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Posts Tagged ‘Maths’

  1. Maths Information Night

    PMpSun, 11 May 2014 21:53:50 -040053Sunday 14, 2009 by Grade56neighbourhood blog




    Thank you to all those who were able to join us for the maths information night this past Tuesday. The following is a rationale for the experiences that were presented on the evening.

    A context for the mathematics information night:

    It is a central belief of mathematics education that learning occurs through the construction of ideas, processes and understandings in a social setting rather than by the transfer of pre-formed knowledge from teacher to student. Consequently two factors are important in the development of mathematical understanding

    • The use of materials that assist children in the construction of these understandings
    • The use of a consistent language that is appropriate to the capabilities and needs of each child.


    Sequences of development that build on well understood prior knowledge are necessary. But even well designed games and activities are not enough on their own. Learning situations need to have a context that encourages discussion in order to elicit emerging understandings. Talking about what is happening, and reflecting on the concepts being constructed enables concepts to take shape in the learner’s mind.

    Children often have beliefs and methods which can appear very different from accepted mathematical practice. Ill-formed ideas and inappropriate generalisations need to be challenged, using activities that require children to revise former ways of thinking. The challenge is to lead children to understand and accept the new way of thinking as their own rather than to get them to learn another person’s method by rote. Evidence from children who have experienced difficulty in learning mathematics has shown that those who simply acquire teacher-taught techniques by rote are often unable to apply this knowledge outside of the situation it is taught in. By contrast children who participate actively in their own learning are more able to apply knowledge and understanding and to maintain future use and adaption.

    At Princes Hill Primary the following four ideas underpin all mathematical learning and these exist at all year levels. It is the complexity and the sophistication of these ideas that develop as children progress in their mathematical learning. Not all children progress at the same pace which is why teachers differentiate the learning.

    ‘Really big ideas’:

      1. Representation – numbers can be modelled and represented in many different ways (e.g., materials, diagrams, number charts, partial/open number lines)
      2. Enumeration – whole numbers are used to count collections, counts can be achieved in multiple ways, and different units can be used to say how many or how much
      3. Equivalence – numbers can be renamed in many different but equivalent ways, renaming is a special type of representation
      4. Relationships – numbers can be used to compare and order; relationships between numbers lead to different number sets (e.g. fractions, ratios, per cents, etc)


    This evening we are focusing on introducing the concept of place value. Place value is an essential concept to learn because it underpins computation processes. It involves much more than recognising place value parts. Place value is a system of assigning values to digits based on their position (a base 10 system of numeration, positions represent successive powers of 10)

    Big Ideas for Place Value

    • Whole numbers can be recognised as cardinal numbers as well as composite units, that is, as numbers that tell how many in a set (e.g. 6 ones) or as units in their own right (e.g. 1 six)
    • A sense of numbers beyond 10 as ‘a ten and some more’ is necessary to appreciate the two-digit place-value pattern.
    • Two patterns underpin place-value understanding at this level of schooling: ’10 of these is 1 of those’ and ‘1000 of these is 1 of those’.
    • Place value knowledge is developed by making (representing) numbers in terms of their place value parts, naming and recording
    • Place value knowledge is consolidated by comparing, ordering, counting forwards and backwards in place value parts, and renaming


    Before they are ready to meet the ‘big ideas’ of place value, children need to be able to:

    • Count fluently by ones using the number naming sequence to 20 and beyond
    • Model, read and write numbers to 10 using materials, diagrams, words and symbols
    • Recognise collections to 10 without counting
    • Trust the count for each of the numbers to 10 without having to model or count by ones
    • Demonstrate a sense of numbers beyond 10 in terms of 1 ten and some more
    • Count larger collections by two’s, fives, and tens


    Key Language

    Cardinal number – a specific number name for how many in a given collection of objects

    Composite unit – a unit made up of other units ( when children understand 6 as one 6 rather than a collection of 6 ones.

    Conceptual understanding – understanding that is made between new and existing ideas ( eg: a conceptual understanding of area allows students to apply this knowledge to an unfamiliar problem such as determining the dimensions of a garden given the length of the fencing around it)

    Context – the situation or circumstances that require the application of numeracy skills

    Renaming – writing a number in an equivalent form, usually in terms of its place value parts (eg 365 is 3 hundreds 6 tens and 5 ones but it can be renamed as 36 tens and 5 ones or 3 hundreds and 65 ones and renaming when adding/multiplying or subtracting/dividing (eg 5 tens and 8 tens is 13 tens, it is regrouped for recording purposes as 1 hundred and 3 tens but when subtracting 28 from 45 the 8 ones can only be taken if 1 of the 4 tens is renamed as 10 ones)

  2. Urban Park: Maths Presentations to Simon Ellis (Student post)

    PMpThu, 19 Sep 2013 22:43:08 -040043Thursday 14, 2009 by Grade56neighbourhood blog

    Today a landscape architect called Simon Ellis came in to our school and spoke to us about his job. He showed us aPowerPoint that demonstrated the process he uses to design parks. There are lots of steps todesigning parks and some of his parks took 6 months to design. He used$3000 software to help him draw the parks.

