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Information about Maths

Published on October 1, 2008

Author: aSGuest336


Let’s talk about mathsUsing probing questions in mathematics lessons : Let’s talk about mathsUsing probing questions in mathematics lessons Year 7 Key Indicators for level 5 Click on a link to Jump to the Key Indicator you are looking for. : Click on a link to Jump to the Key Indicator you are looking for. Key Indicators for Year 7 Level 5 Using and applying mathematics to solve problems Numbers and the number system Calculations Algebra Shape, space and measures Handling data Using and applying mathematics to solve problems : Using and applying mathematics to solve problems Break a complex calculation into simpler steps, choosing and using appropriate and efficient operations and methods. Solve word problems and investigate in a range of contexts, explaining and justifying methods and conclusions. Slide 4: It takes one man one day to dig a 2m by 2m by 2m hole. How long does it take 3 men working at the same rate to dig a 4m by 4m by 4m hole? How would I even start this? I got the answer, but I wonder if there’s a easier way? I know an easy way, but I wonder if my way will work if I use different numbers. I think I know how I could solve this problem Slide 5: What is the sum of all the digits (not the numbers!) in the sequence1, 2, 3, 4, 5, 6, 7,...99, 100? How do you know your pattern will always work? Me too. And I think the pattern will work with bigger numbers too It’s called a generalisation when you do this. I can see a pattern! Numbers and The Number System : Numbers and The Number System Understand and use decimal notation and place value; multiply and divide integers and decimals by 10, 100, 1000 and explain the effect. Simplify fractions by cancelling all common factors; identify equivalent fractions. Recognise the equivalence of percentages, fractions and decimals; calculate simple percentages (1 and 2) and use percentages to compare simple proportions. Slide 7: When would I use 0.035 in real life? I think 0.035 is bigger because there are more numbers 0.35 or 0.035 Slide 8: Hey, 35 ÷ 10 and 350 ÷ 100 give the same answer! That’s impossible! Slide 9: Is this in simplest form now? I think I can find more fractions which are equivalent to these! How did they know what to divide by? Are these fractions really the same? Slide 10: is the same as 33% 0.8 = 8% I think they’re all wrong is the same as 1.3 What fraction, decimal or percentages equivalents do you know? Slide 11: I can use a calculator to check if you are right. Tell me and I can work out 20% of anything! How could I find out 5% of something? I can calculate 10% of anything! 10% of £££ Slide 12: Oh no! My divide button isn’t working. I won’t be able to do my work now. 12% of £37 With my calculator, all I need to do is use the X and ÷ keys. Slide 13: 15% of £80 is £12. No, 80% of £15 is £12 Calculations : Calculations Extend mental methods of calculation to include decimals, fractions and percentages. Multiply and divide three-digit by two-digit whole numbers; extend to multiplying and dividing decimals with one or two places by single-digit whole numbers. Check a result by considering whether it is of the right order of magnitude and by working the problem backwards. Slide 15: I can use factors to do this multiplication! What clues do you look for when doing this multiplication? 5.8 X 40 Slide 16: 5.3 X 23 What?! And you can do that in your head?!!! I can do this by breaking it up into two calculations. Slide 17: How can you do that without a calculator? How do you start off? I can work out loads of percentages of this amount. 72 Slide 18: There! That should do it! How did she know there was something wrong? I can see you made a mistake in each one! Slide 19: 486 X 9 I can work backwards to check if you are correct. How did you come up with that estimate? I think that the answer has to be greater than your guess. I think the answer is 4600 ish! Algebra : Algebra Use letter symbols to represent unknown numbers or variables. Know and use the order of operations and understand that algebraic operations follow the same conventions and order as arithmetic operations. Plot the graphs of simple linear functions. Slide 21: “8n” stands for “8 nuts”! We don’t know what “n” is so it is an unknown. I think “n” is a variable because it can be any number. “n” is a variable because it’s a letter. Slide 22: 16 + 8 ÷ 4 I got 6 as the answer Funny! I got 18 for the answer. If she’s using a calculator, she must be right. Slide 23: I can think of a line that goes through the origin. I think the line must go through (0, 2). I wonder how this graph was plotted? I think the line must go through (3, 6). Shape, Space and Measures : Shape, Space and Measures Identify parallel and perpendicular lines; know the sum of angles at a point, on a straight line and in a triangle. Use a ruler and protractor to measure and draw lines to the nearest millimetre and angles, including reflex angles, to the nearest degree. Recognise and visualise the transformation and symmetry of a 2-D shape: - reflection in given mirror lines and line symmetry: - rotation about a given point and rotational symmetry. Convert one metric unit to another (e.g. grams to kilograms); read and interpret scales on a range of measuring instruments. Know and use the formula for the area of a rectangle; calculate the perimeter and area of shapes made from rectangles. Slide 25: I wonder if I can draw a triangle with two obtuse angles? I wonder if I can draw a triangle with two acute angles? I wonder if I can draw a triangle with parallel lines? I wonder if I can draw a triangle with perpendicular lines? Slide 26: That can’t be right! I make that to be 50o. Slide 27: I know the order of rotation of each of your shapes. I wonder if there are any quadrilaterals with two lines of symmetry? I wonder if there are any quadrilaterals with one line of symmetry? I wonder if there are any quadrilaterals with three lines of symmetry? Slide 28: 200 cm or 20 000 mm? I can’t remember which unit is bigger. 200 cm must be bigger! How did he work that out? centimetres to metres. How do I change that again? Slide 29: Well, that’s All of them! Areas of 24 cm2 No it’s not! 2 cm 12 cm 4 cm 6 cm Slide 30: I bet there are lot’s of combinations that work. I think all I need is four lengths. I wonder how I could find the area of this shape? Yeah, but which four? Handling data : Handling data Compare two simple distributions using the range and one of the mode, median or mean. Interpret diagrams and graphs (including pie charts), and draw simple conclusions based on the shape of graphs and simple statistics for a single distribution. Understand and use the probability scale from 0 to 1; find and justify probabilities based on equally likely outcomes in simple contexts. Slide 32: 4 7 3 6 I know the missing numbers if the range was 8 and the median was 6. I know what the missing numbers if the range was 8 and them mean was 6. Oh dear! I know there were 6 numbers! I know the missing numbers if the range was 8 and the mode was 6. Slide 33: I want to make up a fraction question. I need to think of a question using mode and range. I need to think of a percentage question about these graphs. This shows there are more people under 15 in Ireland than in Greece. Slide 34: “The probability of me doing my maths homework tonight”. Where would I put this on the line? If the letters of RANDOM are put in a box, where would I show the probability of picking the letter N? What numbers would I put on this probability number line? Where would I put the probability of rolling a two on a fair dice? Slide 35: If I want the probability of it landing on the shaded double it landing on a white section, I think I should shade three quarters of them. If I shade 3 sections, then the probability should be 3. I think I could shade some pieces so the probability of it landing on the shaded bit is 40%. I want to use three colours. I wonder what kind of probabilities I could do?

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