Week 3:
Monday 31st July
Learning Intention: We are learning how to use BODMAS to solve equations in the correct order.
Success Criteria: I can explain the purpose of BODMAS and explain how to solve equations in the correct order.
Learning Intention: We are learning how to use BODMAS to solve equations in the correct order.
Success Criteria: I can explain the purpose of BODMAS and explain how to solve equations in the correct order.
What is the purpose of BODMAS? To tell us the order we have to solve equations in, in order to all get the same answer.
Group 1 & 2: Erika, Suzhanna, Jayden, Lachlan, Curtis, Nakita, Busa, Abigail, Tahlia, Tom, Jack, Brock, Logan, Grace, Ellenor, Kya, Ashlee, Molly & Alyssa.
Choose from:
Group 3: Farhana, Grady, Mackenzie, Ryan, Maddie & Kirsten
Error analysis - what has this person done wrong? Use this template (or create your own with the same sections) to analyse the error and re-solve each problem correctly. Do this in Book Creator or a similar app. When re-solving the question, you could do it in your Maths book and take photos.
Whole class:
Choose two challenging problems that you solved today and upload them to your Weebly, along with the date and a brief explanation of your task.
Choose from:
- Icypole stick puzzles (make sure the number of icypole sticks matches the number written on the zip lock bag, and that they are all the same colour).
- Emoji colouring (printed)
- Tiling Problems (laminated, use whiteboard markers)
- Elephant Trivia riddle worksheet
Group 3: Farhana, Grady, Mackenzie, Ryan, Maddie & Kirsten
Error analysis - what has this person done wrong? Use this template (or create your own with the same sections) to analyse the error and re-solve each problem correctly. Do this in Book Creator or a similar app. When re-solving the question, you could do it in your Maths book and take photos.
Whole class:
Choose two challenging problems that you solved today and upload them to your Weebly, along with the date and a brief explanation of your task.
Tuesday 1st August
Learning Intention: We are learning how to use BODMAS to solve equations in the correct order.
Success Criteria: I can explain how to solve equations in the correct order, using BODMAS.
Learning Intention: We are learning how to use BODMAS to solve equations in the correct order.
Success Criteria: I can explain how to solve equations in the correct order, using BODMAS.
First: Solve your group's ten questions below.
Then choose two of the most challenging BODMAS problems you have solved, in any lesson. Solve them SUPER neatly in your book, and upload them to your Weebly.
Then: Choose from:
Then choose two of the most challenging BODMAS problems you have solved, in any lesson. Solve them SUPER neatly in your book, and upload them to your Weebly.
Then: Choose from:
- Icypole stick puzzles (make sure the number of icypole sticks matches the number written on the zip lock bag, and that they are all the same colour).
- Emoji colouring (printed)
- Tiling Problems (laminated, use whiteboard markers)
- Elephant Trivia riddle worksheet
Group 1 & 2: Tom, Jack, Brock, Logan, Grace, Ellenor, Kya, Ashlee, Molly, Alyssa, Erika, Suzhanna, Jayden, Lachlan, Curtis, Nakita, Busa, Abigail & Tahlia:
Group 3: Farhana, Grady, Mackenzie, Ryan, Maddie & Kirsten
Week 2:
Monday 24th July
Learning Intention: We are learning how to use BODMAS to help solve equations.
Success Criteria: I can explain how to use BODMAS to help solve equations.
Learning Intention: We are learning how to use BODMAS to help solve equations.
Success Criteria: I can explain how to use BODMAS to help solve equations.
Warm up: Ten minutes times tables testing!
Whole class: Watch Maths Online 1612.
Group 1: Erika, Suzhanna, Jayden, Lachlan, Curtis, Nakita, Busa, Abigail, Tahlia
Colour by Number
Group 2: Tom, Jack, Brock, Logan, Grace, Ellenor, Kya, Ashlee, Molly & Alyssa
Continue with BODMAS tiling problems from Friday. Work with a partner - if you are both feeling confident have a go separately and then compare answers. If you're feeling not-so-confident then do it all together.
Jack & Logan
Brock & Tom
Grace & Ellenor
Kya & Molly
Ashlee & Alyssa
Group 3: Farhana, Grady, Mackenzie, Ryan, Maddie & Kirsten
With Miss Brown: Continue with decimal problems from Friday.
Answers here (might be in a different order though - check them carefully!)
Whole class: Watch Maths Online 1612.
Group 1: Erika, Suzhanna, Jayden, Lachlan, Curtis, Nakita, Busa, Abigail, Tahlia
Colour by Number
Group 2: Tom, Jack, Brock, Logan, Grace, Ellenor, Kya, Ashlee, Molly & Alyssa
Continue with BODMAS tiling problems from Friday. Work with a partner - if you are both feeling confident have a go separately and then compare answers. If you're feeling not-so-confident then do it all together.
Jack & Logan
Brock & Tom
Grace & Ellenor
Kya & Molly
Ashlee & Alyssa
Group 3: Farhana, Grady, Mackenzie, Ryan, Maddie & Kirsten
With Miss Brown: Continue with decimal problems from Friday.
