Two links to sites for an understanding of the use of compasses. The first talks about using a protractor, while the second allows you to practise using one.

April 29, 2019

by leesclassroom

0 comments

April 29, 2019

by leesclassroom

0 comments

Two links to sites for an understanding of the use of compasses. The first talks about using a protractor, while the second allows you to practise using one.

December 10, 2018

by leesclassroom

0 comments

**Activity 1 (individually): **

- Pretend to be an architect. Design as many buildings as you can, only using six 1 cm³ blocks (MAB blocks).
*“Can you make one**that takes up a bigger space than another”**“Can you make one**that takes up a bigger space than others at your table?”*- Take a walk around the room.
*“Who’s building takes up more space?”* - “
*Is a building 6 blocks high the same as a building 6 blocks long? What is similar and different about the buildings you have made?*”

**Question (turn and talk):** Which shape below takes up more space? Justify answer.

**Definition: **Volume is the amount of space a 3D object takes up.

**Activity 2 (with a partner): **

- Pretend to be an architect. Using ten 1 cm³ blocks (MAB blocks) design a building. Then one with 20 blocks, then one with 30 blocks. As you build each one compare it to others on your table.
- Pick a simple rectangular object on your table, make a full scale copy of it with MAB. Compare it to other made at your table. Which has more volume (takes up more space)?

Extension activities:

**Activity 3 (whole class): **

- Display: http://www.teacherled.com/resources/cuboidexplode/cuboidexplodeload.html
- Have students calculate the area of each of the shapes. Press the tool in the top left corner to open up the shape.

**Activity 4 (with a partner): **http://www.interactivestuff.org/sums4fun/3dboxes.html (use real MAB to build what you see on screen if that helps you count how many are there)

Extension activities information (this is not required at your year level, but you can record it if you want)

**How it is measured: **Volume is measured in cubic units. For example a cubic cm block takes up 1 cubic cm. This is written as 1 cm³. Bigger objects may be measured in bigger units such as cubic meters, or m³

**Pronounced:** centimetres cubed or meters cubed.

**The Formula:**** **Volume = length x width x height.

October 8, 2018

by leesclassroom

0 comments

September 20, 2018

by leesclassroom

0 comments

Solve problems using an array diagram using the house model. Can you write the multiplication fact (or nearest fact)?

E.g. 42 divided by 6 is 7 because 6 sevens are 42.

Worded problems:

**Support**

Aiden has 30 roses. How many bunches of 6 roses can he make?

Melanie picked 24 ripe mangoes. She picked the same number from each of 4 trees. How many mangoes did she get from each tree?

Max needs 28 tomato plants for his garden. The plants are sold in punnets of 7. How many punnets must be buy?

**Reinforce**

Aiden has 49 roses. How many bunches of 7 roses can he make?

Melanie picked 45 ripe mangoes. She picked the same number from each of 9 trees. How many mangoes did she get from each tree?

Max needs 72 tomato plants for his garden. The plants are sold in punnets of 6. How many punnets must be buy?

**Extend**

Aiden has 64 roses. How many bunches of 5 roses can he make?

Melanie picked 74 ripe mangoes. She picked the same number from each of 5 trees. How many mangoes did she get from each tree?

Max needs 55 tomato plants for his garden. The plants are sold in punnets of 3. How many punnets must be buy?

What do you notice and how can you explain it?

Extension group will be working with remainders. There answer should be shown as this.

Eg. 12 ÷ 5 = 2 R2

October 13, 2017

by leesclassroom

1 Comment