Volume and Capacity Games and Quiz
Angles Assessment - What to Study
- Know the characteristics of the different angle types
- How to measure an angle using a protractor
- The properties of complimentary, supplementary and reflex angles
- Vertically opposite angles
- Angles within a quadrilateral and triangles
Optional Homework Mr Lima
Review for Test
- Know how many faces, edges, parallel faces and vertices for common pyramids and prisms.
- Understand cross sections of pyramids and prisms.
- Know what is similar and different between prisms and pyramids.
- Understand what nets of shapes look like.
- Understand different viewpoints of 3D shapes (what we did with the cubes)
Extension
2D Shapes
Triangles
All about circles:
Go to the website below and find out all the sections of a circle:
Schedule for the Day:
First on the agenda:
Task 1: go to and do the questions below https://www.mathsisfun.com/geometry/symmetry-rotational.html
Task 2: Go to the website and play the game http://www.bbc.co.uk/bitesize/ks3/maths/shape_space/symmetry/activity/
Task 3: Draw and cut 2 shapes that have two different sets of rotational symmetry. You may try and be creative.
Task 4: watch the videos on http://www.onlinemathlearning.com/rotational-symmetry.html
20 minutes to finish your worksheet before we mark it. If you finish early, please do the following:
Read through http://www.mathsisfun.com/geometry/resizing.html and answer the questions at the bottom.
Do the quiz found on this page: http://www.helpteaching.com/questions/Circles/Grade_6
Task:
1. Get three pieces of paper between two of you
2. Cut the papers into three triangles. One of them being a scalene, isosceles and equilateral.
3. Check with a protractor to check your angles and ruler to measure your sides.
4. Inside each one, name its properties (that is, what makes each triangle a scalene, isosceles etc)
5. Explain how each triangle named above can be either an acute angled triangle, a right angled triangle or an obtuse angled triangle. (e.g. an equilateral triangle can be also be a _______
6. Measure all the angles inside your triangle with a protractor and see for yourself what all the angles added together equal. Compare with a friend. What do you notice?
Early finishers: Do page 175 from New Signpost Year 7.
Extension 2: Early early finishers: Explore trigonometry https://www.mathsisfun.com/algebra/trigonometry.html and do the questions on http://www.staff.vu.edu.au/mcaonline/units/trig/ratios.html
Why is a rhombus a parallelogram, please explain?
How are the two different?
How is a kite and a parallelogram different?
Why is a rectangle a parallelogram?
How is a rectangle different to a square?
How is a rectangle and a kite different?
Translate, Rotate and Reflect
Tasks: These will require a Chrome book or a laptop.
Do 3 questions of each section with the whole class and then let them explore on their own. Those who want, can stay with the teacher.
1. (Reflection) Go to http://www.mathsisfun.com/geometry/reflection.html, read it and then do the questions at the bottom.
2. (Rotation) Go to http://www.mathsisfun.com/geometry/rotation.html and do the 10 questions at the bottom.
3. (Translation) Go to http://www.mathsisfun.com/geometry/translation.html and do the 10 questions at the bottom.
Chance:
Task 1 a): With a friend, get two dice (one each). You will be rolling your dice with your partner, 30 times (each one of you will roll your own dice once). Before you roll, you must predict how many times you will roll a 1,2,3 etc each time. When making this prediction, you must think about the probability of getting each number. After thirty rolls, compare with your partner. Who got the closest?
i) What was your prediction and why did you make this prediction?
ii) Write down your tally.
iii) What was the frequency of the number 5. (Frequency means: the number of times a particular outcome occurs in a chance experiment)
iv) Who got the closest?
v) What was the chance of rolling a 5 for each roll? (write this as a fraction and as a percentage)
vi) What is the chance of rolling an 8? (likely, impossible, unlikely, certain)
vii) What is the likely chance of rolling a 2 only once?
viii) List two outcomes that are certain.
Task 1 b): Based on what you found on task 1, predict how many times you would have rolled a 1,2,3 etc if you had rolled 150 times.
i) What did you have to do to find out how to do this?
