# Maths Mate: term 4, sheet 2.

problem 22: fill in the missing number.

__÷5 = 9?

predict: I predict I will need to use multiplication in his sum.

clarify: there are no words, sentences or phrases that I need to clarify.

find the big question: what is the missing number?

solve:

this problem was very simple to do.

first I worked out what 9×5 was, and that was 45!

to double check, 45÷5=9!

summary: in this problem the mathematicians toolbox strategy I used was use my prior knowledge.

# Spelling – Term 4 Week 1

 Group 1 Group 2 Group 3 Scientists Experiment Astronomy Research Gravity Hypothesis Phase Physics Element Measure Indices Metallurgy Geology Zoology Experiment Mineral Gravity Botany Beaker Physicist Endeavour Microbiologist Meteorologist Metallurgist Geophysics Physicist Geologist Seismology Climatologist Laboratory

Activity One:

Define each word using a dictionary. Show whether it is a verb, noun etc.

Endeavour- to try hard to achieve something. Verb.

Microbiologist- someone who studies microscopic (tiny) life forms. Noun

Meteorologist- someone who studies the atmosphere.

Metallurgist- somebody who analyses rocks to see if they contain metals.

Geophysics- the physics of the earth

Physicist- a scientist that specialises in physics.

Geologist- someone who studies the earth- how it was formed, and what it’s made of.

Seismology- the branch of science concerned with earthquakes and related phenomena.

Climatologist- a person who studies climate- weather recorded over a period of time.

Laboratory- a room or building equipped for scientific experiments, research, teaching etc.

Activity Two:

Choose 5 words from your list, and re write their definition in your own words. Put the word in a sentence or give an example of a well known person that is famous for their work in that field.

Laboratory- a room where scientific experiments are conducted.

Endeavour- to try hard to successfully complete a task.

Geologist- Louis Pastuer

Meteorologists- John Dalton

Metallurgist- Donald L. Ritter

Activity Three:

Choose three words from your list, and write down a text to self, and a text to world connection to each.

Meteorologists- text to self- I remember this in one of our debate topics. Text to world- meteorologists are very important in our lives.

Laboratory- text to self- I have been in a laboratory before. Text to world- there are many laboratories in the world.

Endeavour- text to self- I have had many hard tasks and completed them before, as simple as a maths problem! Text to world- there are much more difficult tasks that people have completed- like climbing mount Everest!

Due Friday 10th October – posted to blogs.

Spelling Test on Friday 10th October.

# Maths Mate: Term 4, Sheet 1.

Problem 23: Fill in the magic square. (Hint: every row, column and diagonal has the same sum.)

 4 6 1 8

Predict: I predict I will have to use addition in this problem.

Clarify: I have no words, sentences or phrases that I need to clarify.

Find the big question: What are the missing numbers?

Solve: First, I need to work out what 4+6+8 equals. It equals: 18.

So, now I need to make every row, column and diagonal equal 18.

First I will start with 6 and 1. That equals 7, so I need 11 more to get to 18.  So I write in 11 above 6.

So now I have 11 next to the four, and added together that equals 15, and I need 3 more to get to 18. So I write 3 next to 11.

Now I’ve got another row with 2 numbers. 3 and 8. That equals 11, and I need 7 more to get to 18.

Now I have a 6 and a 7, and that equals 13, and I need 5 more to get to 18.

Finally, I have a 4 and a 5 which equals 9, and there needs to be another  9 to get to 18.

 4 11 3 5 6 7 9 1 8

Summarize: the mathematicians toolbox strategy I used in this sum was break the problem into manageable parts.

# Mathsmate: Term 3, Sheet 7.

Problem 23: I think of a number, multiply it by 3 and divide it by 2.  If the result was 18, what was the original number?

Predict: I predict I will have to use multiplication in this problem.

Clarify: I have no words, sentences or phrases to clarify.

Find the big question: what was the original number?

Solve:

1. this sum is a little bit different than others I’ve done.
2. first, I started with trying 18 / 2 x 3,thinking that definitely wouldn’t work.
3. But then, I checked it and the answer was 24. But 24 x 3 /2 isn’t 18. It’s 36!
4. So I tried 18 / 3 x 2.
5. That was 12.
6. So I double checked it; 12 x 3 / 2 and it was 18!

summary: the mathematicians toolbox strategy I used in this sum was use my prior knowledge.

