Solve simple linear equations

Solve simple linear equations.               25/11/2016

Modelling book: Solve simple linear equations


My next step is to: Solve problems including more complicated one and two step equations.

Find factors of numbers to 100 and common multiples of numbers to 10

Find factors of numbers to 100 and common                     multiples of numbers to 10           

Assessment Task:

1. Find all the factors of 16

16	x	1	=	16
2	x	8	=	16
4	x	4	=	16
The factors of 16 are: 16,1,2,8,4

2. Find all the factors of 20

20	x	1	=	20
2	x	10	=	20
4	x	5	=	20
The factors of 20 are: 20,1,2,10,4,5

    

3. Fill in the missing factors below:

8	1	2	4	8
16	1	2	4	8	16
32	1	2	4	8	32	16
48	1	2	3	4	8	6	12
54	1	2	18	3	9	27	6

Here are the 3 screenshots to my IXL activities:

My next step is... To use this knowledge to help me solve a variety of different maths problems.

Square numbers to 100 and their matching square roots.

Square numbers to 100 and their matching square roots.

In Maths we have been learning:

Square numbers to 100 and their matching square roots.

This is part of our Number Knowledge.

It is important to just know these as we can use this knowledge in other areas of maths.

Here is a link to our online modelling book.

Here are the IXL screenshots that show evidence of my learning.  

Here is an image of my Square Root Chart that can be found in my Maths book.

My next  step in Maths is to use this new knowledge to help me solve problems in a variety of other areas of Maths.

Assessment task: Use simple fractions and percentages to describe probabilities

Assessment task: Use simple fractions and percentages to describe probabilities

Question 1:

Show your working and answer here:

There are 6 toppings altogether, 2 get chosen, there are 30  different ways they could be chosen:

1,2    1,3   1,4   1,5   1,6

2,1    2,3   2,4   2,5   2,6

3,1    3,2   3,4   3,5   3,6                     The answer is: 2/30

4,1    4,2   4,3   4,5   4,6

5,1    5,2   5,3   5,4   5,6

6,1    6,2   6,3   6,4   6,5

Question 2:

Show your working and answers here:

2a:  Twins = 2   ,   2 types of gum balls  ,   50c each  ,  They might get thesame colour on the first try which would only mean: $1.00  But she might keep putting her oney in until she either runs out of she has taken out all of one colour and there’s only one colour left.  It’s 50/50 really. (½)

2b: The most she might have to spend depends on how many gumballs are in there...

2c: from $1.00 - how many are in there.

Question 3:

Show your working and answer here:

I’m not sure what you mean like this… whether i have to somehow draw out what the tiles would look like on the floor or, how many different ways they could be put down after they’ve been broken :/

What is you next step?

Plan and conduct investigations using the statistical enquiry cycle:

- determining appropriate variables and data collection methods

- gathering, sorting, and displaying multivariate category, measurement, and time-series data to detect patterns, variations, relationships, and trends

- comparing distributions visually

- communicating findings, using appropriate displays.  

Finally, add the screenshots from the 3 IXL activities you did here:

Activity One
Activity Two
Activity Three

Investigate situations that involve elements of chance by comparing experimental distributions with expectations from models of the possible outcomes, acknowledging variation and independence.

Investigate situations that involve elements of chance by comparing experimental distributions with expectations from models of the possible outcomes, acknowledging variation and independence.

Here is the doc of my Assessment Task: Assessment task: Investigate situations that involve elements of chance by comparing experimental distributions with expectations from models of the possible outcomes, acknowledging variation and independence.

I can apply simple linear proportions, including ordering fractions.

I can apply simple linear proportions, including ordering fractions.

What did I learn?

I learn't that a fraction and ratio are set out in the same kind of way (2/5, 2:5) and I learn't that fractions are a lot more complicated than I thought they were!

What was challenging?

What I found challenging was Turning improper fractions into mixed numbers by using division and the Compare and Contrast map I did (finding differences and similarities in two of the strategies I've already completed).

Link to my problem solving extended abstract task.

Link to my Compare and Contrast map.

Generalise properties of multiplication and division

Generalise properties of multiplication and division.

What did you learn?

I lean't about all the different properties of multiplication
and addition (distributive, commutative, identity, zero and
associative).


What did you find challenging?

I found knowing if the question was an associative problem or

distributive problem.

Modelling book

Communicate and interpret locations and directions, using compass directions, distances, and grid references

Communicate and interpret locations and directions, using compass directions, distances, and grid references. 

In this task I had to complete 4 IXL tasks, two from locations maths and two from directions. Then for the assessment task I had to get a treasure map out of a particular book and draw how to get to the treasure on the map in four clues, eg; Move south five kilometers=1

In this maths assignment I learn't how to locate things on a map and I found the four IXL tasks quite challenging.

Here is the link of me doing the treasure map:
https://youtu.be/VLkNWHqhQvM

Assessment task: Use side or edge lengths to find the perimeters and areas of rectangles, parallelograms, and triangles.

 Use side or edge lengths to find the perimeters and areas of rectangles, parallelograms, and triangles.

Problem 1.

• So basically the gardeners have 36 slabs to make a rest area in the middle of a lawn.

• To make it easy to mow they want the area around the slabs (the perimeter) to be a rectangular shape.

• They want the least space possible around the slabs.

What I have to answer: What arrangement of the tiles gives the smallest possible perimeter? Can you explain why this happens?

Answer: Probably 4 (base) x 8 (height) Or the other way round. Other ways are 10 by 2, 6 be 6 and 1, 11, I think.

Problem 2.

Question: If the gardeners had 48 tiles, how would they arrange them?

Answer: 6 (base) x 8 (height). I don't know if this is the answer but I have checked twice and am sure.

Problem 3.

Someone has a garden that measures 30 by 20. She wants to fertilise her garden. Each bag covers approximately 200 metres square. 

Answer: 3 Bags, because 30 x 20 = 600 and the bags cover 200, so 200 x 3 is 600.