Task 2: Go to the website and learn how to play the spinner game. http://www.scootle.edu.au/ec/viewing/L2376/ma_004_csiro_200/index.html
A) Create a spinner that has 4 sections only and put one colour in each.
i) What did you learn from this activity?
iii) Shouldn’t it always be the same because it is a fair experiment?
Task 3 a): These activities are similar to the activities above, however they are not as fair. There is not an equally likely chance that every number (for the dice) and every colour will be represented equally.
i) What was the frequency of blue on your first spin?
Task 3 b): Go to the website below and customize a 6 faced die where the outcomes are not equally likely and answer the questions below. Roll the dice 20 times
i) What did you notice?
v) What is the difference between the frequency of an outcome compared to the probability of an outcome? In other words, why is the amount of times an outcome (colour or number) appears different compared to what “should happen”?
Task 4: Create a game suited for children in either Year 4,5,6 or 7 whereby elements of the game is fair and elements of the game is unfair. You must use either dice or a spinner or you may use both. Use your creativity. You must also answer the questions below:
i) What is the name of your game?
vii) Which part is unfair (unequally likely)?
· Describe probabilities using fractions, decimals and percentages (ACMSP144)
Task 3 a): These activities are similar to the activities above, however they are not as fair. There is not an equally likely chance that every number (for the dice) and every colour will be represented equally.
Go to the spinner website again http://www.scootle.edu.au/ec/viewing/L2376/ma_004_csiro_200/index.html
And create a spinner that is not fair (equally likely that every colour is represented equally). For example, create a spinner with 5 sections. Make 3 of them blue, one section red, one section yellow. Predict the frequency of blue and then test it on fast spin for 100 times. What did you find. Try doing this 4 times and see what you get. Answer the questions below:
i) What was the frequency of blue on your first spin?
ii) Why is this spinner unfair or unequal?
iii) What is the likelihood of the spinner landing on yellow 100 times?
iv) What is the fraction of blue and what is it as a percentage?
Task 3 b): Go to the website below and customize a 6 faced die where the outcomes are not equally likely and answer the questions below. Roll the dice 20 times
i) What did you notice?
ii) How is this similar or different to the spinners?
iii) How was your dice unequally likely of each outcome (unfair)?
v) What is the difference between the frequency of an outcome compared to the probability of an outcome? In other words, why is the amount of times an outcome (colour or number) appears different compared to what “should happen”?
Task 4: Create a game suited for children in either Year 4,5,6 or 7 whereby elements of the game is fair and elements of the game is unfair. You must use either dice or a spinner or you may use both. Use your creativity. You must also answer the questions below:
i) What is the name of your game?
vii) Which part is unfair (unequally likely)?
What the project is about?
The local council will be introducing a free bus service into the community to transport residents and visitors around. Your task is to research, design and draw a map showing landmarks in the community and the best route for the bus to take.
What you have to do:
Think about the locations residents and visitors may want to visit ie. Shops, post office, park and beach and the best position of pick up points.
Use Google Maps to explore the local area and investigate the best route for the bus to take (both map, satellite, terrain and street views can be used).
Construct a map of the community on butcher's paper, including landmarks and anything else you feel is of importance.
Volume and Capacity Games and Quiz
Angles Assessment - What to Study
- Know the characteristics of the different angle types
- How to measure an angle using a protractor
- The properties of complimentary, supplementary and reflex angles
- Vertically opposite angles
- Angles within a quadrilateral and triangles
Optional Homework Mr Lima
Review for Test
- Know how many faces, edges, parallel faces and vertices for common pyramids and prisms.
- Understand cross sections of pyramids and prisms.
- Know what is similar and different between prisms and pyramids.
- Understand what nets of shapes look like.
