Super Fingers | Multiplication Challenge

 L.I: To recall our time tables quicker.

This we did an challenge on multiplication. There was a draw and we were put into a bracket. Whoever won there game advanced to the next round. For my first game of super fingers I won.

I won all of my games except for the semi finals, I lost by one letter. We needed one more bracket to compete so we chosen two wildcards called Micah and Vayan. For the finals the multiplication champion was Afatia.

I really enjoyed this multiplication Challenge and it was fun because it during every game it helped me recall my multiplication and little bit faster every time.

Thousands Number Bank Challenge

First before starting the thousands number bank I started doing my keeping clever slides. I did all three, in one of the activities we had to write the numbers using words.

In the number bank challenge there we could only used the number that was wrote for us. There was questions and make sure it was correct. One question in the number bank was: what is the smallest four - digit number you can make that has 6 in the one place.

I enjoyed this activity because it shows me that I can do higher numbers.

Pie Chart

L.I To plan and carry out a statistical investigation.

Today we did an activity using pie charts. First  we made 4 questions and then collected data by asking the four questions to people around the classroom. When we finished collecting all of the data we took the information from our paper, to make a pie chart on a google spreadsheet. We also made a chart on paper before starting the digital chart.

What we noticed is that the a lot of people's favourite color is blue. The colors red, green, and black had the same amount of votes. Pie charts are really helpful for collecting data as well.

Fractions, Percentages & Decimals

Fractions are equal pieces of a whole. In a fraction there is a denominator and a numerator. The numerator is the amount kept and the denominator is the whole divided. For example: I have 2 / 4, the numerator is 

the number two and the denominator is the number 4.

Here is two numbers, 32 and 24. What is 2 / 3 of 24. The answer is 16. It's 16 because, 24 divide a by 3 is 8 and 8 x 2 equals 16 . What is 3/16 of 32. The answer is 6 . It's 6 because, 32 divide a by 16 is 2 and 2 x 3 equals 6. An improper fraction is 7 /3. 1 / 2 can be 2 / 4 and 2 / 4 can be 4 / 8.

Percentages is a rate, number, or a amount of each hundred. 1 / 4 of 100 percent is 25 percent. 

A decimal number can be defined as a number whose whole number part and the fractional part is separated by a decimal point. The digits following the decimal point shows a value smaller than one. The decimal point is just the dot in the middle of the number.

Fractions, percentages, and decimals are helpful when trying to figure out maths equation.

Maths ~ Averages

We had an atheltics result. We had to add all the numbers up for each team. After we added the total points for each team we then added it all together. We could use repeated addition or multiplication. Multiplication is better but I did repeated addition. 

After adding everything up we had to try and find the averages of these numbers: 182, 186, and 174. Two teams got 182 points.

We had to divide the number by 9. We founded the average by simple divsion. For example:

182 divide a by 9 equals 20.2 . We had to round the decimal point. The numbers that make the decimal point go up is 5,6,7,8,9. 

The numbers that make the decimal point go down is 4,3,2,1. 

Basic Facts Boxes

The maths operation I did in basic facts boxes was multiplication. The time I got was 3 minutes and 43 seconds. I got all of my questions correct. 

I beated my other time. Next time I do multiplication I am going to beat my time and try to get into the 2 minute zone.

Time tables is really easy for me because I know all my time tables.

I felt happy about my time but I am going to try and do division next.

Maths

 This week for maths we learned about our partners work that they they did in week 1 and week 2.

First we had to get into partners and then started to share our work we did. The work my partner did was statistics. Data and frequency is helpful to make your graphs and to collect data. A graph is explaining your frequency and amount.

 In New Zealand we used cents and dollars.  The work my partner did was multiplication(fact family). Fact families is a easy math strategy. It's used to know the other math questions by switching the the equation the other way like( 7 x 8 = 56 / 8 x 7 = 56 ). If changing the answer into large numbers you just add the zero at the end of the number. So like:

6 x 3 = 18 / 60 x 3 = 180

5 x 6 = 30 / 50 x 6 = 300

7 x 4 = 28 / 70 x 4 = 280

I thought I did good as a teacher and my partner didn't have that much information but he still taught me something about his work.

Measuring - Converting

Converting measurment is using multiplication and division for the width, height, and length of something.

If multitplying a number to 10 shift the decimal place to the right only once. For example: If I multiply 60.0 by 10 you shift the decimal place to the right so the number is 600. The number got bigger.

If dividing a number to 100 shift the decimal place to the left twice. For example: If dividing 600 by 100 you shift the decimal place to the right twice so that means the number is 6.00 . The number got smaller.

If shifting a number to the left, you don't add a zero, you shift the zero from the decimal place. Also the amount of zero's mean how many times the decimal point moves to the right or left.

Place value is helpful for converting measurments. 

Look below the converting measurments DLO. 

 

Rounding

Rounding is finding the nearest ten, hundred, thousand.

Addition and division are both strategies the are used for rounding. To round the person needs to find the mean, to find the mean get a set of numbers like 5,7,1,9,3 and then add them altogether which would make the number 25. Then divide them by the amount of numbers there are which makes 5.

Now this is were the rounding begins, if the number is 5-9 that makes the number go up. If the number 0-4 it makes the number go down. For example 21.85 then it becomes 21.9

Time

There are three m's and it is mean, median, and mode. 
Mean is known as average.

To do the mean you add all your numbers up then divide. To divide you check how many numbers are there and that's the number you divide. 

Median, if you have five numbers you make them least to greatest. You choose the number in the middle and that is the median. If you have an even set of numbers you choose the two middle numbers then add it and divide it by two.

Mode, you write the numbers least to greatest. After that you choose the numbers that appear the most.

