**TERM 4**

**TERM 4**

**Paper Towel Experiment**We will be conducting a series of experiments to compare paper towel absorbency to determine which brand is most cost effective while investigating a variety of maths such as ratios within the task.

**Trip With a Friend**We will be applying our problem solving and investigation skills to a real-life situation. The task will be to plan a trip to the movies on a Saturday with a friend using public transport. This will involve learning how to search for bus routes, following timetables, making timelines, thinking logically, costing, mapping and learning about Myki costs and zones. We will work with a partner and learn to follow an assessment rubric in order to try to obtain the most marks possible.

**TERM 3**

**TERM 3**

**Data Collection, Analysis and BODMAS**To begin Term 3, we used our holiday experiences to collect, organise and analyse data. Students designed their own surveys which included asking questions of their peers about their holidays. Information was collected on things such as holiday destinations, as well as activities such as going to the movies or having sleepovers. Students recorded individual responses and then organised their data into the most appropriate graph such as a column, pie or line graph. An analysis of the data saw students summarizing what their data told them about our class holiday experiences. This is a part of the Statistics and Probability section of the Mathematics curriculum.

This week we will also begin exploring the notion of the 'Order of Operations', sometimes referred to as BODMAS. Students will be involved in a variety of activities which help them to see that in Mathematics, there is a set order by which equations with more than one operation sign (+ - x /) must be solved. The following link gives more information:

__www.mathsisfun.com/operation-order-bodmas.html__

**Cartesian Plane**Also in Mathematics this term, we will be learning about how to pinpoint where you are on a map or graph using a Cartesian Plane. We will make a foldable to understand the four quadrants of the plane and how to read positive and negative points. The X axis is always written and graphed first whilst the Y axis is written and graphed second. The following site gives a very clear description of how a Cartesian Plane works.

__https://www.mathsisfun.com/data/cartesian-coordinates.html__

**Integers**In Maths, students will complete a pre-test to find out what they already know about integers. We will discover that integers are whole numbers, both positive and negative, including zero. They are NOT decimals or fractions. We will discuss real-life scenarios of when integers are used such as with temperatures below zero. We will play several card games which require us to add and subtract integers together. The following link is an excellent one to explain what happens when we add or subtract positive and negative numbers together, using the analogy of a hot air balloon basket. Balloons at the top of the basket are like positive numbers and the more of them you have, the higher the basket (or answer) goes in the positive direction. Weights tied to the bottom of the basket are negative numbers and pull the basket down. If you add more weights than balloons, the basket will drop further in the negative direction. If you subtract some weights (cut some off), you are lightening the load and the basket will travel up in the positive direction.

__https://www.mathsisfun.com/positive-negative-integers.html__

**TERM 2**

**TERM 2**

## ANZAC Supply Box

Maths this week has involved lots of measuring by making our very own ANZAC Supply boxes. We imagined we were back in 1915 and had a loved one fighting in Gallipoli. Back in those times, small parcels or supply boxes were sent to the troops with gifts from home. We replicated this by having a packet of ANZAC biscuits, a bar of chocolate and a pack of cards to send. Our tasks over a series of lessons included:

* measuring each individual item, both its length, width and height

* drawing 3-dimensional models of each of the packets

* problem solving to find at least 3 different ways that the items could be stacked together

* calculating the volume of each of the boxes that would fit these stacked items

* determining the box with the smallest volume

* drawing a model of the net of this box

* accurately measuring the actual size of the net

* building the net into a full scale box

* reflecting on what we learned and how we solved any problems encountered

Some students went on to calculate how many of their boxes would actually fit into a full cubic metre shipping container, using our cubic metre model.

* measuring each individual item, both its length, width and height

* drawing 3-dimensional models of each of the packets

* problem solving to find at least 3 different ways that the items could be stacked together

* calculating the volume of each of the boxes that would fit these stacked items

* determining the box with the smallest volume

* drawing a model of the net of this box

* accurately measuring the actual size of the net

* building the net into a full scale box

* reflecting on what we learned and how we solved any problems encountered

Some students went on to calculate how many of their boxes would actually fit into a full cubic metre shipping container, using our cubic metre model.

## Decimals, Fractions and Percentage

This term we will be working hard on understanding the relationship between fractions, decimals and percentages. For example, 50/100 = 1/2 = 0.5 = 50%. We will be converting fractions to equivalent fractions such as 2/3 = 8/12. We will also be calculating 10% of a price in our head and determining the sale price of an item. The following link will explain these concepts:

www.mathsisfun.com/fractions-menu.html

www.mathsisfun.com/fractions-menu.html

## Angles

We will focus on:

-accurately using a protractor to measure reflex, right, acute, and obtuse angles

-vertically opposite angles

-accurately using a protractor to measure reflex, right, acute, and obtuse angles

-vertically opposite angles

__TERM 1__

__TERM 1__

## Multiplication and Division

In Maths we have been engaged by scanning QR Codes with our iPads to reveal multiplication and division questions. We have then worked methodically in our Maths books to carefully follow the correct written algorithm to solve them. Things to show special attention to have been to line up our place value columns carefully and to use our red pens to clearly separate the question from the working out. Knowing our times tables is imperative to successfully multiplying and dividing.

