Standard Form, Rounding and Decimal Place Value.

In this maths group I found the second IXL activitie hard because hyou had to make sure you had the right amount of zeros infront or behind the number.
I found how you can make the bigger numbers smaller by writing it differently.

Identify the number of tenths, hundredths and thousandths in numbers up to three decimal places.

Here are some screen shots of my IXL activeites I did.

Perimeter, Area and Volume.

In maths we have been learning to:

• Deduce and use formulae to find the perimeters and areas of polygons & the volumes of prisms.
• Find the Perimeters and areas of circles and composite shapes & the volumes of prisms, and cylinders.

Here is a link to our online Modelling Book.

Here is some evidence of my learning.

You can also find evidence of my learning in my Maths book.

Here is a link to my extended abstract task.
Here is a link to my extended abstract answer sheet

My Next Step: Is to apply this knowledge to real life situations involving perimeter, area and volume.

Operations using fractions, percentages, decimals and integers.

In Maths we have been learning to: Understand operations using fractions, percentages, decimals and integers.

Here is some evidence of my learning.

Here are screenshots for all 6 IXL activities that I have completed.

Percentage problems total unknown

Standard place value, reversing and compensating with decimals

Extended Abstract assessment task answer sheet and the activity sheet.

Something that challenged me during this unit of learning was Solve percentage problems where the percentage is unknown because it took me longer to figure out how to do it and complete it./

My next step is to continue to apply these strategies to real life/ problem solving situations.

Construct and describe simple loci.

I can apply the strategy to problem solving questions involving circles

400m track you take the two semi circles at the ends which is 36.5 then you double it to make the diameter. Then you times it by π which is 229.34m then you divide it by 2 which is 114.67m and that is what the ends are. For the sides you minus 400 with 229.34 which equals 170.66 then you half it which equals 85.33 and that is the length of the sides.

WALT: Reason with linear proportions.

I have been learning 3 WALTS

1.National Standard 1: Combine simple proportions to work out what parts the whole is made up in a unit of 10 like 3 yellow with 7 blue, 5 yellow with 5 blue, 4 yellow with 6 blue.
Say what the fraction and percentage of each stack is for yellow and blue.

2.National Standard 2: - Combine proportions to work out what parts the whole is made up of using non-multiple of 10 like 8 yellow:5 blue:4 white with 11 yellow:11 blue:11 white (19:16:15 and 38%:32%:30%)

3. National Standard 3: - Order fractions with unlike denominators by finding a common denominator

My evidence: Assessment task

My next step is: Geomotry maths test.

Probability

In Maths we have been learning to:

Compare and describe the variation between theoretical and experimental distributions in situations that involve elements of chance.

Calculate probabilities, using fractions, percentages, and ratios.

Here is a link to our online modelling book that supports this learning.

Here is some evidence of my learning.

Here is a link to some of my own experiments that I did.
Here are some screen shots of the IXL activities I have done.
Here is one of my figure it out activities.
Here is my other figure it out activities.

My next step is to continue to apply my knowledge of statistics and probability in a variety of real world situations and contexts.

Recall commonly used fraction, decimals and percentage conversions

In Maths we have been learning:

• To convert between fractions, decimals , percentages and vice versa.

Here is a link to our online modelling book.

Here are the IXL screenshots that show evidence of my learning.  

Here are some images to show the book work I have done.

There is more evidence of my learning about this in my maths book.

My next learning step in Maths is……. to apply this knowledge to help me solve a variety of different maths problems.

WALT: Solve simple linear equations.

Modeling book

My next step is solve word problems involving liner equations.

Maths

WALT: Communicate and interpret locations and directions, using compass directions, distances, and grid references.

Video

Identify Reflection, Rotation and Translation

WALT: Identify Reflection, Rotation and Translation.

Instructions:

1 First you rotate the 7 180 degrees and colour it in  red.

2 First rotate it 90 degrees clockwise then rotate it again three times.

WALT: Use side or edge lengths to find the perimeters and areas ofrectangles, parallelograms, and triangles and the volumes of cuboids.

The best possible outcome

Problem 2 answer: 28 is the perimeter that is the lowest so the rectangle has a length of 8 and width of 6.
Problem 1 answer: 26 is the perimeter that is the lowest so the rectangle has a length of 9 and a width of 4.

Problem 3:

Problem 3 answer: 3 bags

W.A.L.T: Investigate situations that involve element of chance/probability.

While I was doing these activities I learnt how to simplify fractions and how to change fractions to percentages. Below is some evidence.

My maths

What:solve + and - by place value.

So What:

Now What: