Today you will be doing math’s with your teacher in your small group lesson.  

Please bring your math’s book, a pencil and an eraser.

Learning Goal: I understand the way that everyday events can influence chance.

First, probability is all about describing how likely something is to happen. 

• Some things are certain to happen. The sun is certain to rise tomorrow. 
• Some things are likely to happen. It is likely that you have a pet at home. 
• Some things have an equal chance of happening. There is an equal chance that a new-born baby will be a boy. 
• Some things are unlikely to happen. It is unlikely that you have four brothers. 
• Some things will certainly not happen. You will certainly not turn into a sheep overnight. 

Next, you are going to draw a probability line

Then, plot the likeliness of these things happening on your line.

• How likely is it that you will receive a letter in the mail today?  
• How likely is it that you could beat your best friend in a race? 
• If you toss a coin, how likely is it to come up heads? 
• How likely is it that you will get your driver’s license today?
• How likely is it that it will rain today? 
• How likely is it that you will have rice for dinner tonight? 
• If you roll a die, how likely is it that you will roll a 6? 
• How likely is it that everyone in your class has brown eyes? 

   Example:

Finally, why might some statements belong in different part of the probability line on a different day, but others wouldn’t change? Write down your answer.

Don’t forget to:

• Practice your skip counting patterns.
• Do some Mathletics.

Challenge: create your own probability line with examples.

Work sample to upload to OneNote: Your filled out probability line.

Learning Goal: I can perform a chance experiment and predict a possible outcome.

You will need:

• a dice
• a pencil 
• maths book. 
• If you don’t have a dice at home you can use an online dice https://eslkidsgames.com/classroom-dice 

First, draw the table below:

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Next, you are going to roll the dice 20 times. Before you start make a prediction about what you will think will happen. Which numbers do you think will be rolled the most or the least? Is there an even chance of rolling each number?

I predict …….. 

Then:

• Roll the dice
• Record the number rolled as a tally.
• Once you have done this 20 times, write the total you rolled each number. 

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Finally, was your prediction correct? Write down why or why not?

If you were to repeat this chance experiment would you get the same results? Write down why or why not?

Don’t forget to:

• Practice your skip counting patterns
• Do some Mathletics

Challenge: Repeat the experiment. What do you notice?

Work sample to upload to OneNote: UPLOAD YOUR PREDICTIONS AND YOUR TABLE.

Today, we will be using all of the knowledge we have built in number operations to complete some  maths challenges! 

Learning Goal: I can apply my knowledge of number operations to solve maths challenges. 

First, listen to or read the information below; 

Next, get your maths muscles flexing and warm up with a one minute challenge! Your answer is 100, in one minute write as many number sentences as you can! 

For example; 100 = 90 + 10, 100 = 100 x 1, 100 = 100 + 0, 100 = 200 – 100  

Record and circle the amount of number sentences you came up with – as a challenge you might set a timer for another minute and see if you can improve on the total of number sentences you can create! 

Then, select an operation or operations you would like to revise and practise and choose the game or hands-on activity you will put into practice. 

Friday Maths Activities Warm Ups

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Finally, complete at least one of the practice activities in the attached document applying your knowledge of number operations and strategies. 

081021 Friday Maths Challenges

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Challenge: choose another number operation and challenge yourself to practice additional skills! And, record and circle the amount of number sentences you came up with in the warm up activity – as a challenge you might set a timer for another minute and see if you can improve on the total of number sentences you can create! 

Work sample to upload to OneNote: image of completed work. 

Learning Goal: I can use division strategies to solve problems.

First, revisit the division strategies by clicking on the link below:

https://sites.mpp.vic.edu.au/mpps3and4s/maths-videos/division-think-multiplication-using-fact-families/

Next, work through 3 division problems from the grid below. See if you can complete a diagonal or vertical row in the chart (just like a game of Tic Tac toe or Naughts and crosses) or if you think that is too easy, see if you can complete them all!!

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Then, practise your skip counting for 2 minutes.

Finally, Create a division problems chart using your own division problems in your exercise book or directly into OneNote.

Challenge: Where possible do the inverse operation (multiplication) to check your answer.

Today you will be working on math’s in your small group teacher lessons. 

Please bring your math’s book, a pencil and an eraser. 

Learning Goal: I can practise my addition and subtraction strategies. 