- Understand different viewpoints of 3D shapes (what we did with the cubes)
Extension
2D Shapes
Triangles
All about circles:
Go to the website below and find out all the sections of a circle:
Schedule for the Day:
First on the agenda:
Task 1: go to and do the questions below https://www.mathsisfun.com/geometry/symmetry-rotational.html
Task 2: Go to the website and play the game http://www.bbc.co.uk/bitesize/ks3/maths/shape_space/symmetry/activity/
Task 3: Draw and cut 2 shapes that have two different sets of rotational symmetry. You may try and be creative.
Task 4: watch the videos on http://www.onlinemathlearning.com/rotational-symmetry.html
20 minutes to finish your worksheet before we mark it. If you finish early, please do the following:
Read through http://www.mathsisfun.com/geometry/resizing.html and answer the questions at the bottom.
Do the quiz found on this page: http://www.helpteaching.com/questions/Circles/Grade_6
Task:
1. Get three pieces of paper between two of you
2. Cut the papers into three triangles. One of them being a scalene, isosceles and equilateral.
3. Check with a protractor to check your angles and ruler to measure your sides.
4. Inside each one, name its properties (that is, what makes each triangle a scalene, isosceles etc)
5. Explain how each triangle named above can be either an acute angled triangle, a right angled triangle or an obtuse angled triangle. (e.g. an equilateral triangle can be also be a _______
6. Measure all the angles inside your triangle with a protractor and see for yourself what all the angles added together equal. Compare with a friend. What do you notice?
2. Cut the papers into three triangles. One of them being a scalene, isosceles and equilateral.
3. Check with a protractor to check your angles and ruler to measure your sides.
4. Inside each one, name its properties (that is, what makes each triangle a scalene, isosceles etc)
5. Explain how each triangle named above can be either an acute angled triangle, a right angled triangle or an obtuse angled triangle. (e.g. an equilateral triangle can be also be a _______
6. Measure all the angles inside your triangle with a protractor and see for yourself what all the angles added together equal. Compare with a friend. What do you notice?
Early finishers: Do page 175 from New Signpost Year 7.
Extension 2: Early early finishers: Explore trigonometry https://www.mathsisfun.com/algebra/trigonometry.html and do the questions on http://www.staff.vu.edu.au/mcaonline/units/trig/ratios.html
Extension 2: Early early finishers: Explore trigonometry https://www.mathsisfun.com/algebra/trigonometry.html and do the questions on http://www.staff.vu.edu.au/mcaonline/units/trig/ratios.html
Why is a rhombus a parallelogram, please explain?
How are the two different?
How is a kite and a parallelogram different?
Why is a rectangle a parallelogram?
How is a rectangle different to a square?
How is a rectangle and a kite different?
Tasks: These will require a Chrome book or a laptop.
Do 3 questions of each section with the whole class and then let them explore on their own. Those who want, can stay with the teacher.
1. (Reflection) Go to http://www.mathsisfun.com/geometry/reflection.html, read it and then do the questions at the bottom.
2. (Rotation) Go to http://www.mathsisfun.com/geometry/rotation.html and do the 10 questions at the bottom.
3. (Translation) Go to http://www.mathsisfun.com/geometry/translation.html and do the 10 questions at the bottom.
Chance:
Task 1 a): With a friend, get two dice (one each). You will be rolling your dice with your partner, 30 times (each one of you will roll your own dice once). Before you roll, you must predict how many times you will roll a 1,2,3 etc each time. When making this prediction, you must think about the probability of getting each number. After thirty rolls, compare with your partner. Who got the closest?
i) What was your prediction and why did you make this prediction?
ii) Write down your tally.
iii) What was the frequency of the number 5. (Frequency means: the number of times a particular outcome occurs in a chance experiment)
iv) Who got the closest?
v) What was the chance of rolling a 5 for each roll? (write this as a fraction and as a percentage)
vi) What is the chance of rolling an 8? (likely, impossible, unlikely, certain)
vii) What is the likely chance of rolling a 2 only once?
viii) List two outcomes that are certain.
Task 1 b): Based on what you found on task 1, predict how many times you would have rolled a 1,2,3 etc if you had rolled 150 times.
i) What did you have to do to find out how to do this?
ii) Why did you have to do the step above?
