September 13, 2016
As Term 3 comes to a close, over the next three days we will be sharing some snap shots of the super fun and exciting things the Grade 5/6’s have been doing.
On the second week after the holidays, the Grade 5/6’s went on Urban Camp. We did lots of different activities including the Melbourne Zoo, Etihad Stadium, the Old Melbourne Gaol and MSAC just to name a few. Oh and we did LOTS of walking. Here’s Toby in the butterfly house at the Melbourne Zoo with a new friend.
In maths, the Grade 5/6’s have been doing a lot of work on measurement, shape and angles. We used our knowledge to create house designs using Planner 5D and during a session with our buddies, we helped them to make a house design too! Here is Maya teaching Maggie and Isabella how to design a home using Planner 5D. The link is included so you can try it at home!
Please tell us about your favourite camp memory or a room you might add when designing your own dream home!
October 31, 2014
This week we have been learning about fractions.
We know that the top number is called a numerator and the bottom denominator.
A fraction is a part of a whole.
If the numerator is higher in value than the denominator it is called an improper fraction.
My picture above is a 3D visual of 5/20ths and is shown with 20 cubes and 5 are orange. The other one is 12/20ths showing 20 cubes and 12 are brown.
How do you think fractions can help you? Can you give examples of fractions thinking in practice?
July 18, 2014
In maths this week we have been working on multiples and finding prime or composite numbers.
We made factor rainbow sheets, number chains and prime or composite trees. If at the end of the number tree there is 2 factors it makes it a prime number, more makes it a composite number.
February 15, 2013
Today we explored the strategies we use for mental computation. We are developing a vocabulary to describe the different strategies we use. Here are some examples:
a.) 13 + 8 = 21
13 + 7 + 1 (near 10)
10 + 8 + 3
18 + 3 (renaming)
20 + 1 (near 10s twice)
12 + 8 + 1 (near 10s – 20)
8 + 3 + 10 (count on and rename for 10)
18 + 3 (renaming and count on)
b.) 57 + 7 = 64
7 + 7 + 50 (doubles and near 10s)
57 + 3 + 4 (near 10s)
50 + 14
c.) 18 + 17 = 35
18 + 18 – 1 (near doubles)
7 + 7 + 1 + 10 + 10 (near doubles)
20 + 15 (near 10s)
30 + 7 – 2
What strategies do you use?
Do you find near doubles, near tens or do you rearrange numbers to make working with them easier?
February 1, 2013
We are getting to know our new classmates. To help with this we collected information about students’ pets, games, injuries and wheels. We recorded this data in Venn diagrams. Then in small groups we analysed the data and created some statements using fractions or percentages. Below are two examples:
- 50% of grade 5/6 have a scooter, skateboard and bike.
- 5% of grade 5/6 have a scooter and bike.
- 25% of grade 5/6 only have a bike.
- 20% of grade 5/6 have a bike and a skateboard.
- 100% of grade 5/6 have a bike.
- Thirty per cent of grade 5/6 have not required stitches, broken a bone, or had an extraction of some kind.
- Four per cent of the grade 5/6 have only had stitches.
- In our class 4% have only had an extraction – both were teeth pulled.
- Thirty five per cent of grade 5/6 have broken a bone.
- Forty five per cent of grade 5/6 have had an extraction of some kind, such as removal of tonsils, adenoids or teeth.
August 3, 2012
Grade 5/6 have been looking at 3 dimensional shapes and learning to identify the number of faces, edges and vertices. We used Frameworks building shapes to create spheres, cubes, square based pyramids, triangular and rectangular prisms. We also used a collection of different shaped boxes to discover the nets of the shapes. We had fun with some online interactive activities that helped us to identify 3 dimensional shapes and use problem solving skills to complete problems involving the shapes and their characteristics.
What are some other 3 Dimensional shapes that you know?
Why is it important to learn about 3 Dimensional shapes?