First, to warm up your brains play a game of Wishball.  Click on one of the links below:

• Wishball hundreds
• Wishball thousands
• Wishball decimals 

Next, refresh your memory of which strategy you were using when completing addition and subtraction questions.

Here you will find all the videos of the various maths strategies we have explored in class:

• Addition Strategies
• Subtraction Strategies

Use your preferred strategy, or challenge yourself with one that you haven’t used yet, to solve the following addition questions. You might start with the first column, if that is too easy you can move on to the next column. 

Then, use your preferred strategy or challenge yourself with one that you haven’t used yet to solve the following subtraction questions. You might start with the first group, if that is too easy you can move on to the next group.

2 digit:

3 digit:

4 digit:

Finally, can you solve one of the following worded problems. 

Buffalo Sports was having a huge sale,

1. At the start of the day they had 578 bikes in the store, but then they sold 164 bikes.  How many did they have left?

2. They started with 468 Adidas bags in the store, but then they sold 225 bags.  How many did they have left?

3. They had 3928 footballs, they then sold 1157 of those on Monday. They sold 109 on Tuesday. They sold 204 on Wednesday and Thursday.  How many did they have left?

Don’t forget to upload your answers to OneNote.

Learning Goal: I can demonstrate my understanding of place value.

First, draw these grids into your book:

Next, play the video and follow the instructions:

Link: Microsoft Stream

Online two ten sided dice (0-9) link: https://mathsstarters.net/dice/

Now, in today’s lessons we want you to demonstrate your understanding of place value. On the maths group pages you will find the following challenges. Choose the one you normally work on. If you find the activity too easy go to the next one, if you find it too difficult go to the one before it.

• Group 1 (write, name and draw your number)
• Group 2 (write, name, draw, round your number to nearest 100 and count on by tens and hundreds)
• Group 3 (write, name, draw, round your number to nearest 1000 and count on by tens, hundreds and thousands)
• Group 4 (write, name, draw, expand, round your number to nearest 1000 and count on by tens, hundreds and thousands)
• Group 5 (write, name, draw, expand, round your number to nearest 10 000 and count on by tens, hundreds and thousands)

Finally, share your work with your teacher on OneNote.

Challenge: It’s NOGGLE time. That is Boggle, except with numbers. Today you can either play Place Value Noggle or Number Sentence Noggle (just click on the links).

Learning Goal: I can use units of measurement accurately.

First, see if you can list all the equipment used by these Olympians in the pictures below:

Next,  read about the recent record below:

A recent Olympic record for throwing the Javelin was about 95 (child) strides, for throwing the shot put it was 76 (child) strides and finally for throwing the discus it was about 82 (child) strides.

Then, think about what units of measurement you could use to give an accurate measurement for those records.

After that, estimate each of the records using formal units of measurement

Finally, use a measuring tool of your choice, measure the accuracy of each Olympian’s throw.

Don’t forget, you can watch the video below to remind yourself about units of measurements:

ClickView

Challenge: use your slingshot and see if you can set a new record.  Post the distance of your sock throw in the post below.

Today, you will be creating a map of your tribal camp and hiding an immunity necklace somewhere in the Survivor camp! 

Learning Goal: I can create a map of my tribal camp site and use grid references to hide an immunity idol. 

First, read or listen to the information below, 

Next, in your maths grid book, draw up a map grid similar to this one making sure your number reference is on the left hand side and mark key features on the map using your grid references. Now remember, yours will look a little different as you include tribal camp items. 

For example;

Key 

• C,3 Crocodile Nesting Ground 
• J,7  Fresh drinking water well 
• H,8 Tribal Camp   

Then, using your map grid, select a location to hide an immunity necklace for a tribal team-mate to locate. 

Finally, write clear step-by-step instructions for a team mate to locate this immunity necklace using your map grid references. 

For example; 

• Enter our tribal camp at N,1 
• Walk six paces and arrive at N,7
• Turn to your left. Walk 3 paces until you arrive at J,7
• Reach under the lip on the left hand side of the well until you feel a leather pouch
• Grab the pouch and run! That’s the immunity idol you will need to survive the vote! 

Challenge: using the code generator below, try to write your instructions using code! 

For example; 

• 4,13,10,4,17  10,24,4  11,14,5,15 (Enter the camp)