The+Smiggles+Numeracy+Group

// W elcome to our __ N umeracy G roup P age __ //

// -Number Patterns and rules // __ TO DO __
 * Activities ** -term 4
 * Learning intention 2: ** To find general rules for patterns
 * __ Success criteria: __**
 * I have used pronumerals to write rules for patters
 * 1)    Complete questions 1 and 2 from exercise 3D
 * 2)    Complete 3 questions from question 1 and 2. Complete all of question 3.

@http://www.mathplayground.com/games.html

__ TO DO __ > > // -Decimals // // Review Rounding! // > @http://www.numbernut.com/advanced/activities/00magnify.html?newurl=estimate_quiz_round100th.swf -Play game, record 10 questions and answers in your work book. If you score 5 or less play again!
 * Learning intention 1: ** To describe spatial number patterns
 * __ Success criteria: __**
 * I have described spatial number patterns by completing the pattern, writing the number pattern and the rule.
 * 1) Complete questions 1-3 of exercise 3C p73
 * 2) Catchup on any unfinished work from exercise 3A or 3B
 * 3) Go to the __following links__ to play these math games about number patterns! You will need to login to the Ultranet, if you are unable to do this go to the office and see Kate for your login details.
 * Game 1-The Challenge: @https://ultranet.vic.edu.au/idc/ims_package/21052/546052/index.html
 * Game 2 -Exploring Number Patterns: @https://ultranet.vic.edu.au/idc/ims_package/10462/510462/index.html
 * Watch the video below, record the rhyme and play the following game to test your understanding of rounding!
 * @http://vimeo.com/28801830 -Watch video and record rhyme, copy an example if it helps you!
 * @http://www.sheppardsoftware.com/mathgames/decimals/scooterQuestDecRound.htm -Play this game to practice your skills!

**Learning intention 3**: To practice estimating and rounding.
 * Learning intention 1: ** To develop some expectations about how we work together in maths.
 * Learning intention 2: ** To review what we have learnt about decimals so far.

**Learning Intention 5:** To Multiply and Divide Decimals by multiples of 10.
 * Learning intention 4 ** : To add and subtract decimals.

__ TO DO __ >
 * __ Success criteria: __**
 * I contributed ideas about behaviours that help or prevent us from working well.
 * I've answered the review questions
 * I've completed the online shopping activity
 * I've tried my best, completed questions from exercise 5D and demonstrated I can add and subtract decimals.
 * I've tried my best to complete questions from Exercise 5E and demonstrated I can multiply and divide decimals by multiples of 10.
 * __ Review Questions __
 * 1)  __Write the number__ in your book and __label each place value__ (use numbers or words) bonus points for both! 765.581
 * 2)  Write the following fractions as decimals: 2/10, 2/100, 2/1000, 33/10, 33/100. 33/1000
 * 3)  Arrange in order from smallest to largest: 1211, 0.2111, 0.1121, 0.1112
 * 4)  Round to the nearest tenth : 2.456, 23.055, 238.746
 * 5)  Round to the nearest 100th: 2.456, 23.055, 238.746
 * 6)    Without using a caculator find the answer to the following :  24.24 + 10.678, 3.789 + 12.56, $17.45 + $34.34 + $3.67,  $23.78 - $7.24
 * __ Online Shopping activity __
 * 1) Draw a 4 column table into your book with the headings: Item, Real price, Estimated price, Total Estimated Price
 * 2) You have $30.00 to spend at Coles. Go to the online catalogue: Online Coles Catalogue and record your items in your table, complete all columns for each item without using a calculator. Stop adding items when you have approximately spent $30.00. Why is this an important skill?
 * 3) Use your calculator to total the real price column, record the total at the bottom of the column.
 * 4) Round this value to a whole number, how does it compare to your estimated total?
 * __ Adding and subtracting decimals __
 * 1) Answer the question in your workbook: What is important to remember when adding and subtracting decimals?
 * 2) __Exercise 5D__, p147. Complete every second question from 1 and 2. Complete all of question 3. Complete every second question from 4 and 5. Choose two or more questions from 6-9 to complete.
 * 3) All done! Great! Now play CoolMathGames on Decimals


 * __ Multiplying and Dividing decimals by multiples of 10 __


 * 1) Read p149 and create your own anchor chart in your rule book using steps. Test the accuracy of your steps by completing one example question and check your answer. If your steps are correct share with your table or the person next to you. If not change them so that they are.
 * 2) Complete questions from Exercise 5E: Complete every second question from 1-5. Choose two or more questions from 6-11 to complete.

