Probability Tree

 LI: To use probability trees to find the chances of an event.

This week in Math, Haylee, Victoria and I worked together to solve probability questions. We were given three different math word story problems to justify the answer of the probability with our working out. We then created a DLO of one question and explained our thinking with the probability tree method. 

Above is the question we answered. To solve this question, we created a probability tree. On our first branck, we added the fractions 4/10 and 6/10 as Maria had 6 frangipani and 4 tiare taina (6 + 4 = 10), making it 6/10 and 4/10. On each end, we wrote a T and F representing each flower. We then carried on our tree. And wrote the same things. After that we wrote all the possible possibilities of Maria picking out the same type of flowers. We multiplied the fractions together, for example (6/10 x 4/10, 6/10 x 6/10, 4/10 x 6/10 and 4/10 x 4/10). After multiplying the fractions, we added them together, so 36/100 + 24/100 and 24/100 + 16/100. Lastly we added 36/100 + 16/100 as they are the changes of picking out the same flower.

We enjoyed working these equations out as we used a different strategy and learnt a new strategy. 

Making Connections With Problem Solving

LI: To explore problem solving.

This week, we learnt how to make connections, using Tangrams. We made Tangrams, as our internet connection stopped. A Tangram is an ancient Chinese puzzle, used to create different shapes and figures. In the 19th century, when Chinese were traveling to Europe to trade, they made Tangrams, using wooden blocks as they were bored. We started off with a piece of A4 paper and a pair of scissors, as we listened and followed a set of simple instructions. This procedure, was a way of problem solving. In small groups, we helped each other and communicated. We used our Tangrams to create different animals, by problem solving and collaborating with each other. While making animals, we tried different options, until we completed our animals. I really enjoyed learning and creating Tangrams, as it is a way of problem solving and working together as a group. This was a challenging activity.

Maths Challenges

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




This week for Maths we have been working with negative numbers; learning how to add and subtract them. Today we answered a few maths word problems using negative numbers to test how comfortable we are and our understanding. We worked collaboratively in a small group with Haylee, Victoria and Florence.

Long Division

LI: To find the answer to the questions using long division. LI: To be able to explain the steps of long division.



This week in Maths, we learnt how to use the long division strategy. We answered a few questions using the long division strategy to be able to understand it. After answering maths questions, Haylee and I created a DLO explaining the long division strategy we used with an example of a division question we answered. I had a lot of fun answering these division questions.

Calendar Challenge

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



This week in maths, Haylee, Florence and I worked together to complete a maths challenge. We used the most efficient strategy to solve this maths challenge. To solve this strategy, we first subtracted 6.90 fron 12 which equals to 5.10. Then we multiplied 148 by 5.10, equaling to 759.90. This maths challenge was quite challenging to solve. I really enjoyed completing this challenge.

Subway Challenge

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



This week in Maths, Haylee, Florence and I worked together to solve a maths challenge. In our strategy, we used the most efficient one, we found more confident. We started off by adding up all of combos that are $7.00 with how many people need them. Then we multiplied the total by 7 equaling 441. After that, we added up the total of the chicken combo which cost $7.50. Then we multiplied the total by 7.50 which equals 390. Once we did that, we added the two totals, which equals to 831.

Sakina Blogpost Analysis

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

This week in Maths, we created a blog post analysis graph. From our blog, we got our blog archive and found out the average number of monthly and weekly blog posts. For this blog post analysis, the average also known as the mean, is the same amount for each day, week, month or year. We created a google draw explaining our blog post analysis story, the average and a learning goal we set for this year, using our blog post data/statistics.  My goal this year is to achieve 230 blog posts, which means I should post 5 blog posts weekly. Above I have created a video on how to create a blog post analysis.

Exponents Challenge

LI: To understand the exponent of a number says how many times to use the number in a multiplication. 

This week in maths we learnt how to use exponents. Haylee, Florence and I worked collaboratively to complete a maths challenge. Exponents tells how many times you use a number in a multiplication. We created a DLO to show others our understand about this maths challenge. In our DLO, we included the important information and our strategies. I really enjoyed solving this maths challenge.

Maths Challenge

LI: To find the most efficient strategy to solve this problem. 

