Definitions:

- https://www.mathsisfun.com/definitions/shape.html
- http://www.amathsdictionaryforkids.com/qr/s/shape.html
- https://www.mathsisfun.com/geometry/polygons.html

Interactive:

Game:

October 13, 2017

by leesclassroom

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June 8, 2017

by leesclassroom

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- Place the midpoint of the protractor on the VERTEX of the angle.
- Line up one side of the angle with the zero line of the protractor (where you see the number 0).
- Read the degrees where the other side crosses the number scale.

go to: Using a Protractor

First scroll down to *Have a Go Yourself! *and practise using a protractor

**Application:**

Measure the angles you find on the word (YEA) on this sheet:

**New Information:**

Go To: Maths is Fun Using a Protractor

View two animations that show how to draw an angle using a protractor

**Application:**

Below the word (YEA) on sheet draw the following angles: 45°, 125°, 260°, 90°, 20°

August 24, 2016

by leesclassroom

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- 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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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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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