lee's classroom

(another MPPS global2.vic.edu.au weblog)

August 26, 2016
by leesclassroom
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Natural Disasters: Analysing A System

A system is set of interacting parts that create a whole.

It will follow a process.

It will have steps/stages that are causally linked.

It will have a beginning that triggers effects and will result in an end product or result.

When you analyse a system you understand how it works and why it works.

These are the steps to analyse a system:

1.     I identify something as a system (I can explain why it is a system)

2.     I state all of the parts of the system and how they work

3.     I change one part of the system to see what would happen

4.     I explain how the one change made the system change

5.     I make conclusions about how the parts interrelate  (importance, order, amount needed, comparison to other systems)

 

Let’s try this with the process that forms stalactites in caves.

Together as a class go to this webpage-read and take notes to analyse stalactites as a system.

https://www.britannica.com/science/stalactite

Now use these websites to analyse bushfires as a system:

http://www.ga.gov.au/scientific-topics/hazards/bushfire/basics/causes

http://clearlyexplained.com/bushfires/how-do-bushfires-occur-and.html

http://www.nova.org.au/bushfires

http://www.cfa.vic.gov.au/plan-prepare/how-fire-behaves/

While doing so keep this in mind:

  • We have defined natural disasters in part by their effects on humans.
  • So, as you identify the parts of the system, consider where humans fit in.
  • How does the result affect us?

How might our actions (emergency services; careful planting of trees, back burning, careless installation of power-lines, littering, global warming) be part of/change the system?

August 25, 2016
by leesclassroom
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Natural Disasters: Cyclones

In today’s lesson you are going to develop your understanding of cyclones

Research and answers for the following questions:

  • What is a volcano and how is it defined?
  • What conditions are necessary for the formation of volcano ?
  • Where do they occur?
  • How does it affect the environment and how do humans react?
  • How do we prepare for cyclones?
  • How can science help?

August 24, 2016
by leesclassroom
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Application For Today’s Maths Lesson: Addition and Subtraction of Fractions continued

  • Ryan was ¾ of the way through measuring the running track and he had measured 75 metres.  How long will the running track be?  (Show your thinking with a diagram and your mathematical working out.)
  • Jude wanted the class to work on their writing for ¾ of an hour.  How many minutes is that? (Prove your thinking by showing it on a clock.)
  • Griffin was asked to buy 6 metres of rope for his dad.  When his dad had used the rope to tie up the trailer, he had 50 cm leftover.  What fraction of the rope did he use? (Record using the four headings: Diagram/Table, Maths/Number, Solution Sentence, Explanation & Reasoning)
  • Mum bought 3 kg of flour to make cupcakes for Sammy’s birthday.  She used all of the flour except 200g.  What fraction of the flour was left over? (Record using the four headings: Diagram/Table, Maths/Number, Solution Sentence, Explanation & Reasoning)
  • The cyclists had completed 5/6 of the course in 42 minutes.  At this rate, how long would it take them to complete the course? (Record using the four headings: Diagram/Table, Maths/Number, Solution Sentence, Explanation & Reasoning)
  • The swimming relay team times were 1 ½ minutes, ¾ minute, 1 ¾ minutes and 2 minutes.  What was the overall time that the relay team took? (Record using the four headings: Diagram/Table, Maths/Number, Solution Sentence, Explanation & Reasoning)
  • Explain two different operations that might be used to solve the problems above.  Why do you think this is?

 

More Practice:

Group 1

Using rectangular models (see resource folder) sheet. Students cut up models as needed for subtraction.  1- 1/5, 1- 1/9, 1- 1/10, 1-5/6, 1-3/7,

2- ½, 3- 1/3, 3- 1/8
Group 2

Students are given 9/5. They are to convert this to a mixed number and record their answer.

Students are given 3 and 7/10. They are to convert this to an improper fraction and record their answer.

They are to add the two fractions together (in whatever form they prefer), recording the equation and their working out.

Why did/ didn’t you make the denominators the common?

How did you know to make all of the denominators tenths? Students simplify the answer if they have not already done so. Have students find the difference between the two fractions, recording the equation and their working out.

What does the difference mean? Why did you write this fraction first?

