This week is our Literacy and Numeracy Week.
We are looking at tasks based on the book Sunday Chutney.
Sunday Chutney by Aaron Blabey explores many themes such as friendship, self-reliance and the importance of family. This story will appeal to all ages and the themes will take students in many directions.
For Numeracy we are looking at water and today we looked at how we could represent our water bottles in a graph - so today we looked at how we could group.
I have prepared a powerpoint for our grade to record their answers and show their learning.
I will post about how the graphs look later in the week when they are done.
Some are talking about algebra graphs - we will see.
Other tasks we are doing are
What do we use water for?
How does water get to our school?
How far does it have to travel?
Where does drinking water come from?
Why is it important to keep water clean?
Why is it important to conserve water?
Conduct a school
water audit.
Where is the water in your school?
Produce a map of the school and its water.
Extension - with grid
references for the main water sources. Photographs and drawings could be added.
Sorting
types of water bottles
Sort the class water bottles according to
one of their attributes (e.g. colour, size, shape, tops, logos, materials,
recyclability).
Make a physical ‘bottle graph’ of the
results and photograph it. Re-sort using a different attribute(s).
Graph the results on paper.
Are there any different impressions
gained when using a formal graphing system with consistent intervals? Why might
that be?
Can some of your results be displayed in
a Venn diagram?
Find how much 20 litres of
water weighs and compare it to the weight of a typical school bag.
Who in the class could carry that weight? For
how long?
Could your family manage on 40 litres of
water a day?
Collect data on how much water the class
drinks in a school day. Decide on the measure that will be used (e.g. if the
measure is to be the number of glasses, how big is a glass?). You may choose to
use survey questions or use a recording sheet. Display the raw data.
Represent the results in a suitable fashion. Some options
might be picture graphs (e.g. trace an outline of a person and
draw the
number of glasses of water around it), tables, column graphs, dot plots,
stem-and-leaf plots.
Calculate the mean, mode, median and range of
results. Which is the most appropriate measure of centre? How
useful is the range?
It is recommended we drink around eight
glasses (or approximately 2 litres) of water a day. How do the class
results compare?
Comment on how the amount of water
consumed can vary on different days of the week/month/year. Discuss other
factors that can affect the amount consumed.
Predict how much water your class will
drink in a year. Would it be enough to fill a swimming pool?
Mixing fractions - Extension
“I have two cups of cordial. One cup has ⅓
cordial and ⅔ water and the other glass has ¼ cordial and ¾ water. Which would
taste the strongest? How do you know?”
Create some other problems using fractions and
amounts in cups. Can they explain their solutions using diagrams and number
lines? What is the trickiest one that they can solve?
Ask the students to express the different
mixes as decimals and percentages. Can they use a one-hundred grid to explain
their solutions?
