Maths

We have been looking at problem solving in maths - check out this site that explains [|how to 'read' the problem],

Week 6-

Maths – Rich Task Term 3 2012 __Design a Classroom__ __Purpose:__ Later this year the Board of Trustees and Ms Henriksen will be starting to plan for classroom upgrades. As with any design and upgrade, there is a limited budget and set criteria that must be meet. This is a real task and winning designs will be presented to those on the actual planning committee. __Task:__ You task is to carry out an inquiry around this issue – you will need to plan, investigate and present your findings, an appropriate way, to the board. You will have until the beginning of next term to complete this task. You may work in groups of no more than 3, or independently. - What needs to happen to each class? (paint, carpet, storage, furniture, ICT organisation ….) ||  || > - tables and graphs > - equations for linear relationships > - recursive rules for non-linear relationships || * use metric and other standard measures Resources: Some of these are actual sites that may actually be used in the design of our classrooms and others will help with your costings. You may use another tools you like. – These links are on the Maths page of the wiki.
 * Student planning and check list – you will need all of these points to be successful ||   ||
 * * Measurements of classroom – scale drawings of final design (if you have time you may like to construct this as a 3D model for your presentation) – record all your working out in a shared Google Doc ||  ||
 * * Set Criteria for the upgrades – you will need to interview relevant people to work out what these are
 * * What else might be useful in a classroom @MIS – you may need to talk to teachers/students – perhaps a quick __#|survey__ on ‘surveymonkey.com’ ||  ||
 * * Have you shown all your working – around measurements and costs ||  ||
 * * Create a presentation of your findings. This needs to include your drawings/model and costing’s. ||  ||
 * Achievement Objectives – Level 4 – have you shown your ability to use/apply each of these indicator of level 4 maths, in this task? ||
 * **__#|Number__ ** ||  **__Geometry and Measurement __**  ||
 * * __#|apply__ multiplicative strategies flexibly to whole numbers, ratios, and equivalent fractions (including decimals and percentages)
 * use multiplication and division as inverse operations on whole numbers
 * apply additive strategies to decimals and integers
 * find and represent __#|relationships__ in spatial and number patterns, using:
 * make simple conversions between units, using decimals
 * use side or edge lengths to find the perimeters and areas of rectangles, parallelograms, and triangles and the volumes of cuboids ||
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 * [] this site will help you get an idea of trade costs (painting, electrical)
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 * = Statistics

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Tasks for drawing different viewpoints:

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Here are two sets of interactive activities to help with transformation: [] [] Numeracy [|The Divider] [|Challenges] [|:] || Geometry and Measurment || [] [] ||  || You will find the challenges, with all the details and __#|information__ you need, on this page. Your final assessment mark will be based on your ability to show HOW you have used Maths to help you solve the challenge and the level at which you have completed the task. Tile Challenge: ||   ||
 * [[image:rm13wickedlearningwiki/math_symbols.gif width="193" height="127" link="mismathshub/Addition and subtraction"]]Addition/Subtraction || [|Angles] ||
 * Here is a link to a __#|range__ of mult/div activities to help with your learning -
 * [[image:rm13wickedlearningwiki/maths_dictionary.JPG]] || [|Dictionary] ||
 * Maths is part of everyday life. It is important that we can apply the skills we are learning to a wide range of tasks. During the year we are going to look at some 'real life' challenges. To be successful you will need to use a wide range of Mathematical skills, including using problem solving, number operations, measurement and geometry knowledge.
 * The Theme Park Challenge: [[file:Theme Park Maths 2011.doc]] ||  ||