Maths: Market Game

Today we were given a maths challenge. It involved a game about Market Day that we would play with a friend and see who ended up with more money at the end. The gist of the game is roll a numbered dice and move that many steps. If you land on a sale, you roll a dice with 2 J's (Juggling ball), 2 H's (Hacky sacks), and 2 B's (Bungy balls). Which ever letter you land on will be what you sell. Although if you end up landing on Market Option, it will give you a deal that you can give the customer that you could do or turn down. For this game I worked with Aung Naing, and we had a lot of fun playing the game, and tallying up how much money we made and lost. We hope we can play another game like this again.

Maths: Family Shopping

Last week for maths, we were given a challenge. In groups, we were given a digital budget of $200 to spend on food and shopping for a week. This included breakfast, lunch, dinner and other necessities. For this activity, I worked with Aung Naing, Matthew, Nidhi, Angelene and Karlos. This was an interesting challenge as it sounds so simple, but ended up a lot harder. Although we still ended up having a lot of fun, and if you would like to see what we bought then I have put screenshots below.

Maths: Real Cost Of Owning A Dog

This week for maths, we were given a challenge. Once we got into pairs, we would then find a dog breed and telly up how much it would cost raising the dog we would like to have. For this task I worked with Julian, and we had a lot of fun. From looking at prices, to just talking about our dog, we had a blast. The dog Julian and I decided on was a Tibetan Mastiff. We both chose this breed as it is large and fluffy, low energy, and extremely affectionate! Some things almost everybody wants in a pet. If you would like to read more about our choice of pet, I have linked our class presentation about the dogs we would like.

Maths: Rugby World Cup Pitch Sizes Challenge

This week for maths another challenge was to answer questions on rugby pitch sizes. Some of the other questions were: What is the perimeter of a maximum size of rugby pitch? And, what is the area of a maximum size rugby pitch? After finishing all of the other questions, my group needed to create a DLO on how we found our answer.

Maths: Rugby World Cup Maths Challenge

This week LS2 has been learning about the rugby world cup. We needed to answer maths questions like; What is the difference in seating capacity between the largest and smallest stadiums and, what the the total combined capacity of all the Japanese rugby world cup stadiums is. The question that my group made the DLO on is if all the stadia are sold out each time then what will be the total number of spectators for all the pool matches combined.

Maths: Krispy Kreme Maths Challenge

This week for maths, the Heptagons, and Octagons were given a maths challenge. This challenge included 1 ginormous Krispy Kreme's donut box. Our challenge was to make an estimation of how many donuts were in the box. What we were given was a link to an email screenshot which showed a few of the hints we needed to be able to figure it out.  This included the diameter of each donut, the length and height of the box, and a good luck to schools trying to figure the answer out. For this activity I worked with Julian, and we had just as much fun creating the DLO as we did with finding the answer. You can see in our DLO our first estimations just by looking at the box, and the working out for the real answer.

Maths: Presenting Our Maths Games

This morning, Learning Space 2 showcased the maths games that we have all been working on for the last 2 weeks. My maths game allowed players to practice adding and subtracting decimal numbers. My game included a total of 10 questions, 5 subtraction, 5 addition. A few features that my game included was a scoreboard, an animated calculator as a character, and a certificate at the end that would certify your score. This whole activity started last week where we first needed to plan out the layout of our game. We would do this for the first two maths lessons, and when it was complete we would start getting to work. The program we all needed to use was simple Google Presentation, and to make it into an actual game we would use the linking feature, and link different boxes to other slides in the presentation. I along with the rest of the class had such an awesome time the last two weeks, and we were happy to be given such a fun activity to complete. If you would like to play my game, I have linked it below.

Maths: Strengthening Connections To Maths Language

Today, we were given a challenge that would strengthen our maths vocabulary. In the challenge, we were given a presentation with 6 boxes. These boxes were the addition subtraction multiplication division equality inequality variables and find an answer boxes. In each box we needed to drag a whole bunch of smaller boxes with a maths vocabulary word on it into the corresponding box based on what the word meant. We would like to say thank you to Whaea Donna from Manaiakalani sharing this activity with us.