Have students write a word problem that includes the two fractions.   EXTEND BY changing the given improper and mixed numbers.

 

Group3

1/5 +3/10, 3/6 + 6/12, 2/9 + 1/90,

4/5 – 2/10, 5/8 – ¼, 7/9 – 1/27

August 23, 2016
by leesclassroom
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Application For Today’s Maths Lesson: Addition and Subtraction of Fractions

Practice Addition and Subtraction of Fractions – you may use a Fraction Wall or draw fraction diagrams to support your process.

1/2 + 1/4 =                    1/3 + 1/6 =                             3/4 + 1/8 =                         2/5 + 3/10 =                             1/2 + 3/8 =

1/2 – 1/4 =                     1/3 – 1/6 =                             1/4 – 1/8 =                          1/5 – 1/10                                1/2 – 1/8 =

 

1/3 + 1/7 =                 5/8 + 2/5 =                  1/3 + 3/10 =                     3/8 + 1/3  =                       3/5+ 5/9  =

1/3 – 1/7 =                7/8 – 2/5 =                   1/3 – 3/10                        3/8 – 1/3 =                       3/5 – 5/9 =

 

2 ⅓ + 3 ⅓ =                2 ¼ + 1 ½ =                   1⅖ + 4 ¾ =                        2 ⅖ + 1 ⅜=                        7 ⅔+ 4 ⅙=

5 ⅓ – 2  ⅓ =               3 ¼ – 2 ½ =                    5 ⅞- 3 ¼ =                         8 ⅖ – 6 ½ =                        9 – 3 ⅙=

 

Who needs to add and subtract fractions in real life situations?  Can you write a problem for another to solve that shows how we need to use fractions in work or at home?

 

Partners switch problems, solve and discuss.  Is the problem one that would occur in real life?  Do you and your partner agree on the solution?

August 18, 2016
by leesclassroom
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Application For Today’s Maths Lesson: Lowest Common Denominator

Group 1: using fraction wall find as many equivalent fractions of the following: ½, 1/3, ¼, 1/5, ¾, 2/5, 2/8,

Use your answers to create equations with SIMILAR fractions that you can solve:

½ + ¼=        1/3 + 4/6=    1/5 + 3/10=      ¾ + 1/8=     2/5+ 4/10=    2/8 + 1/4=      3/4 – ¼=    ¾- 2/8=    5/10 – 1/5=

Can you make your own equations using what you have learned?

 

Group 2

Find a common denominator of these to turn them into SIMILAR FRACTIONS/ then add the two fractions (remember to simplify at the end…you may need to turn improper fractions back to mixed numbers!):

1/10 and ¼

1/10 and 4/5

1/6 and 1/12

¼ and 1/12

½ and 1/10

1/8 and ¼,

2/3 and 5/6

2/3 and 8/9

1/7 and 3/14

¾ and 5/6

5/6 and 7/12

 

¾ and 5/6

7/9 and 5/6

3/8 and 2/5

2/7 and ¾

4/5 and 3/7

3/10 and 3/8

 

Grp 3:  NEW INFO

We can avoid the need to simplify at the end by finding  the lowest common multiple of the denominators.

The lowest common denominator of the denominators is the lowest common multiple of the denominators, e.g. 1/10+1/4.

The denominators are 10 and 4. Find the lowest common multiple of 10 and 4.

To find this – use your times tables/skip counting patterns for each until you find a number that is in both:

e.g:

4,8,12,16,20, 24, 28

10, 20,30, 40, 50

So 20 is the lowest common denominator

Find  LCD for these then add the two fractions (remember to simplify at the end…you may need to turn improper fractions back to mixed numbers!):

7/10 and ¼

2/3 and 4/5

5/8 and 1/12

¼ and 7/12

4/6 and 3/18

1/8 and 4/16,

2/3 and 5/6

2/3 and 8/9

1/3 and 3/15

¾ and 5/6

5/6 and 7/12

7/9 and 5/6

3/8 and 2/5

2/6 and ¾

4/5 and 3/7

3/6 and 3/8

Frameworks Year 6: chapter 7 page 161 Activity 6 including the worded problems and the Puzzles

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