Task 2: Go to the website and learn how to play the spinner game. http://www.scootle.edu.au/ec/viewing/L2376/ma_004_csiro_200/index.html
A) Create a spinner that has 4 sections only and put one colour in each.
B) Predict how many times the spinner will land on each colour considering you will be spinning it 10 times. Test it and see how close you got.
C) Do the same thing for 100 spins and 1000 spins.
D) Place the spinner on 100 spins and spin it. Do this 4 times. What did you notice? Why are they different every time?
i) What did you learn from this activity?
ii) If the spinner is equal and fair, why are spins different every time? (for example, when you spin it 100 times once, why is it different to the next time you do it?)
iii) Shouldn’t it always be the same because it is a fair experiment?
Task 3 a): These activities are similar to the activities above, however they are not as fair. There is not an equally likely chance that every number (for the dice) and every colour will be represented equally.
Go to the spinner website again http://www.scootle.edu.au/ec/viewing/L2376/ma_004_csiro_200/index.html
And create a spinner that is not fair (equally likely that every colour is represented equally). For example, create a spinner with 5 sections. Make 3 of them blue, one section red, one section yellow. Predict the frequency of blue and then test it on fast spin for 100 times. What did you find. Try doing this 4 times and see what you get. Answer the questions below:
i) What was the frequency of blue on your first spin?
ii) Why is this spinner unfair or unequal?
iii) What is the likelihood of the spinner landing on yellow 100 times?
iv) What is the fraction of blue and what is it as a percentage?
Task 3 b): Go to the website below and customize a 6 faced die where the outcomes are not equally likely and answer the questions below. Roll the dice 20 times
i) What did you notice?
ii) How is this similar or different to the spinners?
iii) How was your dice unequally likely of each outcome (unfair)?
iv) How did that affect your rolls?
v) What is the difference between the frequency of an outcome compared to the probability of an outcome? In other words, why is the amount of times an outcome (colour or number) appears different compared to what “should happen”?
Task 4: Create a game suited for children in either Year 4,5,6 or 7 whereby elements of the game is fair and elements of the game is unfair. You must use either dice or a spinner or you may use both. Use your creativity. You must also answer the questions below:
i) What is the name of your game?
ii) Which year group(s) is it pitched for?
iii) Why is it suited to this age group?
iv) What is the purpose of your game? (how do you win?)
v) How do you play it? (write it in steps or bullet points or make a video. It’s up to you)
vi) Which part of your game is fair (equally likely outcomes)?
vii) Which part is unfair (unequally likely)?
· Describe probabilities using fractions, decimals and percentages (ACMSP144)
Task 3 a): These activities are similar to the activities above, however they are not as fair. There is not an equally likely chance that every number (for the dice) and every colour will be represented equally.
Go to the spinner website again http://www.scootle.edu.au/ec/viewing/L2376/ma_004_csiro_200/index.html
And create a spinner that is not fair (equally likely that every colour is represented equally). For example, create a spinner with 5 sections. Make 3 of them blue, one section red, one section yellow. Predict the frequency of blue and then test it on fast spin for 100 times. What did you find. Try doing this 4 times and see what you get. Answer the questions below:
i) What was the frequency of blue on your first spin?
ii) Why is this spinner unfair or unequal?
iii) What is the likelihood of the spinner landing on yellow 100 times?
iv) What is the fraction of blue and what is it as a percentage?
Task 3 b): Go to the website below and customize a 6 faced die where the outcomes are not equally likely and answer the questions below. Roll the dice 20 times
i) What did you notice?
ii) How is this similar or different to the spinners?
iii) How was your dice unequally likely of each outcome (unfair)?
iv) How did that affect your rolls?
v) What is the difference between the frequency of an outcome compared to the probability of an outcome? In other words, why is the amount of times an outcome (colour or number) appears different compared to what “should happen”?