Maths: Bread Problem

For maths, we were given a selection of word problems. Our challenge was to choose one problem, work it out, and create a DLO that would show our learning. There were 3 problems in total, and I chose the problem based on bread. The question was "A bread company makes 7 types of bread. A restaurant chain ordered 398 loaves of each kind of bread. How many loaves of bread in total did the restaurant order?" I chose this problem, because I knew that it could easily be solved using place value. On my DLO, I included the question, then the answer, and finally my working out. The final step was to create a ScreenCastify where we would explain everything.

Maths: Blog Post Data Analysis

This week, everyone has been given a challenge. This challenge was to create a blog post analysis that tells people how many blog posts we have posted each month of each year that we have had a device. Although Mrs Anderson wanted to give Alex, Julian and I more of a challenge. What we now put into our DLO's was the amount of comments and blog posts we posted and received each month. Now this was still really tough, although we had come up with a variation of ways to make the process faster. First, once we had our numbers to work with, we needed to pull up a Spreadsheet, and create different graphs that would each show our yearly and monthly progress. Then we needed to put our graphs onto a presentation, along with an explanation on why we got so many or so little comments and posts. Finally we just needed to create a Screencastify of us reading everything out. This activity was a lot of fun, and we hope for another activity just like it.

Maths: Collaborative Challenge

This week for maths, we have been given a word problem to solve in groups. Our question was, "There were 1229 students in the school. If each student received 4 pieces of fruit a week, how many pieces of fruit were handed out?" In my group there was Julian, Giovanni, Alice, Chavda, Nidhi, Angela, Holly, and Miiana. After we had solved the problem, we needed to create a DLO showing our working out. We had a lot of fun working on the DLO, and solving the problem, and we're all glad that we are given a new question every week.

Maths: E-ako

Today for maths as a warm up, we created accounts, and played E-ako. A free website to sign up for that helps you with maths by giving you problems to solve. Our challenge was to from the very start go through different courses in 20 minutes, and then blog about our score. I ended up completing 2 courses in that time, which meant that I was answering around 1 word question every 30 seconds as there are around 20 questions in the 2 courses I took. 

Maths: Learning About The Circumference, Radius, Diameter, and Pi Of a Circle

Today for maths, we were learning to find the Radius, Diameter, Circumference and Pi of a Circle. To start of our maths session, Ms Kirkpatrick's maths group, watch a short clip about our topic. Once we've finished watching the clip, we were to completed a series of equations. After that we were to create a DLO, which explains how we solved, three questions, we got in the series. For this task I work collaboratively with Sanujan and Julian.

Maths: BEDMAS Problems

This week for maths, we continued to learn about BEDMAS maths. BEDMAS is an acronym. It stands for the order that you solve BEDMAS problems in. Brackets, Exponents, Division, Multiplication, Addition, and Subtraction. Our task today, we to in pairs, solve all 20 BEDMAS problems that we were given by our teacher Ms Kirkpatrick. For this task I worked with Sanujan, and we had a lot of fun working together, and managed to solve all questions with little to no issues. Next we created a DLO that showed how to solve three questions. I hope that next term, we can keep this focus, as it is very fun and entertaining to solve.

Maths: Learning How To Solve Exponent Problems

Today for maths, we all learnt about how to solve exponent (Powers) problems. Our challenge for today was to

solve 18 problems based on our topic of exponents. This task had its ups and downs, although we all managed to
find the answers and solutions. Next came creating a DLO that showed how to solve three different problems of
the 18. To create this DLO I worked with Fraidon, and we had a lot of fun working, and creating together. In the
end, we chose to make our DLO out of these problems. 73 (7 to the power of 3), 142 (14 to the power of 2),
and 83 (8 to the power of 3).

                     

Receiving My Kiwi Competitions Certificates

Earlier in the year, groups from classes were selected to compete in the Kiwi Competitions. This was a test to test our knowledge in Mathematics, and English. I was luckily selected in the LS2 group, and took part in both tests. Numerous schools competed against each other to gain the best score, and just last week in assembly, Panmure Bridge school received, and gave us our scores via certificates. In English, I managed to get above 80% of the questions correct, along with a few of my peers. Although, in Mathematics, along with everyone else, I received a participation award (Under 50%). The mathematics test was very difficult, and above our average questions. The questions we received were all difficult in their own way, and there was no way that I would have chance to get an excellence, or even a merit. It was just that hard. Although I am happy with what I managed to score, and hope that if I ever take part in it again, that I can score better results.