Activities -term 3 // -Week 8 -Decimal // http://smart-test.edu.au/test and entering the code **rl42j64** you will also need to enter your name and school and check out the sample question.
 * Learning intention1: ** To identify my starting knowledge about decimals
 * __ Success criteria: __**
 * I completed the online smart-quiz by going to the website
 * **I** have completed question 1 and 2 from exercise 5A.

// -Week 7 -Probability //
 * Learning intention1: ** WALT understand that numbers as well as language can be used to describe the likelihood of an event happening
 * __ Success criteria: __**
 * I used numbers and language to describe the probability of events.

WALT understand that equations and numbers can also be used to describe the likelihood of an event happening I used an equation to describe the probability of events.
 * Learning intention2: **
 * __ Success criteria: __**

WALT conduct and be able to describe short and long-run experiments in probability > __ TO DO __ []
 * Learning intention3: **
 * __ Success criteria: __**
 * I can describe what happens when the number of trials is increased in a probability experiment.

// -Week 6 -Measurement/ Probability //
 * Learning intention1: **// We are learning to understand that common events in life can be described using the language of chance //
 * __ Success criteria: __**
 * I used the language of chance to describe the probability of events

__ TO DO __
 * Learning intention2: **// We are learning to // understand that numbers as well as language can be used to describe the likelihood of an event happening
 * __ Success criteria: __**
 * I used numbers and language to describe the probability of events.
 * VILE VENDOR GAME: []

// -Week 5 -Measurement // __ TO DO __
 * Learning intention1: **// We are learning to convert units of measurement for mass //
 * __ Success criteria __**
 * I can apply the steps for unit conversion for measurement
 * I have completed questions from Exercise 6H
 * Copy the mass conversion chart into your rule book along with the 3 steps to unit conversion and at least 1 example.
 * Complete the questions of __Exercise 6H__ (only complete every second question for question 1, practice unit conversion by completing all questions from question 2)

// -Week 4 -Measurement //
 * Learning intention1: **// We are investigating circles //
 * Learning intention2: **// We are learning to calculate the circumference of a circle //

__ TO DO __
 * __ Success criteria: __**
 * I can describe the relationship between circumference, diameter and radius.
 * I can calculate circumference using the equation.
 * Copy the key ideas on p190 of your Text into your workbook
 * Complete the questions of __Exercise 6G__

// -Week 3 -Measurement // A POLYGON is a closed shape with at least three or more straight lines... (brainstorm some shapes that you know of!) __ TO DO __ During your measurement investigation what items did you find the perimeter of? When might someone need to calculate perimeter?
 * Learning intention: **// We are learning to calculate the perimeter of polygons. //
 * __ Success criteria: __**
 * I can use the 3 steps to find the perimeter of a shape containing: measurements with different units and missing measurements.
 * Record the 3 steps to finding perimeter into your RULE BOOK!
 * Complete questions from __ Exercise 6E __ p185 of your Essential Maths text book as written on the board or told to you by your teacher.
 * Getting stuck? See your teacher before checking out this helpful website: @http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/perimeter_and_area/index.html

