IMG 1890 from brette lockyer on Vimeo.

5

This maths activity was very interesting, and more enjoyable because we got to teach it to our friends in Grade 2E.

Which letters of the alphabet still look the same after a vertical flip? Which of them still look the same after a horizontal flip? Are there any letters which look the same after both a horizontal and a vertical flip? Write your answer here in the comments.

Flip the Alphabet from brette lockyer on Vimeo.

fingers from brette lockyer on Vimeo.

We have been enjoying sharing of information and ideas from our three quadblogging buddy classes. Peterhouse Primary group Oriel Owls gave us some great tips for our bingo games.

To say THANKYOU to our quadblogging schools, we made this movie to teach them how to play one of our favourite maths games, Fingers.

What to do: Make a group with 2-4 students. The teacher or leader calls a number. Your group must put out this many fingers. Each person in the group must have at least one finger down.

Quadblogging buddies, let us know how you go with our game. Leave a comment here.

Zoe has invented a new maths game, ‘Money Bingo’. You write money amounts on your bingo card. The clues called are all about making the amounts with 5c pieces. For example, the clue for $1.00 is ‘Twenty 5c pieces.”

Leave a comment to let Zoe what you think of her game. Can you think of the clues for the other numbers? Can you design your own board for Money Bingo?

Monique leads the class to investigate whose lunchbox is the heaviest. Shoma suggested that within small groups we use scales and have a ‘Final Eight’ play-off. This will eliminate the lunchboxes which are the lightest.

Has Monique left out any information? Was there another way to find out which lunchbox was the heaviest? Record your ideas in a comment.

William’s Mum Gail leads a group of young mathematicians who are showing the link between numbers and how these can be described using a number sentence. They used the apps ‘DoodleBuddy’ and ‘ShowMe’ on the iPad. It was a marvellous way to record their thinking.

Do you think they should make another video? What should they do to improve their work?

After a visit from ‘Masterchef’ we decided we would make chefs’ hats to sell in our next class shop. Lucas tried on my hat and we worked out it was definitely too big. We brainstormed our ideas and worked out that we needed to take measurements on our heads, just above the ears. We knew that it was impractical to use counters, paperclips or matchsticks with which to measure, so when someone suggested a tape measure, it was all systems go. We had to work together, helping with the measuring and with the stages of construction of the hats. No gaps and overlaps – accuracy was so important! We measured the distance around our heads, cut out the correct length for the hat band, attached the plastic bag for the crown, and voila! We have also decided to group our hats as Small/Medium/Large to help our customers decide quickly which one to buy. Thanks to Antonio, we set up an infographic to help us to work out the S/M/L groups.

Dion said “This is the best maths I have ever done”. Were we doing maths? Can you identify any of the maths thinking or processes that we used? Comment here.

William shows us how to record amounts of money – where to put the symbols for the dollars and cents.

Please write a comment to give William some feedback on his maths thinking.

HOW MANY SLEEPS? on PhotoPeach

Ella, Madison, Monique and Zoe worked on the maths activity ‘How Many Sleeps?’ They had to work out how many sleeps until their next birthday. They used different strategies such as MAKE A TABLE and USE A NUMBER SENTENCE.

How many sleeps until your next birthday? Which strategy did you use to work it out?