Task 4: Create a game suited for children in either Year 4,5,6 or 7 whereby elements of the game is fair and elements of the game is unfair. You must use either dice or a spinner or you may use both. Use your creativity. You must also answer the questions below:
i) What is the name of your game?
ii) Which year group(s) is it pitched for?
iii) Why is it suited to this age group?
iv) What is the purpose of your game? (how do you win?)
v) How do you play it? (write it in steps or bullet points or make a video. It’s up to you)
vi) Which part of your game is fair (equally likely outcomes)?
vii) Which part is unfair (unequally likely)?
What the project is about?
What you must include:
Provide a title, key, coordinates and arrow to represent North.
Provide a legend and coordinates for each of the landmarks in the community ie. The post office is at E4 as well as instructions to describe the route for the bus to take which includes compass instructions (N, W, E, S and NE, SE, SW and NW) and directions to turn right and left. Students must be able to justify their decisions regarding choice of route and bus pick up points. The instructions must come from the point of view of the bus station.
Do you have to do it about Bankstown?
No. You can do it about any area you want in Sydney. Perhaps where you live or an area you enjoy. You may do it about Bankstown if you want.
What will be expected at the end?
Some students will share theur maps during whole class reflection and discuss the comparisons between maps and suitability of routes.
Independent Activity
Go onto http://www.transportnsw.info/en/index.page? And find out how to get to different locations and houses of your mates.
Time
BACKGROUND INFORMATION
Australia is divided into three time zones. In non-daylight saving periods, time in Queensland, New South Wales, Victoria and Tasmania is Eastern Standard Time (EST), time in South Australia and the Northern Territory is half an hour behind EST, and time in Western Australia is two hours behind EST.
Typically, 24-hour time is recorded without the use of the colon (:), eg 3:45 pm is written as 1545 or 1545 h and read as 'fifteen forty-five hours'.
WALT:
Compare 12- and 24-hour time systems and convert between them and compare the local times in various time zones in Australia, including during daylight saving
Discuss what 24 hour time is and explain why it is important. Describe circumstances in which 24-hour time is used, eg transport, armed forces, digital technologies Ss take notes in their books. Give them the activity below to do in their books. They can just do the answers. Go through it with them. Answers below this pic.
Next, discuss how to convert between 24-hour time and time given using am or pm notation and get them to do the activities below. They can just do the answers and then go through it with them.
Explain that Australia has different time zones and then ask students why this is the case and why are there different time zones around the world anyways? You may want to use the globe to explain. Allow students to write down their own reasons and have a discussion. Get them to look at the questions below and do it with them, but first show where each city is located.
Answers:
Explain what daylight saving time is and then ask students to watch the following video on the blog.
Using the image below, explain what lines of latitude and longitude is and get them to write down what they think it is:
Next, get them to watch the videos about time zones on the blog which is below. Then get them to have a discussion about what they learnt.
Lesson 1:
WALT: Choose appropriate units of measurement for mass
WILF: recognise the need for a formal unit larger than the kilogram
- use the tonne to record large masses, eg sand, soil, vehicles
- record masses using the abbreviation for tonnes (t)
- distinguish between the ‘gross mass’ and the ‘net mass’ of containers holding substances, eg cans of soup
- interpret information about mass on commercial packaging (Communicating)
- solve problems involving gross mass and net mass, eg find the mass of a container given the gross mass and the net mass (Problem Solving)
Warm up:
Give students the opportunity to estimate the weight of certain objects and then have them try and pick it up. Objects include a weight of 4kg, 6kg and 12kg as well as a few tins of food that range from 95g to 500g. Allow them to “feel” what different masses are like.
- Ask Ss the definition of mass and then show them on the Smart Board and have them copy it down.
- Show them the following information, discuss and then have them copy it down into their books:
- Then enter a discussion as to why we would perhaps need a unit larger than a kilogram.
Why do we need a unit larger than a kg?
- get into a discussion about tonnes and the abbreviation we use to measure it.
Show on smart board:
Animals and mammals that weigh a ton
1. Bovines- Bull Buffaloes or some oxen and bison species can weigh a ton or more than that depending on their size and habitat.