// -Week 2 -Measurement // __ TO DO __ Welcome to the measurement system commonly in use today, the __metric system__! This lesson, you will be estimating and measuring using the metric system! __Task 1:__ __ Task 2: __ __ Extension activities: __
 * Learning intention 1: **// We are learning to // __estimate and measure__.
 * __ Success criteria: __**
 * I have estimated units of measurement (m, mm and cm and km) by completing __ task 1 and 2 __
 * I have investigated estimations and made measurements by completing the table (task 2) and answering the questions
 * I have commented on my estimation and measuring skills
 * Copy down what 1m, 1cm, 1mm and 1km is equal to using the key ideas box on p179 of your Essential Maths Text book.
 * Investigate 1cm and 1m, are the comparisons in the key ideas box true? If yes, record them into your workbook.
 * Work in pairs to complete the measurement investigation table and questions. You must help your pair to read and record their own measurements to complete their own table, that way you can also compare your measurements.
 * Consider how it would be useful for you to know your personal measurements when estimating the measurements of items? With your partner, complete the enrichment activity on p173 of your Essential Maths text book.

__ TO DO __
 * Learning intention 2: **// We are learning to //__ convert units of measurement __
 * __ Success criteria: __**
 * I have used the Microsoft unit conversion tool to convert units of measurement
 * I can convert units of measurements using the three steps (__s-b or b-s__, __M or D__ and __BHM__). I have demonstrated this by completing questions from exercise 6D.
 * Complete questions from __Exercise 6D__ p181 of your Essential Maths text book as written on the board or told to you by your teacher.

__ TO DO __
 * Learning intention 3: ** // We are learning to // find perimeter of polygons
 * __ Success criteria: __**
 * I can describe what a polygon is
 * I have demonstrated that I can calculate perimeter of polygons
 * Complete questions from __Exercise 6E__ p185 of your Essential Maths text book as written on the board or told to you by your teacher.

// -Week 1 -Measurement //
 * Learning intention 1: **// to // review our starting knowledge of measurement and what we need to learn in this topic.
 * Learning intention 2: ** We are learning to define units of measurement from the imperial system and practice conversion.
 * Learning Intention 3 ** : We are learning the steps to convert units of measurement ( length and distance) from the metric system
 * __ Success criteria: __**
 * I have completed the starting knowledge questions on measurement.
 * I have used my time the best that I can to complete the questions below.

__ TO DO : __ > 1 mile = 8 furlongs
 * The imperial measurement system
 * 1 yard = 3 feet
 * 1 rod = 12 inches
 * 1 furlong = 40 rods
 * 1) Copy the main units of measurements into your workbook and use the information to answer question 3 on page 169.
 * 2) The imperial units are an old system of measuring that was used in Australia before 1966, go to the following wikipedia page and scroll down to the subheading units, read the units (in blue) in the left column of the table... are there any that you recognise? Write them in your workbook under the heading:
 * __ imperial units that I have heard of __ : @http://en.wikipedia.org/wiki/Imperial_units
 * Answer the following question in a full sentence: Why should we bother to learn the imperial units today?


 * The Metric system
 * 1) Draw a diagram to depict the metric units of length (p179). If needed students can copy the diagram on p179
 * 2) Microsoft Math Unit Converter activity sheet.
 * 3) Complete questions from exercise 6D p181.

__ //Welcome back to the smiggles numeracy group!// __ To begin term 3 we will be reviewing our work on __ whole number patterns __ in preparation for an assessment during week 1. Then we will be beginning our new topic on measurement! A reminder, if you haven't submitted your Divisibility homework sheet that was due in week 10, it is now overdue.

// -Week 1 -Whole number patterns review //
 * Learning intention 1: **// We are learning to // review our knowledge of whole number patterns, including multiples, factors, expanded and index forms as well as squared numbers and square roots, in preparation for our assessment this week.
 * __ Success criteria: __**
 * I have tried the __remember questions__ on the whiteboard
 * I have copied one of each of the numbered questions and correct answers that I have completed from Exercise 2A, 2B, 2E and 2F (if you got up to 2F) in to my rule book.
 * If I have finished early I have practiced by completing the multiple choice questions from the chapter 2 review section (p62)


 * __ REMEMBER QUESTIONS __ **
 * 1) ** Write the first 5 multiples of 4 **
 * 2) ** List the factor pairs for 12 **
 * 3) ** write 4X4X4 in ** __ ** index form ** __
 * 4) ** Write **  ** 6 **** 2 ** ** in ** __ ** expanded form ** __ ** and ** __ ** evaluate ** __
 * 5) ** Write 4 squared and 4 to the power of 2 **

**HomeWork Tracker -term 2**

-Task 6 "types of graphs" - Real graphs task -Task 7 -Picture graphs Task 8 -Excel column graph Week 9 HOMEWORK Sheet -Divisibility || Monday (16th May) Week 4 Monday (23th May) Week 5 Monday (30th May) Week 6 Wednesday (1st June) Week 6 Wednesday (8th June) Week 7 Tuesday (28th June) Week 10 || // -Week 10 -Whole number patterns // __ TO DO : __ > Extension work: Complete questions 8-10 of Exercise 2E >
 * ** Homework Task ** || ** Due Date ** ||
 * -Time homework sheet 1
 * //Activities // // -term 2 //
 * Learning intention 1: **// We are learning to // identify index form as well as expanded forms of whole numbers and Evaluate numbers written in index form.
 * __ Success criteria: __**
 * I have used my time as best I can to complete questions 1, 2 and 3 from Exercise 2E.
 * I have checked my answers.
 * 1) ** Index notation ** on p53. Write the key ideas into your workbook. ** Complete questions 1-4 ** from __ Exercise 2E. __
 * 2) __ Exercise 2E - __  Select 4 or more questions to complete from Exercise 2E ** question 5-7 ** . Use the examples to help you.
 * Learning intention 2: **// We are learning to // square numbers and calculate the square root of numbers
 * __ Success criteria: __**
 * 1) I have used my time as best I can to complete questions 1 & 2 of Exercise 2F
 * 2) I have used my time as best I can to complete question 3 of Exercise 2F
 * 3) I have used my time as best I can to complete questions 5-8 of Exercise 2F
 * 4) I have checked my answers.

// -Week 9-10 -Whole number patterns // __ TO DO : __
 * Learning intention: **// We are learning to // our knowledge for multiples and factors or prime numbers to improve our knowledge and understanding of whole number patterns.
 * __ Success criteria: __**
 * I have used my time as best I can to complete the questions on factors and prime numbers written in the TO DO list below.
 * I have checked my answers.
 * 1) Go to page 61 of your maths text book and write down the definitions for the following key words: ** Multiples, Factors, Lowest Common Multiple (LCM), Highest Common Factor (HCF). **
 * 2) __ Exercise 2A p44: __** Select 3 ** or more questions from Exercise 2A ** question 1 ** to complete "write the first 5 multiples of…" those that finish early can go on with question 2.
 * 3) __ Exercise 2A p44: __ Select 3 or more questions to complete from Exercise 2A ** question 3 **.
 * 4) If you finish this before others, write the definition for factors from p61 of your maths book and complete
 * 5) __ Exercise 2A - __ Select 4 or more questions to complete from Exercise 2A ** question 4 ** . Use the examples to help you.
 * 6) __ Exercise 2A - __ Select 4 or more questions to complete from Exercise 2A ** question 5 and 6 ** . Use the examples to help you.
 * 7) ** Prime numbers and composites ** on p46. Copy down the key ideas into your workbook. Get the grid of Miss. Lockie and **complete questions 1-8** from __Exercise 2B.__
 * 8) **Index notation** on p53. Write the key ideas into your workbook. **Complete questions 1-4** from __Exercise 2E.__
 * 9) __Exercise 2E -__ Select 4 or more questions to complete from Exercise 2E ** question 5-9 ** . Use the examples to help you.