This week Haylee and I worked together to solve this maths challenge, about Ta' ovalas. Ta' ovalas are a Tongan dress made by mat, which is worn on special occasions. First, we wrote out our strategies for this challenge. Then we created a DLO including, the rule, the strategy and the main information to help us solve the maths challenge. The strategy Haylee and I used was first figuring out how much metres it take to create 1 Ta'ovala, so we halved the number 12. It takes 1.5 metres of material to make 1 Ta'ovala. After that, we multiplied 1.5 by 26, equaling to 39.

Maths Challenge

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




This week Haylee an I worked together to  complete a maths challenge about Hemi and his family going fishing. First, we wrote our strategies to find out how many fish Hemi and his family caught in 6 hours. After finding out the strategies, we created a DLO. In our DLO, we included the rules, the answers to the questions and the important information. A rule is the strategy to solve a maths problem.

Daily Maths Challenge 2

LI: To use the most efficient strategy to solve a problem.

For another daily maths challenge, Florence, Haylee and I worked together to solve these maths questions. In our DLO, we included the questions and the strategies we used to work this challenge out. We worked together, by each having a role and helping each other out, if we didn't understand how to solve the questions. I really enjoyed solving this maths challenge.

Maths Challenge

LI: To find the most efficient strategy to solve the problem. This week Haylee, Florence and I worked collaboratively to solve three questions. We used the most efficient strategies to solve these questions, which were division, subtraction and addition. These maths questions were very fun to solve and pretty hard, because it included decimals and percentages. In our DLO, we included strategies, the questions, main information, to help us and an image related to the questions.

Maths Challenge 1

LI: To show others your understanding of Maths.

This week for another home learning activity, Haylee, Florence and I worked together to solve a daily maths challenge. The strategy we used for this challenge was multiplication and subtraction. Florence, Haylee and I worked collaboratively, by communicating with each other, helping each other and having a role for this DLO.

Team Maths Challenge

This week for Maths we created two DLOs showing how we solved two team challenges that involved adding decimals. Using the most effective strategy we found the answer. The most effective strategies were written algorithms and place value. In this session we were learning rounding and compensating. The two questions we tried to solve were:
5.75 + 2.0 = 7.75 x 12 = ?
218.99 + 109.85 = ?

Maths Team Challenge

This week in Maths, we worked collaboratively in our Maths group to solve a team challenge question. In our group we worked together to solve a maths problem about which was about trying to solve what age 3 people were, with not that many hints. After we solved the question, we created a DLO about the strategy we used and how we solved the question.

Maths Question

This week for maths, as a group we created maths questions based on the ASB marathon. After working collaboratively to create these questions, we chose one and created a DLO explaining how to solve it. My group and I decided to use the algorithm strategy to solve this maths question.

Thinking Teams | Maths Questions

Today in maths, we worked in our thinking teams to find the answer to maths questions. In the photo you will see my group, "Less, Same, More", working out the number value of our group name. To do this we used addition strategies and our place value knowledge. In the second activity we worked as a group to put the population numbers in order, from the highest to lowest. To do this we used our place value knowledge.

Blogpost Analysis

This week in maths we did our blog post analysis. A few terms ago we created a blog post data, so we updated it. After that we created a DLO to compare each of the blog post graphs and if we achieved our goal. My goal was to get 900 blog posts, but I have 879 right now. I was very close to achieving my goal of 900 blog posts.

Strengthening Connections To Maths Language

This week in maths, we learnt new vocabulary to help us strengthen our maths language. First we told each other how to say hello in different languages, so that if there is someone new who doesn't know english, we say hello in the language the new student speaks. After that we learnt about the differences between plane and the maths plane is that a plane is a form of transportation used to take you to from one place to another, but the maths plane is a surface which is flat. Last week Whaea Donna visited LS2 to see our digital learning and she shared this DLO with us. On a DLO, in partners we dragged a variety of maths words to their right category. The categories were addition, subtraction, multiplication, division, equality, inequality, variable and find the answer. This task was to help us understand a maths question. On the explore tool we searched the definition of the maths words just in case we didn't understand.

Tessellations | Shapes

This week in maths we drew tessellation patterns on a DLO. First we chose a shape from the list to use for the tessellations. For the tessellation patterns I decided to use the cross/plus sign. In this activity we used transformation and tried to have as less white spaces as we could in the middle and on the outside. The two transformations I used was translation ( move) and reflection ( flip). This activity was quite hard as I tried to have as less spaces in the middle and outside.