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.

The answer is

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.

The answer is 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.

Maths Mate: Term 3, Sheet 3

Problem 22: The sum of three consecutive whole numbers is 96. What are the three numbers?

Predict: I predict I will need to do addition and division in this sum.

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

Find the Big Question: What are the three numbers?

Solve:

1.First I knew that 3,3 and 3 added up to 9.

3

3

3

2.  Then I knew that 1,2 and 3 add up to 6.

31

32

33.

3. Then I double checked to see if it was right. Yes!

The answer is 31, 32 and 33.

Summary: The mathematicians toolbox strategy I used in this sum was use your prior knowledge.

Spelling: Term 3, Week 3

Tsunamis

Tornadoes

Monsoons

Volcanoes

literature

Appreciation

Prejudice

Connotations

Prescriptive

Annotated

 
Prefixes : Write the definition of a prefix.
A prefix is a syllable that is added before a word or a word stem.
Complete the table below with as many prefixes as possible.
Pre
Preheat
Precaution
Preseason
Premature
Preassembled
Prearranged
Predesigned
Preassigned

Hyper
Hyperactive
Hyperaggressive
Hyperaware
Hyperstatic

Trans
Transport
Transparent
Transgender
Transaction
Translate

 

 

 

 

Mathsmate: Term 3, Sheet 2

Problem 22: Carl looked at the page numbers on the open book in front of him. The left and right page numbers added to 333. What were the page numbers?

Predict: I predict 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 page numbers?

Solve:

  1. I need to start by splitting 333 in half, because they need to be consecutive. Picture a book, the page numbers are consecutive,, aren’t they?
  2. It is 166.5 but I will round that up to 167.
  3. 167+168=335.
  4. So I will round down to 166.
  5. 166+167=333!

Summary:

The mathematicians toolbox strategy I used in this problem was break it into manageable parts.

100 WC Week #40

When I sprinted up to the ice cream stand and I ordered a banana-swirl ice pop. But ‘I’m afraid it’s the last one’, he said. “OK, I’ll get… a… um… strawberry please.”

Ahhh… that all seems like such a long time ago now. Even though it was only 29 hours ago. But now I live in a hut of leaves, you can’t expect me not to remember. I wish I appreciated everything more. Now I have nothing, except for this pen. I’m writing on a piece of bark, for goodness sake.

“Gosh, nobody has anything anymore!”

Mathsmate Term 3 Sheet 1

Problem 22: The sum of two consecutive whole numbers is 97. What are the two numbers?

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

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

Find the big question: What are the two numbers?

Solution:

  1. The first thing I did was divide 97 by 2= 48.5
  2. but they are consecutive whole numbers. 
  3. So I rounded up to 49. But 49+50=99, not 97.
  4. So I rounded down to 48. 48+49=97!

The answer is 97.

Summary: The mathematicians toolbox strategy I used is this problem was work backwards.