__ TO DO : __
 * Learning intention: **// We are learning to // Identify our starting knowledge for whole number patterns so that we know what learning needs to take place to improve our knowledge and understanding of whole number patterns.
 * __ Success criteria: __**
 * I have taken my time to try my best to complete the //10 starting knowledge multiple choice questions.//
 * I have started reviewing my knowledge of multiples.
 * 1) Complete the 10 multiple choice questions, if you finish before others go to page 61 of your maths text book and write down the definitions for the following key words: ** Multiples, Factors, Lowest Common Multiple (LCM), Highest Common Factor (HCF). **
 * 2) __ Exercise 2A p44: __** Select 3 **  or more questions from Exercise 2A ** question 1 ** to complete "write the first 5 multiples of…" those that finish early can go on with question 2.
 * 3) __ Exercise 2A p44: __  Select 3 or more questions to complete from Exercise 2A ** question 3 **.
 * 4) If you finish this before others, write the definition for factors from p61 of your maths book and complete __ Exercise 2A - __  Select 4 or more questions to complete from Exercise 2A ** question 4 ** . Use the examples to help you.

// -Week 8- - Statistical data // __Pie Charts:__ __ TO DO : __ > ** Pie Charts or sector graphs gives a quick visual picture of which categories are larger and smaller. The circle is divide up into parts that match your data (remember that when we are dealing with parts of a whole, we are dealing with fractions!). Pie graphs are not appropriate if you have data with no frequency. ** __ TO DO: __
 * 1) ** Finishing off time: ** Choose to use this time to compete work from Exercise 14F (or 14D or C, not all questions need to be completed you are expected to work at your own pace to achieve your best in the time given. Scroll down for questions to be completed.
 * 2) Complete the following work on __Pie charts__ (write the walt and success criteria into your workbook)
 * Learning intention: **// We are learning to // interpret different types of graphs; to gain information from a ** pie chart ** and be able to create our own.
 * __ Success criteria: __**
 * I can describe what a pie chart looks like and how data is represented.
 * I have created my own pie chart in excel and handed it in with my name on it, it has a descriptive title and an accurate legend.
 * 1) Survey the people on your table using one of the survey topics below (check out task 7 for some ideas) or your own topic, write the results of your survey in a table in your workbook.
 * 2) Go to the following link on Pie Graphs and enter your data and select draw chart. @http://nlvm.usu.edu/en/nav/frames_asid_183_g_2_t_1.html?open=activities&from=category_g_2_t_1.html
 * 3) In your own words describe what the pie chart is showing and how it can be useful to represent data in a pie chart.
 * 4) What happens when you click off the show key button? Does your graph make sense without a key?
 * 5) Now go to the following link, read the information and take the quiz... @http://www.mcwdn.org/Graphs/CircleGraph.html How many questions did you get right???
 * ** Task 9: ** Create a pie graph in excel, print it out and submit it to your teacher, make sure it has a descriptive title and an accurate legend
 * ** Extension task //or// finishing off as before: ** Copy out the key ideas on **page 484 of your maths book**. Now copy out the example (example 5). Do you have a protractor? If not you will need to borrow one. Can you work out how to calculate and draw a pie graph? What do you do to work out the fraction? Note to find the angle you are multiplying the fraction by the total number of degrees in a circle (to find the corresponding part of the circle).
 * Try using the example to complete as many questions as you can from **Exercise 14E**

// -Week 7- - Statistical data // Describing data: > **Range:** describes the spread of the numbers between the highest and lowest score. E.g. range = 5-14 >
 * 1) **Mean:** describes the average. To calculate the average you need to count the total number of values. You need to add all of the numbers together and then divide by the total... thats all you need to do...
 * So: __**Sum of all numbers / total number of scores**__
 * TO DO:
 * -Exercise 14C qu. 1a and 1b -calculate the mean for the two data sets. Qu. 4 -create a table from the graph by estimating shark length, calculate the average for the estimated data set.
 * 1) **Mode:** describes the number that occurs the most. This is said to be the most frequent number.
 * 2) ** Median: ** describes the middle score. To find the middle score, write the numbers in order from smallest to largest, for an odd-numbered data set the middle number should be easy to find (it has the same number of scores either side). In an even numbered data set there are two numbers that are in the "middle", the median of this data set is the mean of the two middle numbers.
 * TO DO:
 * -Exercise 14F qu. 1b, c, d, f and g. Qu 2a, c and e. Qu 3b, d and f. Qu. 4-6.
 * WALT ** : interpret different types of graphs; to gain information from a ** line or dot graph ** and be able create our own.

