Tuesday Maths Challenge | Distance Learning

 LI: to use the most sufficient strategy to solve your problem. 

Today I completed the second maths challenge of the week, today's question was 'There are 54 students in LS2. If everyone shook hands with each other how many handshakes would there be altogether?' . For this question I would use multiplication. So, 53 x 27. 53 times a student is handshaking every other students hand then multiply that by half the number of students (27). The answer I got was 1431. I used the place value method to check if my answer was correct. 

Monday Maths Challenge | Distance Learning

LI: use the most efficient strategy to solve your problem. 

For these maths challenges I used addition and subtraction with written algorithm. For the challenge and super challenge I used written algorithm in addition and for the extra challenge I used written algorithm in subtraction. These questions were based off of past news of ‘Dutch couple move into world’s first 3D printed home’. In the news there was an elderly couple that retired from being shop keepers that moved into the worlds first 3D printed home . Their comment on the house was - “It is beautiful,” “It has the feel of a bunker – it feels safe,”.  

Olympic Maths Challenge

 LI: to use the most efficient strategies to find answers. 

Here is my second Olympic Maths Challenge. For this activity I created a DLO explaining my strategy and answers to the solution. I also created a screencastify video for a more depth explanation about my strategy. This question was based off an olympian star swimmer Michael Phelps. There were 2 questions: 

How many metres did Michael swim for his gold medals?

If Michael swam 2m each stroke, how many strokes did Michael take in total?

The most efficient strategy for me for this question was addition and simple division. 

 

Superfingers Challenge

 LI: to recall our time tables quickly.

Our focus for this activity was based around recalling our time tables fast. The objective of the game was to remember our time tables and say them quick. To play this game, we pick a word and roll two dice that go up to 12. After doing so, we look at the dice and multiply the numbers. If one of the dice roll on 6 and the other on 3, we go 6x3 and say the answer (18) as fast as we can. The person who gets the answer correct fastest, erases one letter from the word. In the end, if you answer the equations and have no letters left, you are announced the winner.

First, we chose a partner to challenge. Whoever won out of the pair gets to challenge another person who won from their pair. The person who won that goes onto the quarter finals, then the semi-finals and then the finals. The person who won the finals is the winner and fastest person to recall their time tables. Afatia won the finals against Chris. I enjoyed this activity a lot because it was fun and also got us to recall our time tables faster. 

Medal Tally

 LI: to use the most efficient strategies to find answers. 

This week Vayan, Lukah, Bella and I have created a DLO explaining our strategy and answers for a certain maths problem. The maths problem that we have chosen was based off of the olympic medal totals for each country. Using information from 2 different charts of Medal statistics we found out the current top 10. I have made a screencastify video explaining my strategy. 

Division Rounding

 LI: to solve addition problems with hundredths by changing one number into a whole number. 

This week for maths we have been learning about rounding decimal numbers. To use decimal rounding, you should subtract from a decimal to round it and whatever has been subtracted should be added to the other decimal number. That will make it easier to add or subtract those numbers. 

Bella and I created a DLO to explain our understanding on decimal rounding. We used the question 8.45 + 2.03. In the DLO we explained our strategy and thinking. 

Hidden Cost Challenge | Maths

LI: To make smart choices with money

                         

This week Kruse, Kingston and I worked together to solve this ASB 'Hidden Cost Challenge'. We created a DLO to show our thinking on how we got the answers. In this activity there were 4 questions we needed to solve, we used the scenario of a girl named Emily who wanted to do some online shopping but she had a budget of $250. We had to solve the different prices and options Emily should've chosen to save money and use money within her budget. For this activity the most efficient strategy we used was addition. 

Financial Capabilities | Maths

 LI: To plan a night out that fits within the given budget of $45.00

A budget is a plan for managing money. Budgets can be made for an individual person, a family, a business, a government or a country – they can be made for anything or anyone that makes and spends money! 

For maths this week we have been continuing with Financial Capabilities. Independently we wrote down our answers in our maths books. For this activity there was a budget of $45. The smith family went on a trip to the Musuem. There are 2 adults and 3 children in the Smith Family. We calculated the different options and prices the Smith Family would've spent with their $45. On the DLO above, Me, Farzana, Juel, Tyson and Micah created a DLO explaining our answers. 

Financial Capabilities | Maths

 LI: to understand a budget is a plan for managing money. 

Today for maths we have been talking about Financial Capabilities and using number knowledge to purchase things within a certain budget. We had 5 different questions we needed to complete. Having a budget in money makes you think more about what you need and what you don't. It makes us think about how we can smartly spend our money and not waste it on useless things. 