2. Bears- The biggest polar bear ever encountered weighed about 210 pounds more than a ton. Other bears species weighs less by a few hundred pounds to thousand pounds than a ton.
3. Horses- Draft horses breeds would weigh about one ton or more by 300 pounds at most.
4. Moose- Big Bull moose can grow to be 1 ton or 200 pounds less than a ton according to many researches and records.
5. Crocodiles- The world record american alligator has been estimated to weigh a ton. The nile crocodile or saltwater crocodile can grow to be more than a ton depending on its length and size. American crocodiles can be up to 1 ton if they are quite large.
6. Hippos- Most bull hippos, except the pgymy hippo, are known to to be 1 ton to 4 tons depending on their size.
7. Rhinos- Adult bull rhinos are not as heavier as the bull hippo, but they still weigh about 1 ton to 3 tons.
Machines that weigh about a ton
1. Cars- Small cars or medium sized cars weigh about a ton.
2. Pickup trucks- Most pickup trucks are about a ton or more depending on their size.
3. Vans- Vans weigh about a ton since they are just as big as a SUV vehicle.
4. Tractors- Some tractors are very heavy enough to weigh over a ton.
- Ask why else would we need a unit of measurement larger than a koligram?
- Show the following on the Smart Board
answers:
Pass around cans of baked beans, tuna and other cans and get them to distinguish between the net mass and gross mass. If scales are available, place the net mass into a zip lock bag and then weight it.
Show:
- Discuss the mass on the packaging.
- Locate where it shows the weight.
- Also discuss the weight of each energy rating. (e.g. how much sugar etc)
Get students to answer some questions about net mass and gross mass:
e.g. what is the net mass of a can of baked beans if the can weighs 30 grams and the baked beans weighs 400 grams.
Get Ss to answers the questions on the Smart Board:
answers:
Put more up on the board and have a discussion about the answers by also showing the cans of tuna etc.
Lesson 2:
WALT: To understand how decimals play a role in mass
WILF:
- recognise the equivalence of whole-number and decimal representations of measurements of mass, eg 3 kg 250 g is the same as 3.25 kg
- interpret decimal notation for masses, eg 2.08 kg is the same as 2 kilograms and 80 grams
- measure mass using scales and record using decimal notation of up to three decimal places, eg 0.875 kg
Go through the following on the Smart Board. Only do a few and allow the students to do the rest.
answers:
- Measure mass using scales (if available) and then get them to record using decimal notation of up to three decimal places:
Lesson 3:
WALT: Convert between kilograms and grams and between kilograms and tonnes
Print out the following worksheet and give to students to complete with a partner:
answers:
What is the answer to the following? Explain it using how many kilograms, grams and tonnes
- 0.765 kg
- 8.903 kg
- 5.123 t
African Project for Group 1
--> In Pairs, select a country in Africa (it must be different from other students).
--> You will need a separate slide or two using Google presentation for each activity.
--> You will be asked to present your work at the end of the week and show your calculations.
--> You will need a separate slide or two using Google presentation for each activity.
--> You will be asked to present your work at the end of the week and show your calculations.
a) Tell us a little bit about that country and why it is popular for tourism
b) Show the distance from one tourist landmark in that country to another tourist landmark. You need to show this in kilometers, metres and and centimeters. You also need to show it using decimal points (e.g. 2300m or 2.3km)
c) Pick another two tourism destinations and using Google Maps/Earth find the perimeter of that particular landmark (e.g. theme park) in metres, kilometres and centimetres. You will need to explain exactly how you converted these from unit to another. I suggest you use the following link http://passyworldofmathematics.com/converting-metric-units/ You will need to record the distance to three decimal places (e.g. total perimeter is 2.376km)
d) Using Google Earth, find something in that country that is rectangular. Find its perimeter and area. Next, explain and show how rectangles can have the same areas and yet have different perimeters. You may use shapes, a photo or anything you want to explain this.
e) Using the same rectangular object you found from above, find a way to place that image on your slide and then show each side using a different unit of measurement. E.g.
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