    Some of us wanted to share our parks. We all had different ideas, andthey wereall fantastic. We had a $1000,0000 budget but some people chose to use less. With our park design it had to cater for all ages and cultures and had to be 60,000m2. The hardest part of the project was doing all of the costings and getting the scale correct.

    It was a very enjoyable project becauseit was very different and we loved the maths and design elements. It was very challenging. Jack, Joel and Lucien



    IMG_1764[1] IMG_1765[1] IMG_1766[1] IMG_1767[1] IMG_1768[1]

  3. Our New Maths Project.

    AMpWed, 07 Aug 2013 01:18:01 -040018Wednesday 14, 2009 by Grade56neighbourhood blog

    Urban Planning

  4. Put away the pencil and paper – Try your hand at mental maths!

    AMpTue, 11 Jun 2013 09:01:54 -040001Tuesday 14, 2009 by Grade56neighbourhood blog

    Recently you have been introduced to some handy tricks for crunching bigger numbers in your heads. As promised, attached are the links to two of those spectacular videos by our favourite maths guru at Tecmath.

    Practice these techniques and in no time you’ll be faster than a calculator!

    This one looks at multiplying numbers under twenty:

    This one looks at multiplying numbers above twenty:

    Can you beat the calculator?


  5. Transformations. (Week 9, Term 1)

    AMpMon, 25 Mar 2013 01:41:53 -040041Monday 14, 2009 by Grade56neighbourhood blog

  6. Pattern (Maths Inquiry)

    AMpWed, 20 Mar 2013 02:56:27 -040056Wednesday 14, 2009 by Grade56neighbourhood blog

    This week in mathematics, we have been inquiring into patterns. We have found out about arithmetic sequences, geometric sequences, triangular numbers, square numbers, cubed numbers and the Fibonacci sequence. We are also going to explore geometric patterns in tessalations and refllections and where they occur in our lives.

    Here is a website with some examples

    We got our ideas from a blog




    Can parents work out the next number in the sequence?

    77, 49, 36, 18______ Good luck!

  7. Maths (Place Value)

    AMpWed, 27 Feb 2013 06:57:13 -040057Wednesday 14, 2009 by Grade56neighbourhood blog

    The students all had an opportunity to use “WISHBALL” this week. Wishball is a place value game with different levels of difficulty. Some of the students asked for these codes and here they are.

    Tens: XR7DMG

    Hundreds: EL9UME

    Tenths: FSN3T5

    Hundredths: 225PL8

  8. Length and Perimeter

    AMpWed, 31 Oct 2012 03:09:04 -040009Wednesday 14, 2009 by Grade56neighbourhood blog

  9. Open Ended Maths Tasks Week 1,2,3: Time and Angles

    AMpTue, 23 Oct 2012 03:09:45 -040009Tuesday 14, 2009 by Grade56neighbourhood blog

  10. Slide Share

    AMpWed, 18 Jul 2012 05:28:42 -040028Wednesday 14, 2009 by Grade56neighbourhood blog

    We have used the Web 2 technology of Slide Share on this blog to highlight a few of our projects. This is an email I received from Slide Share this week.

    Congrats! Your documents on SlideShare have had 10,000 views. Wow! You must be doing something great. Only a very few SlideShare users achieve this milestone.

    This is a screen shot of a maths project done by Marcus on the Collingwood Football Club. A whopping 1207 views!!Great work MarcusWWWHHHOOOAAAAHHHH

  11. Woodlands Maths Zone (Students)

    AMpTue, 22 Mar 2011 07:54:53 -040054Tuesday 14, 2009 by Grade56neighbourhood blog

    Try these maths games.

  12. Angles

    PMpWed, 10 Mar 2010 19:18:16 -040018Wednesday 14, 2009 by Grade56neighbourhood blog

    This week in class, we have been learning about angles. We had an action photo of Lleyton Hewitt and had to list some of the angles when he was serving.  We learnt about these angles.

    Acute Angle an angle that is less than 90°
    Right Angle an angle that is 90° exactly
    Obtuse Angle an angle that is greater than 90° but less than 180°
    Straight Angle an angle that is 180° exactly
    Reflex Angle an angle that is greater than 180°


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