How can can you solve bigger equations using 'Place Value'?

Learning Intention: We are learning to solve bigger problems using place values in our equations.
Success Criteria: I know I can do this when I collaborate with my classmate to solve bigger equations or problems.

Collaborating in Maths!

Learning Intention: We are learning to solve equations using place values.

Simplifying fractions, is when you divide the numerator and the denominator!

Learning intention: We are learning to develop our understanding of fractions.

Success criteria: I know I can do this when I explain that simplifying fractions means to make a fraction as simple as possible.

Simplifying fractions, is when you divide the numerator and the denominator!

Learning intention: We are learning to develop our understanding of fractions.

Success criteria: I know I can do this when I explain that simplifying fractions means to make a fraction as simple as possible.

Can you put 4,5, 3, 10, 46 and 14 in descending order?

Learning intention: We are developing our number knowledge.
Success criteria: I know I can do this when I give an example for ordering numbers in the ascending order, from the smallest to the largest. 

Remember to multiply the numerators and the denominators together!

Learning Intention: We are learning to develop our understanding of fractions.
Success Criteria: I know I can do this when I explain that multiplying fraction is when we multiply the numerators and the denominators together.

You have to make sure that the denominators are the same when you are subtracting fractions!

Learning intention: We are learning to develop our understanding of fractions.
Success criteria: I know I can do this when I write the three steps for subtracting fractions.

Do you know how to add fractions?

Learning intention: We are learning to develop our understanding of fractions.
Success criteria: I know I can do this when I write 3 easy steps for adding fractions together.

What do the letters represent?

Learning intention: We are learning to understand algebra.
Success criteria: I know I can do this when I write down three steps of how to solve an algebraic equation.

Place 4,5,3,10,46 and 14 in descending order!

Learning intention: We are learning to understand how to order numbers.
Success criteria: I know I can do this when I give an example for ordering numbers in the ascending order, from the smallest to the largest.

Do you know your 6 times tables? if you don't, watch my video!

Learning intention: We are learning to understand the patterns of six.
Success criteria: I know I can do this when I record the patterns of six using Blabberize.

What is the rule to remember when you are solving equivalent fractions?

Learning intention: We are learning to understand Equivalent fractions.
Success criteria: I know can do this when I explain that you multiply the top and the bottom number using multiplication or division to find equivalent fractions.

Instead of saying "groups of", what can we say?

Learning intention: We are learning to understand place value of a digit.
Success criteria: I know I can do this when I explain that a place value tells us what a number or a digit is worth depending on its position.

How many wholes are there in 32/4?

Learning intention: We are learning to understand improper fractions.
Success criteria: I know I can do this when I explain that improper fractions have a numerator that is bigger or equal

What is a variable?

Learning intention: We are learning to understand formulas and equations.
Success criteria: I know i can do this when I explain that a formula shows the relationship between different variables and that an equation contains number that are equate to another.

Do you know how to read a fraction?

Learning intention: We are learning to understand fractions.
Success criteria: I know I can do this when I explain what the numerator and the denominator of a fraction represents.

Fraction Art

Instructions:

1. Fold the paper from the short end to the long end, to form a triangle.

2. Fold the extra end end to the back to make a square.
3. Cut the extra end.
4.Open the square and fold it in half, and fold it again to make 4 squares,then open.
5. Trace a circle onto the square, and measure 1.cm on each side.
6. Number 1-4 and write your initial on each square.
7. Cut the circle into quarter.
8.Draw  a design in each square.
9.Trace your drawing with pastel.
10. Colour the background when you are finished.

Sharing my maths strategy

Last Monday I was given a maths problem 6 rows of 5 leeks. I have learnt that 6 rows of 5 Leeks is 30 because .....I can skip count by 5's 5,10,15,20,25,30 or another way is 5+5=10 and another 5+5=10 ,so 10+10=20 + 5+5=10 and 20+10 = 30.

Subtraction from ten

sharing my thinking about Snail Array

                                            Today I was given a Snail Array and I used move note to video myself sharing my thinking about Snail Array.

I have 20 snails on my paper sheet. I know it is 20 because, 5+5=10 and another 5+5=10 ,so 10+10=20.