August 1, 2016
How many ways to make One? Using the fraction wall, make as many number sentences as possible showing how to make one. (students start by writing the repeated fraction, they will be encouraged to see that fractions added to related fractions also make one
e.g. ½ + ½ = 1 and ½ + ¼ + ¼ = 1 and ½ + 2/4 = 1
Teacher Group – Check student knowledge of equivalent fractions and simplifying, using common factors.
Sue baked an apple pie. For dessert her family ate 3/8 of the pie, the next day they ate another 3/8 of the original pie. What fraction of the total pie has been eaten and how much does is left? Show this as a diagram, showing your work as equations. Consider if the leftover amount is expressed in SIMPLEST form. How do you know?
Grandpa bakes his famous lasagne in a big rectangular tray. He cuts it into 18 slices and 2/3 get eaten. How many slices were eaten and will there be enough for grandpa to give to the next door neighbours who have a family of 5?
The year 7 teacher will ask you to keep track of your test scores in maths. In the first test you get 45/50, the next test 75/80, the next test 24/35, the next test 20/40 and the last test 75/100. Put your test scores in order from least to most. How can you prove to a friend that you are correct?
Students solve the problem and write a written explanation to prove their thinking.
Students share with a partner or in a small group to consider what is similar or different to their own thinking.
Do all group members agree? How will show your group members your method so that they can learn from you?
July 29, 2016
In the application part of your page:
- Write a sentence to compare these objects.
- Write a sentence to contrast these objects.
- Write a sentence to classify these objects.
T&T: Share with a partner
For the rest of the application part of today’s literacy lesson use these resources to:
Identify where something unknown is compared to something well known to help understand: https://www.ready.gov/kids/know-the-facts/tsunamis
Identify where 2 similar things are explained how they are different:
Identify how ‘classification’ is used to explain the different ‘types’ of things
Now for your own writing:
Identify something in the explanation or information text you have been working on that would be good to compare to something people know well – write this part of your text
Identify 2 things that are quite similar in the explanation or information text you have been working on that you will try to make clear how they are different -write this part of your text
Identify how you might use ‘classification’ to explain the ‘types’ of things you are explaining – write this part of your explanation or information text
If you finish one, try one of the others
July 29, 2016
In today’s lesson you are going to develop your understanding of tsunamis
Research and answers for the following questions:
- What is an tsunami and how is it defined?
- What conditions are necessary for the formation of tsunamis?
- Where do they occur?
The two additional questions you added as a class were:
- What are the before and after effects?
- How can science help?
The tsunami simulator we looked at in class is here:
The image above comes from the phys.org website which has a good article on how scientists are using the footage from the recent Japanese tsunami to learn more what occurs during such events.
Also worth exploring is the ABC news site which allows you to explore before and after images from the 2011 Japanese tsunami which resulted from a massive 9.0-magnitude earthquake.
July 28, 2016
Use the Fraction Wall find, draw and write as many equivalent fractions as you can. (Teacher will model how to draw 2 Fraction Bars under each other, the same length, showing the equivalent region by shading, labelling on the fraction bar.)
Solving and proving solutions using models and processes for Equivalent Fractions:
- Your family ordered two pizzas. They ate 2/3 of the Cheese pizza and 2/6 of the Pineapple pizza. Now mum wants to put all of the leftovers into the one box, will they fit? Show a diagram to prove this and also show the fractions you are using.
Reasoning using knowledge of equivalence:
- For Grandpa’s 70th birthday you buy a big chocolate cake and a big vanilla cake to have enough for the whole family. You cut the cakes into 12ths. Three quarters of the chocolate cake is eaten and two- thirds of the vanilla cake is eaten. Altogether, what fraction of a cake is leftover?
July 27, 2016
Use your knowledge of fractions or of division to solve the following problems:
Support: Mum buys 24 apples and she will use ¼ of the apples per day. How many apples will she use per day?
There are 20 lollies in the bag and your family eats ¾ of the bag of lollies. How many lollies did your family eat? What fraction of the bag is left and how many lollies is this?
Reinforce: Your family wants a packet of Ritz crackers to last for a week. What fraction of the packet will your family eat per day and if the packet contains 210 crackers, how many will be eaten each day?
Dad bought apples on Saturday and ¾ of them were eaten by Tuesday. On Tuesday there were 6 apples left, how many apples did Dad buy on Saturday?
Extend: Forty-five chocolates, which is three- quarter of the box, have been eaten from a 1kg
box of chocolates. How many chocolates does the 1kg box hold altogether?
A test has a possible score of 80 points and you get 9/10 of it correct. What score do you get?
The next test has a possible score of 75 and you get 4/5 of it correct. What score do you get?
How would you explain which test you did better on?
Find a partner who solved different problems to you, show one of the problem solutions and explain your thinking.