Tuesday, 23 May 2017
“I have enjoyed doing the number of the day, because I like using big numbers and taking away numbers, and writing it in my language (Samoan)."
“I like learning numbers in Maori, Samoan, Japanese, it shows how numbers are made up. ie. sefulu tasi means 11 or ten and one.”” using the cookie problem to put the cookies into groups, we know that is called division.” “I like the problems with our names in them.”
“I like talking to each other, when I am answering problems.” “I like being in a small group.” I like using the number line to add numbers”
‘I didn’t understand fractions and then doing this activity it helped me. I could see patterns of making 12 and how to split the number into halves and thirds.”
Monday, 15 May 2017
Using a number problem we are making our own number facts about it. We are focusing on becoming multiplicative thinkers. We are using our groups of sign or times tables to work out key facts. We are trying to create pictures in our heads, to help with other word problems we are given.
Thursday, 4 May 2017
Here students are shown an image for three seconds - the students need to say what the total number they can see. We then discuss how we worked this out. Students come up with their way that works for them. There is no right or wrong way as our brains are all processing the dots in a variety of ways. It is great to see how others in our group are thinking, we love to learn from each other! The aim is making the links of counting in groups or using our timetables to a repeated addition problem. This makes our manipulation of numbers lots of fun!! Well done group.
Wednesday, 3 May 2017
We could see the size of the pieces in a different way. We now know that the bigger the denominator or bottom number the smaller the piece. We have been confused about this all week. I know we can use our timetables when working with fractions. - Leora I know that fractions are always equal.- Dominque The smaller the numbers are the bigger the noodle will be.- Mikayla Like 1/12 was much smaller than 1/3. - Nessa