if a box of pencils contains 24 pencils, how many are in 6 boxes. I got stuck on this one until I realised I had to use addition, multiplication, division, and takeaways.

Lastly, when we solved all of the questions there was this next slide and we had to find a partner to do it with. I had to write down easy, hard, or medium maths questions for my partner to answer like I’m challenging him.

I enjoyed doing this task. I did well at typing the questions for my partner. I need to improve on showing them more information of how I worked it out.