Maths





[|Divisibility Rules]

Year 6​


 * ACHIEVEMENT OBJECTIVES: **
 * Use linear scales and whole numbers of metric units for length, area
 * Find areas of rectangles by applying multiplication
 * STUDENTS CAN: **
 * measure time and the attributes of objects, choosing appropriate standard units and working with them to the nearest tenth.
 * measure time and the attributes of objects, choosing appropriate standard units;
 * use arrays to find the areas of rectangles, given whole-number dimensions.

Year 7 and 8
 * ACHIEVEMENT OBJECTIVES: **
 * Use appropriate scales, devices, and metric units for length, area
 * Convert between metric units, using whole numbers and commonly used decimals
 * Use side or edge lengths to find the perimeters and areas of rectangles, parallelograms, and triangles
 * Interpret and use scales
 * STUDENTS CAN: **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">measure time and the attributes of objects using metric and other standard measures;
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">make simple conversions between units, using whole numbers;
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">use side or edge lengths to find the perimeters and areas of rectangles and parallelograms, given whole-number dimensions.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">use metric and other standard measures;
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">make simple conversions between units, using decimals;
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">use side or edge lengths to find the perimeters and areas of rectangles, parallelograms, and triangles

<span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 120%; text-align: center;">**We often get mixed up between perimeter and area. We must remember the formula for calculating each and try not to get them mixed up**! <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 120%; text-align: center;">__Perimeter__ - Length + Width + Length + Width <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 120%; text-align: center;">__Area__ - Length x width













<span style="background-color: #0000ff; color: #00ffff; display: block; font-family: 'Comic Sans MS',cursive; font-size: 150%; text-align: center;">~ Tangrams ~

This is the printable tangram that we used in class





<span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 130%; text-align: center;">First, we had to identify how each picture below had been moved <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 130%; text-align: center;">Then Room 3 had a go at doing some rotations, transitions and reflections

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 * //__<span style="font-family: 'Comic Sans MS',cursive;">Challenge your family in "Who wants to be a Millionaire? Recognising Money Edition" __//**

[|NZ money games]

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 * <span style="font-family: 'Comic Sans MS',cursive;">At the moment, Room 3 is learning about shape. Here are some of our pictures from a lesson "shapes with sticks" **

//<span style="font-family: 'Comic Sans MS',cursive;">Learning intentions: //
 * <span style="font-family: 'Comic Sans MS',cursive;">Construct models of polyhedra (3D shapes) using everyday materials
 * <span style="font-family: 'Comic Sans MS',cursive;">Use the terms faces, edges and vertices to describe models of polyhedra (3D shapes)

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__**W.A.L.T:**__ //Identify prisms and pyramids by their spatial features//


 * Today (19/06/12), Room 3 had to look at a range of 3D shapes and decide if they were prisms or pyramids. They had to sort the shapes into prisms and pyramids on the computer. We hadn't discussed the difference between the two before they started. Here's what they thought: **


 * Afterwards, we came together as a class and talked about how we could tell the difference **:

I just looked at the ones I knew that looked like pyramids – Lucy

The difference is, the pyramids have the pointy bits at the top – Danrey

I knew a prism was a prism because they all had a flat top and bottom – Jack

I knew they were prisms because they were long – Sanae

I knew it was a prism because I know what a pyramid looks like - Caleb

I knew it was a prism because it has a 2D shape and edges that join the shapes together – Reegan

I knew that pyramids were pyramids because all the edges meet at the top – Jack

I knew that the prisms weren’t pyramids because I knew the names of them – Lucy

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If anyone wants to make some interesting nets at home: [|Nets for shapes]