Problem Solving Thursday!!
Kim picked the numbers 4, 9, 5, 2, 1 and 7.
• How should Kim arrange the numbers to get the smallest difference?
Use the numbers 4, 9, 5, 2, 1 and 7 to create 3 digit by 3 digit subtraction problems and find the difference.
• Explain how you know this is the smallest difference that Kim can make with these numbers.
Probability and Statistics.
Level 3: Madeline threw two dice and when they landed she subtracted one number from the other and wrote the answer as 1.
What might the numbers on each dice have been?
Level 4: My older sister was talking to Dad and asked him a question. His reply was, “It was more likely than unlikely”.
What might the question be?
Level 5: I chose five balls from a bag of balls without looking. I noticed that there were three red and two blue.
What might the colour of the balls in the bag be and how many balls might there be?
Level 6: The probability of an event is ⅓.
What might the event be?
Extension – A toy manufacturer wants to design a dice where the the change of throwing a red is ½.
What might the dice look like?
We Organise Really Lavish Destination’s Survey
Monday – Week 9
Please draw what comes to mind when you think of
Draw as many different representations as you can for this fraction
You have been selected to go on a Quest. A travel quest in your group as part of your project. Your quest will guide you through the project to ensure you complete all tasks and along the way learn more about the mathematics involved in the project.
You can earn badges throughout the quest.
We Organise Real Lavish Destination (WORLD) Holiday Company require your help!!!
Your task is to design a travel package for one of the following:
Budget holiday for a backpacker ($8000)
Holiday for a couple of friends ($15, 000)
Holiday for a family of four:
2 Children under 12 and 2 adults ($25 000)
The best agency will be voted at the end at a travel expo. All students will vote on the best agency.
You will decide the length of your travel, accommodation, food, admission charges
What is the time at the restaurant?
Write out the time that would appear on a clock and in numerals when you answer these questions. There are 2 levels of problems. The simpler ones are BLUE in colour; the harder ones are ORANGE in colour. Choose ONE type to answer.
John, the owner, gets to work 6 hours/5 1/2 hours after midnight. It takes him 30 minutes/ 25 minutes to turn the ovens on. What times should be on your clocks?
John’s pizzeria gets deliveries 9 hours/ 7 hours 45 minutes after midnight. What times should be on your clocks?
John’s pizzeria opens 11 hours/ 13 hours after midnight. What times should be on your clocks?
John’s pizzeria closes 12 hours/ 15 hours after midnight after the lunch rush. What times should be on your clocks?
Think of these answers from midday onwards:
John’s pizzeria opens 6 hours 30 minutes/ 5 hours 20 minutes after midday. What times should be on your clocks?
John’s pizzeria closes 10 hours / 10 hours 45 minutes after midday. What times should be on your clocks?
My Restaurant Rules
This term you are going to make your own restaurant. You will design a healthy lunch menu for 4 students and make this for them.
My Restaurant Plan
- Brainstorm a theme – foods, design, timetable.
- Research foods.
- Survey the people you are assigned to cook for.
- Find recipes (multiple for 4 people).
- Estimate the cost.
- Add the cost of the meal and change.
- Make a shopping list.
- Write a menu using correct measurements.
- Calculate percentage of each food group.
- Attend workshops.
- Design tessellation for place mats.
- Publish and show teacher your work.
Monday- We will work on our Success Criteria for the project.
Tuesday- We will use the following rubric to use as a group
I can set 3 learning goals based on what I want to learn
I can sign up to 3 workshops about these goals
Wednesday – Today we will form our groups
Criteria for groups
- Must have 4 people
- Must have a mixture of boys and girls in the group
- Must have students from at least 2 different year levels
Before you begin to plan your healthy meal. You will need to learn about the food groups and how much of each food group you should eat.
1. Play the following game
1. Draw a food plate and complete how much of each food group you should eat
2. If that is your total for a day. Break down for each meal of the day.
Complete the following table
From your food groups plan, write the fraction of each food group of your total food serves for the day.
Can you write the percentage of each food group of the total food serves for the day?
Tuesday and Wednesday
This week, you are going to be a Chef! You challenge is outlined below:
Choose from one of the following
1. Finish your mapping Project and upload your work to your blog.
2. Create an Easter Egg Treasure Hunt for next week with Directions in the learning centre. The best one will be used by our centre for a real treasure hunt….
3. Study ladder
4. Open ended Problem
Challenge #1-How many different ways can you join 4 cubes (hint – 15 different ways to display them)
THIS WEEK WE ARE GOING ON A MAPPING ADVENTURE TO THE WETLANDS!!
Create a map on how to get to the wetlands.
– I can use a legend on my map
– I can use a scale on my map
– I can write clear directions on how to get to the wetlands (this may include using compass points, grid references)
– I have drawn a map with roads and landmarks
– I have uploaded my map and directions to my blog
MONDAY – We will walk to the Wetlands as a group. You will need to take notes on your walk to help draw your map back at school.
Pre-Assessment: Create a treasure island map. Use coordinates or compass points to give directions to the hidden treasure.
Include a scale and compass rose. Must be completed in this session.
TUESDAY and FRIDAY
Rotation 1: What do these graphs say? – Look at the different graphs from the newspaper. Interpret what they mean, and write down 3 facts from the graphs.
Rotation 2: Types of graphs – Brainstorm all of the types of graphs you can think of and why they are useful. Place these on a poster.
Rotation 3: Graph Investigation – Access Wolframalpha.com and investigate graphs about people, places and events in history. Write down information in their Maths books.
MONDAY: Graph Display
In the learning space, write 3 facts about our learning space based on facts you have learnt from your graphing project.
Must Do Activities
MONDAY Pre-Assessment: How can you show me how the people in our learning group got to school today.
How can you find this information and then show it to me in the best possible way!
TUESDAY – FRIDAY Project: Who Are We
This week, your task is to create a representation of our learning community.
You will need to:
– interview 10 people from each year level
– find out their country of origin (where they were born or their parents/grandparents)
– Year 3 and 4 – one or two other pieces of information
– Year 5 and 6 – three or four other pieces of information
– You will need to work in pairs or 3′s
– represent this information in anyway you like
– analyse this information (what does this information tell us)
PRESENT YOUR FINDINGS TO THE CLASS ON FRIDAY
Can Do Activities
1. Write your own Maths goal.
2. Work on your own Maths investigation.
3. Create a quiz for the class.
4. Studyladder www.studyladder.com.au
Over the next two weeks you will complete the Maths Activity Grid below.
For Year 3/4 students, the Roll it, Make it, Expand it sheet is here:
If you have finished your Maths grid, try these problems….