Mathsmate T4S3 problem 23

Predict: I predict that this problem will be a worded problem and i will use subtraction.

Read: I think of a number, double it and then add 4. If the result is 20 what was the original number.

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

Big Question: What was the original number?

Mathematician’s Toolbox: Work backwards.

Solve: First I start by subtracting 4 from 20 which equals 16. Then I half 16 or divide it by 2 which equals 8. Just to double check I do 8×2+4=20.

Summarise:  My prediction was correct because it was a worded problem and I did use subtraction. I also used my Mathematicians Toolbox strategy work backwards because I started at the back of the problem.

Mathsmate T3 S6 problem 24

Predict: I predict this problem will involve a accessing prior knowledge of these problem solving sums.

Read: In the addition problem shown, the letters A,B and C stand for different digits. What number does ABC represent?

        A B C

    +     A B

   +         A

         800

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

Big Question: What does ABC equal?

Mathematicians Toolbox: Use Prior knowledge.

Solve: In problems like this before I have used work backwards. So, we start from the column with CBA, which has to equal something with a zero at the end. So what 3 numbers equal 10? the A has to be 7 because the answer is 800 and a is in the first column, and when we carry we want it to equal 8. so, next we figure out what b I and b has to be able to add up with one and seven to make ten in the next column. So b equals . 2 plus 7 equals 9 so c is 1. To make sure we are correct we do the sum again. 721 + 72 + 7 equals 800!

Summary: I did use my Mathematicians toolbox strategy as well as my prediction in this problem.

Mathsmate T2 W7 problem .22

Predict: I predict that this sum will be about number problems and I think I will use Guess, check and improve as my Mathematicians Toolbox strategy.

Read:  Place a +, – or x sign in each box to make the equation correct.

O_8_8=8

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

Big question: What are the missing symbols?

Mathematicians Toolbox: Guess, check and improve.

Solve: First I am going to try O+8 +8=8. No , that equals 16. Now I am going to try Ox8+8=8. Yes!

Summarize: I got my prediction correct for this sum, as I did use Guess, check and improve as my mathematicians toolbox strategy, and used that as well. This sum was also a number problem.

Mathsmate T2 W6 Problem #22

Predict: I predict this problem will be about addition and subtraction.

Read: 45-    +20=28

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

Big question: what is the missing number?

Mathematicians Toolbox: Make a number sentence, test all possibilities.

Solve: first I did 45+20=65. I now did 65- 28=37.

Summarize: I got my prediction correct for this sum, as I did use addition and subtraction. I also used my Mathematicians Toolbox strategies.

Mathsmate T2 W5 problem #22

Predict: I predict this problem will be about addition.

Read: Fill in the missing number:

13+      +35+=80

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

Big question: what is the missing number?

Mathematicians Toolbox: Write a sum or number sentence.

Solve: I wrote out 13 + 35, which equals 48. Then I worked out 80- 48, which equals 32. The missing number must be 32.

Summarize: I did use my Mathematicians Toolbox strategy which was Write a sum or a number sentence. My prediction  was also partially correct, as I did use addition, but it was only partially correct as I did use subtraction as well.

 

Mathsmate T2 W4 problem #22

Predict: I predict that this problem will be about division.

Read: How many numbers between 20 and 31 are divisible by 3?

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

Big Question: How many numbers between 20 and 31 are divisible by 3?

Mathematicians Toolbox: Make a table or a list.

Solve: I did my 3 times tables in my head, all the way until 31. 3,6,9,12,15,18,21,24,27,31. Then I cut off al the numbers below 20.21,24,27,31. Then I counted how many numbers there was. There are 4 numbers  between 20 and 31 that were divisible by 3.

Summarize: I used my Mathematicians Toolbox strategy, Make a table or a list. I also did not get my prediction correct because I used multiplication to solve this problem instead of division.

 

Mathsmate sheet 3 problem 24

Prediction: I predict this problem will be about worded problems ( which means numbers that are explained via words, not numbers, which isn’t like saying twelve times three instead of 12×3, it means like what is all the possible intersections from Bourke and Russell street, but in that problem there would also be a diagram.) and combinations.

Read: At our camp we were told to make as many different sandwiches as possible. We had cheese tomato, lettuce and ham available so we made sandwiches with no filling, some with just ham, others with ham and cheese, others with ham cheese and lettuce and so on. How many sandwiches could we make?

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

The Big Question: Is asking how many filling combinations can be made out of 4 fillings.

Mathematitions tool box: Test all possibilities, make a table or a list.

Solve: I drew out all of my possible combinations:

h=ham

c=cheese

l=lettuce

t=tomato

h    c    l    t    h+c    h+ l    h+ t    nothing    h+c+l+t    l+c+h    l+c+t      c+l+t    c+h+t    l+h    l+t    h+t    l+h+t

 

Summarize: I did get my predictions correct, as combinations were involved and it was a worded problem. I also used my  guessed strategies to solve my problem.

Term 4 maths project reflection

Holly, Lydia, Lilli B and I have lately been working on what we call the Greenhouse. We needed to decide what to put on the school oval instead of the shipping container. This ran for half of  term 4.

The first step was to measure the container. First we estimated. Mine was 8.5m x 2.5m. Next we used a frame of reference. I measured 9.5m x 2.5m. I chose my feet because I know roughly that 4 of my feet is a close enough metre. Next was to measure with a measuring tape. My group got 11.26m x 2.48m, but the real one was 12.26m x 2.48m.

The next step was to draw a diagram. After that we drew a scaled drawing of the front, side and birds eye view of our building. I used a scale of 2-100.

What I learnt from this is that sometimes things just happen in groups that you don’t have a say in.Estimation, planning and scaling has become much more familiar with me aswell.

One thing I can do now that I couldn’t do before is switch and take out materials. We were first planning on using a cardboard frame and wrapping it in cellophane. We ended up using laminated laminating sheets and no poles.

I now understand how to scale properly. I also know how to use a scale and key on a map or atlas. Before this project I didn’t know a thing about scales on maps.

A wondering I’m left with after my project is how do you choose the absolute perfect group to work with?