Line and dot Graphs Line and dot graphs are good for looking at patterns and trends, you are able to predict values between and beyond the plotted points. TO DO:
 * __ Exercise 14D __ p480 Questions 1-2, 4-6

// -Week 6- //// Statistical data //
 * WALT ** : interpret different types of graphs; to gain information from a ** column graph ** and be able create our own.

Features of a Column Graph TO DO: -Complete questions from __ Exercise 14C __ p477 -Make a start on task 8!
 * 1) A column graph has a L-shaped ** axis ** (two axis [lines] that join to make the graph)
 * 2) Two axis. ** The verticle axis ** (the up and down) shows the scale and amount of each category. ** The horizontal axis ** (the across axis) shows the categories of data.
 * 3) Like a map has a scale to show distance on the ground, a graph has a scale up one axis to show amount.
 * 4) Every graph has a graph title and a title for each of its axis.
 * Task 8 **
 * Your task is to create your own column graph using excel!
 * What will you graph? What data will you use? Will you choose to survey members of the class? Will you choose to use other data to create your graph? Make sure your graph satisfies all of the characteristics for a column graph as described above. You can be as creative as you like.
 * Print your graph with your name on it and hand it to Miss. Lockie.
 * //Extension:// What other graphs can you make with your data?

// -Week 5 - Statistical data // __//Homework task "real graphs" // __ Your ** homework task ** for this week is to collect a real life example of a graph or statistical data table. Check out different newspapers!


 * WALT ** : interpret different types of graphs; to gain information from a ** picture graph ** and be able create our own.

__ Features of a Picture Graph __ TO DO: -Complete questions from __ Exercise 14B __ p 475. -Finishing off time to complete ** Task 6 ** (submit to Miss. Lockie) -Make a start on Task 7! ** Task 7 ** //-Week 4// __New topic__: Statistical data Glossary word: __ Statistics __ -number facts __ When reading graphs (interpreting graphs) you need to... __
 * A picture graph is like a table but uses pictures to show amounts
 * Has a legend (different pictures can be used)
 * All units must be converted to the same
 * STUDENT SURVEY Create a table to survey students about a topic that you choose from below (or negotiate one with your teacher)...
 * SURVEY TOPICS: How do you get to school? How many different t.v. shows do you watch? What type (genre) of music do you like (e.g. rock, pop, RnB...)? Or select THREE-FIVE music artists (singers or bands), actors, football clubs, sports, movies, food, seasons, hangouts etc... Ask your peers to pick the one they prefer the most. Do you have a different survey idea? See Miss. Lockie first!
 * Make sure every person in the class is surveyed. When conducting your survey, you must do so with minimal disruption to people around you.
 * Once you have your data (in your table) you need to create your own picture graph, you can choose to do this on A3 or A4 paper, coloured paper and textas will be made available for this task.
 * Remember your picture graph must have titles, a legend and the units must be the same.
 * 1) **WALT:** To be able to interpret a graph and correctly describe what it is showing.
 * Think about what the inormation is about by lookin at the heading and the legend (if there is any)
 * Consider what the axis is telling you and the scale
 * Consider any trends of patterns shown by the graph.

