http://fusecontent.education.vic.gov.au/c4ee6207-6df9-42c1-9391-a79ad0cba47d/p/index.html

October 8, 2018

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October 8, 2018

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September 20, 2018

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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

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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

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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