Statistics | Pie Chart

LI: to plan and carry out a statistical investigation

 

Sulia, Chris and I asked different students in LS2 4 different questions. Those questions were; ‘What is your favorite Color’ ‘What is your favorite Animal’ ‘What is your favorite Food’ and ‘What is your favorite brand’. After gathering the data, we recorded it on a piece of paper and then created a graph. We chose one of the 4 questions as a topic for our graph. The question we chose was ‘What is your favorite Color?’. 4 students liked blue, 4 students liked purple, 2 students like black, 2 people liked green, 1 person liked Sage, 1 person liked red, and 1 person liked yellow. The graph we made was a pie chart/graph. 

Probability

LI: To create a probability tree to explain your thinking. 

                           

Probability is how likely something is going to happen out of a chance. This week for maths we learnt how probability can be found. A probability tree is a easy way to solve how likely something might happen or not. In this DLO above, the question I was answering was; What are the chances of her grabbing two flowers that are the same type out of her bag first? I solved this using a probibility tree.  As I made the tree, I found out the different possibilities of what the outcome may be. In the DLO I explained how I found my answer from adding the answers of two combinations. 

Weighty Challenge 1 | The Adding Addicts

 LI: To create a DLO to explain how we solved the problem. 

This week for maths we were learning measurments. In this subject we were talking about weight. The unit for measurement for weight are - grams, kilograms, tonnes etc. In groups we solved 3 problem challenges. For these challenges we wrote down answers in on pieces of paper. After we solved these challenges we created a DLO explaining our strategy and how we got our answer. For our strategy we used Place Value and a calculator because the numbers were too big for us to solve. In my group was Liletina, Hosea, Jayden, Leroy and Diana. 

Least Common Multiple | Maths

 LI: To create a DLO explaining the least common multiple (LCM). 

This week for maths we have been talking about the least common multiple and the highest common factor. For our activity we had to create 2 separate DLOs explaining what the least common multiple is and what the highest common factor is. First I created the DLO explaining what the Least Common Multiple is. The least common multiple is the lowest multiple in common of 2 different numbers. For example. 

What is the LCM for 5 and 7? 

5 times tables - 5, 10, 15, 20, 25, 30, 35 

7 times tables - 7, 14, 21, 28, 35

The LCM is 35 because that is the first common multiple 5 and 7 have. 

Negative Numbers | Maths

LI: To add and subtract positive and negative numbers. 

This week for maths we have been learning how to add and subtract negative numbers. We played a negative maths number game to help us become more interactive while using negative numbers. In our maths book we solved different negative numbers equations. In groups of 3-4 we created a DLO showing our understanding and strategy of using negative numbers. I have worked with Sakshi and Sulia to complete this DLO. 

Long Division | Maths

LI: to find the answer to the questions by using long division. 

This week for maths we worked collaboratively to complete a DLO showing our strategy and equation using long division. I worked with Ong to complete this task. Using one of our questions from our maths books we solved the question. On the DLO above it shows our strategy and thinking of how we solved the question with long division. There were 6 basic steps we used to help us use long division more efficiently. I found that working with Ong was really great. 

Symphony Maths

Today I have completed another 15 minute symphony maths challenge. On my stage I am learning how to subtract 4 digit numbers. Doing this I am working with place value. On the questions it is a bit hard to understand as the numbers are shown in the cards but it gets easier as I get used to  reading it. I have almost finished stage 21. 

Maths Challenge | Calendars

LI: to find the most efficient strategy to solve your problem. 

This week for maths we had to solve another question. In pairs we created a DLO showcasing our strategy and thinking, to complete this DLO Heavenly and I worked together. First Heavenly and I found the main information from the question. The question was asking "How much money would PBS have left", the main information was that each calendar = $12. 149 calendars sold, $6.90 went to the calendar making company. To solve the question we used written algorithmn and place value. 

Blog Analysis | 2017-2020

LI: To analyse our blog post data to help us set blogging goals. 

This week I used statistical information to help me set goals for 2020. In the DLO its shows the amount of blog posts I have posted each year ever since 2017 til now (2020). As I have grown more confidence in my blogging level I have posted more and more blog posts each year. The goal I have created was to get 1000 blog posts at the end of the year. To do that I have to post 6.27 blogposts a week. I am positive that I will reach my goal. 

Symphony Maths

Today I have completed another 15 minute symphony maths challenge. On my stage I am learning how to add 3 digit numbers together. Doing this I am working with place value. On the questions it is a bit hard to understand as the numbers are shown in the cards but it gets easier as I get used to  reading it. I really enjoy doing symphony maths. 

Exponents | Maths Challenge

LI: To use exponents.

This week for maths some students of LS2 have been learning how to use exponents. The exponent in a number shows how many times you use the number in multiplication. Today Sakshi, Sulia and I created a DLO solving a maths challenge. The question we were trying to solve was " If a hero tried to conquer the hydra by cutting off all of its heads everyday, how many  heads would the hydra have in 3 and 10 days?". To solve this problem our strategy was using exponents.