**WALT:** find and be able to identify different types of graphs (picture, column, bar, line and pie graphs) **Task 6:**
 * <span style="line-height: 36px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">__ Create a word document __ with an example of each type of graph listed (picture, column, bar, line and pie graphs). You may choose an area of interest to search for graphs on, but keep an open mind you may need to look outside of your interest area!
 * <span style="font-family: Arial; font-size: 14px; line-height: 36px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">For each graph include a heading of the type of graph that it represents (picture, column, bar, line and pie graphs).
 * <span style="font-family: Arial; font-size: 14px; line-height: 36px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">In a text box write a description underneath the graph of what each graph is showing.
 * <span style="font-family: Arial; font-size: 14px; line-height: 36px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">You can include any extra information that you find out about at the end of your word document -titled "extra information"
 * <span style="font-family: Arial; font-size: 14px; line-height: 36px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">You will have one period to complete this task, print out your word document when it is completed and paste it into your maths workbook.

** WALT: Convert units of time from one measurement to another and interpreting time information presented in timetables. **

<span style="font-family: Arial; font-size: 14px; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**Task 5:**
 * <span style="font-family: Arial; font-size: 14px; margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">Write the time in 12 hour time and 24 hour time.
 * <span style="font-family: Arial; font-size: 14px; margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">Go to an online 24 hour/ 12hour time converter, write the 24 hour time for every hour in the day from 9am in the morning until 8 am in the morning.
 * <span style="font-family: Arial; font-size: 14px; margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">Create a set of match-cards for the primary school each card in a pair needs to show 12 hours and the other showing 24 hours.

<span style="font-family: Casual,helvetica,sans-serif; font-size: 24px; line-height: 36px;">//-Week 3// //-Time//

**Estimating time:**
 * WALT: ** Convert units of time from one measurement to another and interpreting time information presented in timetables.
 * **tick-tock -close your eyes, when I say start, estimate 30 seconds, say stop when you think time is up.**
 * **tick-tock -close your eyes, when I say start estimate 1 minutes, say stop when you think time is up.**
 * Task 4: **
 * Complete Exercise 6I questions 1-18. //To l__isten__ to the maths questions on your netbook open the audio file on class area titled Exercise 6I, see Miss. Lockie for further assistance.//
 * Complete Exercise 6J question 6,7 & 8 (p205) after you have completed ** task 3 below. **

<span style="font-family: Casual,helvetica,sans-serif; font-size: 24px; line-height: 36px;">//-Week 2// //-Time// Have you seen any movies at the cinema lately? How did you find out what day and time the movie was playing?
 * WALT: ** Convert units of time from one measurement to another and interpreting time information presented in timetables.
 * 1) Ensure that you have completed the // quiz // and // edustar activity // on the time (maths topics) page of this wiki.
 * 2) Spend some time working through Exercise 6I (p199) of your maths text book (until you are instructed to switch tasks)
 * Task 3: (Use full sentence answers, date and title your book) **
 * 1) <span style="font-family: Tahoma,Helvetica,Arial,sans-serif; line-height: normal;"> Go the V __ illage cinema website __ and select the __ Shepparton cinema __ on the left, select a movie:
 * <span style="font-family: Tahoma,Helvetica,Arial,sans-serif; line-height: normal;"> Write down the name and the // times // it is playing on __ Friday night after school, __ S __ aturday after "noon" __ because everyone likes to sleep in!
 * <span style="font-family: Tahoma,Helvetica,Arial,sans-serif; font-size: 14px; line-height: normal;">Write the number of showings during the week.
 * <span style="font-family: Tahoma,Helvetica,Arial,sans-serif; font-size: 14px; line-height: normal;">Repeat this for at least 2 movies.
 * 1) <span style="font-family: Tahoma,Helvetica,Arial,sans-serif; line-height: normal;"> Go to the E __ chuca, paramount __ website and check out the session times for the same movies,
 * Do the session times run more frequently or less frequently during the week?
 * If the showings are different, write how they are different for both movies.
 * If both movies begin at 2pm and 4.15pm at what times will they finish? (hint use the running times shown under the titles to calculate) __ . __
 * If both movies begin at 2pm and 4.15pm at what times will they finish? (hint use the running times shown under the titles to calculate) __ . __

<span style="font-family: Tahoma,Helvetica,Arial,sans-serif; font-size: 14px;">Students then need to complete questions 6, 7 and 8 on page 205 of their maths text book.