LI investigate units of time.

Solving Strategies

For maths we had to think of different strategies to solve a equation. The amount of problems we had to solve was 19, My group solved 11 equations. The strategies we used was number line, written algorithem, normal subtractions, counting back, repeated addition/multiplication, and division.

One equation I solved was 82 - 44. One of the strategies I used to solve this equation was splitting up numbers. Firstly I split 44, 40 + 4. Next I subtract 4 from 82, 82 - 4= 78. Lastly I subtract 40 from 78, 78 - 40= 38. So 82 - 44 = 38.

Another equation I solved was 72 divided by 8. One of the strategies I used was fact family. One fact is 72 divided by 8=9. The other fact is 9 x 8=72.

 I enjoyed solving strategies because it was fun.

More math equations

Angles - Maths

Maths was about angles, coding, and measuring.

Firstly I grab my materials which is a ruler, dice, protracter, and pencil.

First I start from house 7 go to house 9. Then I get my ruler and measure the distance, the measurment was 22mm, the code is go fwd 22mm.

Next I get my protractor and measure the distance turned, I turned anti clock wise 75 degrees, the code is turn acw 75*.

Then I measure the distance again, the measurment is 72mm, the code is go fwd 72mm. After that I measure the amount of distance turned again, I turned anti clock wise 90 degrees, the code is turn acw 90*.

Lastly I measure the distance, the measurment is 144mm, the code is go fwd 144mm. Last step stop.


I enjoyed the math maze because it helped me learn how to measure angles.


Look here for the coding.
 

Reading Large Numbers

Place value is each number has a value. Big numbers are  difficult but easier after learning the basics. Here is a big number and this is how to read 547 829 316.

The first place value is the millions, first say five hundred forty seven million.

Next place value is the thousands, first say eight hundred twenty nine.

Last place house is ones house, first say three hundred sixteen.

All together it five hundred forty seven million, eight hundred twenty, three hundred sixteen.

Reading Large Numbers slide below.

Maths Place Value

Ancient means very very old like 3,000 years ago. Egyptions are people from egypt.
Acient Egyptian numbers are written in pictures instead of numbers.

A image represents numbers. Short ropes show one, long ropes show 10, coil ropes show 100, flowers show 1,000 ( one thousand), A finger shows 10,000 ( ten thousand), A frog shows 100,000 ( one hundred thousand) and a god praying to the sun is 1,000,000 (one million).

Here is a number in Ancient Egyptian :



This number is 2321.

About Me - Ko Wai Ahau?

Malo lei lei, my name is Spelman and I am 11. I am Samoan and Tongan. I have two sisters. I enjoy going out to places with my family and also like the music my parents play in the car. My favourite subject at school is reading. My favourite sport that I enjoy is Rugby. I love eating Carl Jr’s but, I mostly like eating my mom’s cooking. One of my hobbies is to play on the playstation with my friends but, out of all my hobbies my favourite is bike riding with my dad. My goal is to complete my hard work this year and take risks. 

Adding in Parts & Place Value Adding (Square Roots)

L.I: to learn part addition and place value addition.

For maths we learned about how to do adding in parts and place value adding.
We had to solve some problems.There was something called Expanding Horizons.
We had to make a chart.We had to grab the questions from Expanding Horizons.The questions were about how far somebody and how high somebody climbed a mountain.To answer the questions we had to use place value adding and adding in parts.Expanding horizon is like a maths problem.

We learnt it by getting the questions from Expanding Horizons and answering it by using adding in parts and place value adding.

We used adding in parts and place value adding.Also they chart and Expanding Horizons.
I think Expanding Horizons is about measure.

Favourite Spot to sit in PBS/Maths

L.I:to learn something about the class and the school using statistics.
In maths we learned had to make a presentation.First we had to
go on the results and to check how much votes they are on each zone.When we have
check how much votes there were on each zone we make a graph about it.

When we finish with that we make a presentation.When we are doing the presentation
we go in groups.Of we do well we get points but of you don't do well you will get low
points.

The question was where is the popular spot to rest in PBS.

We learnt by using statistics.The tools we used was the

• Question
• presentation
• Statistics

Statistics

L.I:To learn about Our class or our school.
This week for we learned about Statistics.There were four questions about
the school.It was

1. Where is the poplular spot to rest and sit in the school.
2. What part of PBS is the tidest.
3. Where is the shadest area in PBS
4. Where is the most popular area in the school to play for LS1 students.

The question was Where is the popular spot to rest and sit in the school.

We had to make a map and when we haved got a map we put zones.

Then when other people go on the google forms they can choose which zone

they like to sit at and rest.

Google Forms

Meaning of Statistics

Statistics means to collect data.

Grid/Flipgrid

L.I:To count groups of 10 and 100 in large numbers.
This week for maths we learned about to make groups of 10 and groups of 100.
Also to add 10 and 100 and subtract 10 and 100.

Grid/FlipGrid
We had to do this grid to help us with our flipgrid.We also did that so we can
know how to make groups of 10 and 100 and to also add and subtract 10 and 100.
Next we have to do our flipgird.Also the grid was for practicing.For the flipgrid we had to
pick a number that is large and we have to talk about groups of 10 and 100 and additon and subtraction about 10 100.

How To Tell Time

L.I:How to tell time.

This week we learned about how to tell time.We had a challenge.We had to go into

our maths groups.We clocks.The first challenge we had to do was is that Mr wong

had to show us a time on the clock and we had to say it and the first one to say it get a

point.The 2nd challenge is to Mr wong tells us a time and we have to make it on the clock.

The group or person to put it up gets a point.

We had to make a DLO or a poster about how to tell time.

We had talk about what's the long hand and the short hand.

Also put information about time and things about a clock.