When learning the division algorithm, we have realised that sometimes numbers cannot be divided evenly and therefore they have a remainder 'R'. The next step is learning to write the remainder in a number of ways - as a proper fraction or as a decimal. We will also be moving onto adding and subtracting decimal numbers.

When learning the division algorithm, we have realised that sometimes numbers cannot be divided evenly and therefore they have a remainder 'R'. The next step is learning to write the remainder in a number of ways - as a proper fraction or as a decimal. We will also be moving onto adding and subtracting decimal numbers.

## Divisibility Rules and Multiplication

This week we have extended our knowledge of factor trees and the connection between factors and multiples to divisibility rules. We have discovered some interesting facts about how we know if a large number can be divided by numbers 2 to 9. Did you know that you can tell if a number is divisible by 9 by adding the digits together? If the sum of the digits is a multiple of 9, then the whole number is divisible by 9. For example, to determine quickly if 1188 is divisible by 9, add the digits together: 1+1+8+8=18. 18 is divisible by 9, so 1188 is divisible by 9. Ask your child about some of the other divisibility rules we discovered. We have made a special page in our Maths Foldable book (our Maths dictionary) at school.

Following on from results of a pre-test, we have revisited the written algorithm for multiplication this week. It is extremely important that everyone keeps practising their times tables at home to ensure accuracy in their calculations. We have worked on the correct setting out for vertical multiplication and have practised multiplying 2 and 3 digit numbers by 2 digit numbers. Some of us were challenged to multiply 5 digit numbers by 4 digit numbers - lots of steps! The following links will take you to some informative videos for those wanting to practise a bit more at home:

https://www.youtube.com/watch?v=FJ5qLWP3Fqo

https://www.youtube.com/watch?v=RVYwunbpMHA

Following on from results of a pre-test, we have revisited the written algorithm for multiplication this week. It is extremely important that everyone keeps practising their times tables at home to ensure accuracy in their calculations. We have worked on the correct setting out for vertical multiplication and have practised multiplying 2 and 3 digit numbers by 2 digit numbers. Some of us were challenged to multiply 5 digit numbers by 4 digit numbers - lots of steps! The following links will take you to some informative videos for those wanting to practise a bit more at home:

https://www.youtube.com/watch?v=FJ5qLWP3Fqo

https://www.youtube.com/watch?v=RVYwunbpMHA

## Prime and Composite Numbers

In Maths, we have been learning about Prime and Composite numbers. Prime numbers are those that have only 2 factors - 1 and itself. For example, 3 is a prime number as the only factors are 1 and 3. Composite numbers are those that have more than 2 factors. For example, 15 is a composite number because it has 1, 3, 5 and 15 as factors. We have explored numbers and their factors by creating factor trees.

The following links will give you a clear understanding:

http://www.mathsisfun.com/definitions/composite-number.html

http://www.mathsisfun.com/definitions/prime-number.html

Prime numbers are valuable in keeping our bank details secure as we discovered in a short video clip.

The following links will give you a clear understanding:

http://www.mathsisfun.com/definitions/composite-number.html

http://www.mathsisfun.com/definitions/prime-number.html

Prime numbers are valuable in keeping our bank details secure as we discovered in a short video clip.

## Multiplication Split Strategy

The multiplication split strategy is a mental strategy we have been working on this week. It is very important that we know our multiplication tables to use this strategy effectively. In class we have tested each other on our knowledge of the tables. We have taken photographs of our page and uploaded it to our Google Portfolios. Those equations marked in green are ones we know automatically with speed and accuracy. The ones shaded yellow are those we could answer, but we were not yet confident or automatic in our response. Those shaded pink are those we do not yet know and need to be working on consistently at home to become automatic in our response.

The multiplication split strategy helps us to mentally calculate a larger multiplication equation quickly and efficiently in our heads without needing to complete a written algorithm. We do this by splitting the equation into two parts and then adding them back together. For example, 23 x 7 becomes 20 x 7 + 3 x 7. We know that 2 x 7 = 14, so 20 x 7 = 140. Add 140 to 21 to get an answer of 161 quickly and efficiently. You can practise the split strategy at home by rolling a dice to create a 2 or 3 digit number to multiply by a given number.

The multiplication split strategy helps us to mentally calculate a larger multiplication equation quickly and efficiently in our heads without needing to complete a written algorithm. We do this by splitting the equation into two parts and then adding them back together. For example, 23 x 7 becomes 20 x 7 + 3 x 7. We know that 2 x 7 = 14, so 20 x 7 = 140. Add 140 to 21 to get an answer of 161 quickly and efficiently. You can practise the split strategy at home by rolling a dice to create a 2 or 3 digit number to multiply by a given number.

## Square and Triangular Numbers

In Maths, we are currently investigating both the square and triangular number sequences. We worked in small groups to try and work out for ourselves what square numbers are. This included coming up with a definition, what the sequence of numbers actually are and using interlocking cubes to prove our point of view. A '

By using our knowledge of square numbers, we are continuing to investigate what triangular numbers are. For those that are interested, the following website explains the sequence clearly:

http://www.mathsisfun.com/algebra/triangular-numbers.html

*Maths Foldable'*book has been started which is each student's own individual Maths dictionary. We have recorded our learning of square numbers within this book.By using our knowledge of square numbers, we are continuing to investigate what triangular numbers are. For those that are interested, the following website explains the sequence clearly:

http://www.mathsisfun.com/algebra/triangular-numbers.html