lee's classroom

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

August 3, 2016
by leesclassroom
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Today’s Maths Application: Lowest Common Denominator

How many ways to make 1?  Use the Make a Whole game, record the number sentences each time you make a whole/1.

Mum baked 2 pies and took them to grandma’s house for Sunday dinner. On Monday mum is looking at the leftovers and she wants to know if she has enough pie for the family for dinner.  She has 2/3 of one pie and 1/6 of one pie and she has 5 people to feed.  Will she have enough for each person to have one piece of pie?  Draw a diagram to show how you know, write the number sentence to show your steps to finding your solution.

You buy a block of chocolate that has 24 squares.  The first day you eat half of the chocolate.  Each day after that you eat half of what is left.  Show as a diagram and with number sentences what happens.  Explain what you notice.

Mum baked 4 pies and took them to grandma’s house for Sunday dinner. The family ate 3/8 of the beef pie, 1/3 of the steak and kidney pie, 5/6 of the cottage pie and ¾ of the curry pie.  How much is left over?   Draw a diagram to show how you know, write the number sentence to show your steps to finding your solution.  Explain your process and justify your solution.

You buy a block of chocolate that has 36 squares.  The first day you eat half of the chocolate.  Each day after that you eat half of what is left.  Show and describe what happens.  How many days will it take you to finish the chocolate and how can you justify your reasoning?

If your family drinks 1 ½ litres of milk on Monday, 1 ¾ litres of milk on Tuesday, 2 ⅔ litres on Wednesday, ⅞ of a litre on Thursday, 1 ½ litres on Friday and 3 ⅓ litres over the weekend, how many litres will they buy for the week and how much will there be left on Sunday night?

August 1, 2016
by leesclassroom
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Updated Debate Timetable

27/7

We should give money to other countries when they suffer from natural disasters

Debate Affirmative Team: Flynn, Oliver, Ebony

Debate Negative Team: Zoe, Sasha, Luca

Judges: Roy, Kate, Liam

 

04/8

Populated areas should regularly practice what to do in preparation for natural disasters.  

Debate Affirmative Team: Lilly, Sammy E, Ryan

Debate Negative Team: Alexis, Ty, Aryaveer

Judges: Indigo, Leyla, Jake

 

17/8

Humans are responsible for most natural disasters

Debate Affirmative Team: Connor, Sammy S, Brynn

Debate Negative Team: Roy, Kate, Shanice

Judges: Alexis, Ty, Aryaveer

 

22/8

Cyclones are scarier than tornados

Debate Affirmative Team: Indigo, Leyla, Jake

Debate Negative Team: Tara, Declan, Liam

Judges: Chiara, Leo, Flynn

 

31/8

People should be allowed to build their houses in flood prone and bushfire prone areas.

Debate Affirmative Team: Alexis, Ty, Aryaveer

Debate Negative Team: Flynn, Oliver, Ebony

Judges: Connor, Sammy S, Brynn

 

07/9

Australian farmers should receive emergency payments from the government every time they experience drought conditions.

Debate Affirmative Team: Roy, Kate, Shanice

Debate Negative Team: Lilly, Sammy E, Ryan

Judges: Tara, Declan, Shanice

 

07/9

Japan should have been better prepared for the tsunami in 2011

Debate Affirmative Team: Luca, Sasha, Zoe

Debate Negative Team: Indigo, Leyla, Jake

Judges: Flynn, Oliver, Ebony

 

14/9

All houses in Darwin should be cyclone proof

Debate Affirmative Team: Tara, Declan, Liam

Debate Negative Team: Connor, Sammy S, Brynn

Judges: Luca, Sasha, Zoe

 

14/9

People should be allowed to stay and protect their properties against bushfires.

Debate Affirmative Team: Chiara, Leo, Flynn

Debate Negative Team: Shanice, Alexis, Kate

Judges: Indigo, Leyla, Jake

August 1, 2016
by leesclassroom
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Application For Today’s Maths Lesson: Simplifing Fractions

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
by leesclassroom
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Comparing, Contrasting and Classification

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:

https://www.ready.gov/kids/know-the-facts/volcano

Identify how ‘classification’ is used to explain the different ‘types’ of things

https://www.ready.gov/kids/know-the-facts/floods

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

OR

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

OR

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
by leesclassroom
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Natural Disasters: Tsunamis

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:

https://www.edumedia-sciences.com/en/media/210

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.

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