# 100 Word Challenge: Week #1

finally we can make a start!

Ugh. We’ve been waiting for this food forever. When will it finally come? This is a nightmare!

Yay! The food came. Finally we can make a start! I bit into the chip, the soft, filling chip, and, and…. ewwww! That is disgusting! It tasted like seafood mixed with yuck! we waited all this time for this. That is just unbelievable. Well, let’s hope the main is better.

My pasta came! It certainly looked better that the chips. I took a big spoonful… and I’m disappointed once again. Is it really that hard to make chips and pasta? Just plain pasta with Napoli sauce. Is it that difficult?

# Spelling: Term 3, Week 7

Spelling: Term 3, Week something.

abysmal

bureau

altitude

anticyclones

barometer

blustery

climatic

cumulus

electrocution

deciduous

1.

• “Oh, not another anticyclone! I want something intense for a change.”
• His career was in climatic technology.
• Iron Man’s suit is very powerful, but it freezes in altitude.
• Her electrocution as so powerful it took her life.

2.

Cyclone- cyclonic

Cylinder- cylindrical

Cycle- cyclic

Hero- heroic

History- historical

Magic- magical

Music- musical

Poetry- poetical

# Maths mate: Term 3, Sheet 6.

Problem 22: Fill in the missing digits in the sum.

16

__

+51

_________

96

Predict: I predict that I will need to do addition in this sum

Clarify: I have no words, sentences or phrases to clarify.

Find the big question: What are the missing digits?

Solve:

1. Well, 6+1 cant equal 6, so it has to equal 16.
2. 6+1=7. 7+?=16? 9.
3. So we write down 9 and carry the one.
4. Now, 1+ the carried 1= 2. So, 2+5= 7, but 7+?=9? 2.

16+29+51= 96.

Summary: The mathematicians toolbox strategy I used in this sum was break the problem into manageable parts, and use my prior knowledge.

(Jess/Monique: I could not post this in Wednesday night as my wi-fi was not working.

# Maths mate: Term 3, Sheet 5

Problem 23: I think of a number, divide it by 2 then add 12. If the answer is 20, what was the original number?

Predict: I predict that I will need to use subtraction in this problem.

Clarify: I have no words, sentences or phrases to clarify.

Find the big question: What was the original number?

Solve:

1. Since I have to reverse the process, because I have to find the original number, we will reverse the operations too.
2. The equation that they did was: __  / 2  + 12 = 20. But since we are reversing it we are doing subtraction and multiplication, because they are the opposite operation.
3. The equation that w are doing is: 20 – 12 x 2 = 16.

Summary: The mathematicians toolbox strategy that I used in this sum was work backwards.

# Spelling: Term 3, Week 3

Visualise

Verify

Pheromonem

Geographical

Authorities

Interconnected

Collides

Precicpitation

Conglemeration

Transformation

1.

In this passage I visualised an orange tree next to a big oval of grass…

An Ice storm is not a very extreme phenomonem, but it does cause alot of damage.

“Everybody just remain calm until the authorities arrive.”

“Stop stop stop! Just watch this movie! Oh, and the truck collides with the bridge!”

2.

A suffix is a syllable added on to the end of a base/root word.

able:

erasable

negotiable

acceptable

breathable

accomplishable

ation:

organization

aggravation

exploration

elaboration

deprivation

ible:

impossible

divisible

destructible

indestructible

# Maths Mate: Term 3, Sheet 4

Problem 22: The sum of four consecutive numbers is 94. What are the four numbers?

Predict: I predict that I will need to use division and addition in this problem.

Clarify: I have no words, sentences or phrases to clarify.

Find the big question:  What are the four numbers?

Solve:

1. At first I was very confused about how to solve this problem, but I worked out that I was over thinking it.
2. First I divided 94 by 4 which equals 23.5
3. That means that 23.5 is the middle number in the sum, because of the .5.
4. So at first I didn’t realize that 23.5 had to be the  middle number so I did 21+22+23+24, but that made 90.
5. So that means the 23 has to go in the middle, so I chose 22+23+24+25=94!

The answer is 22,23,24 and 25.

Summary: The mathematicians toolbox strategy I used in this sum was work backwards.