Our task was to find the area of a circle. The formula for finding the area is pi x r2. R stands for radius and is the line that goes from one side of the circle to the middle and pi is approximately 3.14. To find the area of a circle, you have to do pi x r2. If the radius was 6cm, you would have to do the radius sqared so 6×6 =36 x pi (3.14). The answer is 36 x 3.14 which gives us the answer of 113.04.
We learnt about circumference of a circle which is the perimeter of the circle. The formula for finding the Circumference is pi x diamter or pi x radies x 2 . The diamtere is the line that goes through the centre of the circle fully. The radius is the line the goes from one side of the circle to the centre and Pi is approximately 3.14. To find the circumference you have to multiply pi (3.14) by the diameter. For example if the diameter is 5cm it will be 5 x 3.14 = 15.7. Another way to find the Circumference of a circle if the circle only shows the radius, is to do pi x radius x 2 . For example, if the radius is 4, you have to multiply 4 by 2. Now, do 8 x pi (8 x 3.14), which is 25.12.
When doing integers with multiplication remember when a negative is times by a positive the answer will be a negative. For example, – 3 x 15 will be – 45. But if you multiply a negative number by a negative number, the answer will always be a positive. For example, – 90 x – 2, which is 180. The answer isn’t a negative because you are multiplying a negative number by a negative number.
I enjoyed this task because I learnt how to do multiplication with integers.
Divison integers has a similar concept and rules to multiplication integers. A negative number divided by a positive number will always be a negative number. This is because a negative number times a positive number is a negative number. For example, -32 divided by 8 equals -4. This is because -4 x 8 is -32. A positive number divided by a negative number will always have a negative outcome, because a negative number multiplied by a negative number = a positive number. For example, 32 divided by -4 is -8, because -8 x -4 = 32. A negative number divided by a negative number is a positive number, because a positive number x a negative number equals a negative number. For example, -24 divided by -3 equals 8, because 8 x -3 is -24.
I enjoyed this task because I learnt the rules of integers with division.
Order of operations are when operations like addition, subtraction, division and multipliacation are in order using BEDMAS. B stands for brackets, E stands for exponents, D stands for division, M stands for multiplication, A stands for addition, and S stands for subtraction. When seeing an equaltion the first step is to look for brackets and solve the problem in the brackets. For example: 3 squared (4–5)➗27. First, you have to do the brackets first, 4 – -5 is 9. This is because when there are two minus symbols next to each other, the minus symbol becomes a plus and the negative number becomes a positive number. So it would be 4 + 5 = 9. When a number is next to a bracket, which in this case is 3 beside (9). It would be 3 x 9. 3 x 9 ➗ 27. Next step is exponents, 3 squared is 9. The equation is now 9 x 9 ➗ 27. Now you do division or multiplication from left to right. Since multiplication is first in the equation, you do 9 x 9, which is 81. 81 ➗ 27 is 3. Your final answer should be 3.
I enjoyed this task because I learnt a new technique, BEDMAS.
LI: how to add decimal numbers in algorithm.
Decimal addition uses the method algorithm which is when you align the numbers by its place value and add them up vertically. Our example is 821.3 + 982.72. In this case add a zero to the ones place to keep things aligned. We use a zero because its value doesn’t change. Start off at the ones, then move to the left. Keep ur carry’s above the number ur adding it to.
LI: the name and properties of 3D Shapes. LI: label 3D shapes
Our task was to name, label 3D shapes and find an item that we use everyday that is a 3D shape. For example: A sphere has 1 face and 0 vertices because a sphere is round and has no edges. An everyday item is a ball, that we use to play basketball, football, dodgeball and many more. A cube has 6 faces and 8 verticies. An example of an everyday item is a rubix cube.
I enjoyed this task because I learnt the details and how to label 3d shapes.
Subtraction is a way to find the difference between 2 numbers. An example is: 254 – 124=. The first step is to start with the ones column so 4-4=0. Then move on the tens column which is 5-2=3. Lastly the hundreds, 2-1=1. The answer is 130. Tip: You can borrow 1 from the left column next to the column you are in. It is important to keep everything aligned when doing the algorithm.
I enjoyed this because I helped others on how to do subtraction.
LI: to find the mean, median and mode.
Our task was to find the mean, median, and mode in our blog posts throughout the years in Pamure Bridge School. To find the mean add up all the numbers in the group. Then divide the total with the amount of numbers there are in the group. Median is the middle of a arranged list of numbers. To find the median put the numbers in order from smallest to biggest and find the number in the middle. If they are two numbers in the middle, add them together and divde them by 2. The mode is the number that shows the most is the mode. To find the mode put the numbers in order from smallest to biggest and look for the number that shows up the most in the list.
I enjoyed this task because I learnt how to find the mean, median, mode and I also saw the progress I have made throughout the years in Panmure Bridge School.
LI: To read the text, gather sort, graph and analyse the data
Our maths group created a diagram which shows the top six rivers in Auckland from smallest to largest. We used our collaborative skills to find out the data of each river. We put these rivers in this order from shortest to longest and we used our knowledge to come to the conclusion on what river is the longest out of the 6 rivers in Auckland, which is the Wairoa River at 65 kilometers in length.
I found this activity amazing because my group had a given role in this task and we worked together to find out the conclusion which was the longest river in the Auckland region.