Maths: Chocolate Egg Question

Today all the maths groups were set a rich task to revise division. Most of our maths skills are well rounded but because there is a lot of people who do not know basic skills such as multiplication and division the set tasks could only be answered by using multiplication. To make sure we could explain our understanding of the question Jeremiah and I put together a DLO explaining how we got the answer to one of the set rich tasks. Jeremiah and I found this easy as we are both capable of doing basic math and our ability to explain the step by step procedure that helped us get our answers did not pale in comparison.

Maths Week: Scaled Drawing

Last week, we had our very own maths week. In this week, the whole school would leave their everyday work, and focus just on maths. This includes any type of maths. Addition, subtraction, multiplication, or division. Although our class decided to do even more, scaled drawing. If you are not aware as to what scaled drawing is, basically you would have found an image to draw. This image would then be printed, and have grid lines drawn around the image. Next you would draw the exact same amount of boxes on a piece of paper. Although we would enlarge the size of these boxes to 2cm. That is it! The enlargement ratio of our drawing was 1:2, being 1cm grid lines converted into 2cm grid lines. Giving us the scale factor of 2. This was my, (Along with all other year 7's) first time doing this, so it was a challenge for most of us. All together, it took most people from Monday, to Thursday. Although there were still a few that needed to be completed on Friday. We spent every block of last week working on these drawings, and helping the other people the really needed it. Once we had finished drawing our image, we moved onto colouring it in just so that it looked as stunning as it could. Colouring took around the same amount of time as drawing the image. That is if people were doing a really good job at making sure there were no white spaces. The final thing to do now, was to place the image on a sheet of A3 coloured paper. Along with a label displaying our name, and the words scaled drawing, and 1:2 Enlargement. Now that mine has been completed, I am really proud of myself. Altogether, my favourite part has to be my body. The reason being that I made sure to keep it as symmetrical as possible. Along with the shading underneath the body. Next year, I will make sure that I choose something a bit more challenging and detailed, as I completed this one rather quickly. What I found most challenging in this activity was the colouring. I say this because I needed to make sure that not a single white space was left. I had a lot of fun drawing my scaled drawing this week, hopefully I have an even better time next year.

Maths: M&M's Presentation

Last week, we were given a small challenge. Our challenge was to collaboratively work with a group to produce a presentation about the chocolate lollies M&M's. We were assorted into groups for this task, so I was put with Mele, Fraidon, Junior, and Jaydon. To start this all off, we had to do some statistical work. First each and every one of us would make a prediction how many M&M's we thought were inside of a 45g packet. Next we would vote on which M&M colour was our favourite. This could be because it looked appealing to the eye, or maybe you have only tasted one colour. Whatever the reason, we all made our votes. Next we would go onto finding our results. As a group, we would open and sort out a packet of M&M's, and place each colour in a vertical line to make a bar graph with only M&M's. Although what would we do with the M&M's later? There is only one way, eat them. Now with our chocolate filled mouths we would begin bringing this all together. Using this data that we had collected, we would all create a pie chart, and a bar graph showing what we found. We would then place the two onto the google presentation. Next we had to go surfing through the internet to make a brief history on M&M's. This would then be prepared onto the presentation in bullet points. If you thought that was it, then you'd be wrong, as now we were asked to find a lists of interesting facts based on M&M's.Many people found many different facts. So many, that we eventually had the same ones. Finally, we ended it all off by comparing our data to what the MARS company (The founders of M&M's) had to say about how many of each colour they put into a packet. What we needed to do was use our findings of data to compare what they say about their packets, to what we got.

Maths: Money Problem

Today for maths we were to find the salary all 7 people got. We could work independently or with a peer for this task so I decided to work with Sanujan. Now let’s get to the learning part. Firstly we were to read the question, and use the hints in the question to find the answer. The trick to this was start solving from the bottom. We know that Melissa had $49, and it said Liz received 7 times LESS than Melissa. So what we did was 49 divided by 7 which is $7. This was the first step we did. You can look at the rest of our DLO to see the rest of our working out.