Answers here (might be in a different order though - check them carefully!)
Tuesday 25th July
Learning Intention: We are learning how to use BODMAS to help solve equations.
Success Criteria: I can explain how to use BODMAS to help solve equations.
Warm up: Ten minutes times tables testing!
Group 1 & 2: BODMAS Bingo
Small groups:
Jack, Brock, Curtis, Abigail, Tahlia
Logan, Tom, Nakita, Suzhanna, Grace
Molly, Ellenor, Kya, Jayden, Alyssa
Ashlee, Erika, Lachlan, Busa
Small groups:
Jack, Brock, Curtis, Abigail, Tahlia
Logan, Tom, Nakita, Suzhanna, Grace
Molly, Ellenor, Kya, Jayden, Alyssa
Ashlee, Erika, Lachlan, Busa
Multiplying: The easiest to do! Just multiply the numerators, and multiply the denominators.
Dividing: Also easy... remember: KEEP, CHANGE, FLIP! Flip the second fraction, then multiply the fractions together!
Adding & Subtracting: If the denominators are the same, this is very easy... the denominator stays the same for your answer, and you just add or subtract the numerators!
If the denominators are DIFFERENT you will need to fix this before you can add or subtract.
We use the Lowest Common Multiple of the denominators to do this.
We use the Lowest Common Multiple of the denominators to do this.
Start the worksheet together.
Whole class: BODMAS Quick Quiz - Boom Cards. Choose your own level! If you find Level 1 or 2 easy, have a go at the next level as well.
Wednesday 26th July
Learning Intention: We are learning how to use BODMAS to help solve equations.
Success Criteria: I can explain how to use BODMAS to help solve equations.
Warm up: Ten minutes times tables testing!
Whole class: Equivalent Equations. Remember: each WHOLE SIDE of the equals sign must be equivalent.
5 + 6 x 2 - 5 = 4 x ___
20 - 15 / 5 = ___ + 42
2 ( 2 x 7) - 3 x 5 = 39 / ___
Whole class: Equivalent Equations. Remember: each WHOLE SIDE of the equals sign must be equivalent.
5 + 6 x 2 - 5 = 4 x ___
20 - 15 / 5 = ___ + 42
2 ( 2 x 7) - 3 x 5 = 39 / ___
Group 1: Erika, Suzhanna, Jayden, Lachlan, Curtis, Nakita, Busa, Abigail, Tahlia
With Miss Brown
Group 2: Tom, Jack, Logan, Ellenor, Kya, Ashlee, Molly & Alyssa
1. Play this interactive game
2. Solve these sums in your Maths book, setting your work out neatly and solving one step at a time.
With Miss Brown
Group 2: Tom, Jack, Logan, Ellenor, Kya, Ashlee, Molly & Alyssa
1. Play this interactive game
2. Solve these sums in your Maths book, setting your work out neatly and solving one step at a time.
Group 3: Grady, Ryan, Farhana, Mackenzie, Maddie, Kirsten, Brock & Grace
BODMAS with negative numbers:
1. Read through this information to revise the four operations with negative numbers:
Multiplying negative numbers:
Adding and subtracting negative numbers:
Go to the bottom of this website to find some questions to practice multiplying negative numbers. (If you're a bit confused, read through the website before trying the questions!)
Done? Scavenger Hunt - in open area.
Start solving any problem on the bottom of one page, then find the answer at the top of another page. Keep going until you have completed all 13 problems. Keep track of the order of PICTURES in order to check once completed.
Start solving any problem on the bottom of one page, then find the answer at the top of another page. Keep going until you have completed all 13 problems. Keep track of the order of PICTURES in order to check once completed.
Thursday 27th July
Learning Intention: We are learning how to use BODMAS to help solve equations.
Success Criteria: I can explain how to use BODMAS to help solve equations.
Warm up: Times Tables - Boom
Group 1 & 2:
Emoji Order of Operations Colouring
Emoji Order of Operations Colouring
Group 3:
Complete Scavenger Hunt from yesterday.
Complete Scavenger Hunt from yesterday.
Reflection: Choose one of the most challenging sums you have completed this week. Re-write it VERY neatly, showing your working out one step at a time. Upload this to your Weebly. Include the date and a sentence to explain the picture. You could also reflect on your level of understanding of BODMAS.
(While you're there, check your BODMAS video from last week. Did you solve your examples correctly? Check it for mistakes that you might have made!)
(While you're there, check your BODMAS video from last week. Did you solve your examples correctly? Check it for mistakes that you might have made!)
Week 1:
Monday 17th July
Learning Intention: We are learning to understand the importance of the order of operations
Success Criteria: I can explain what BODMAS is and prove that the order an equation is solved in affects the answer.
Learning Intention: We are learning to understand the importance of the order of operations
Success Criteria: I can explain what BODMAS is and prove that the order an equation is solved in affects the answer.
12 + 4 x 5 – 4 =
Is there more than one answer?
Is there more than one answer?
How would you write these equations:
1. Twelve plus four, times five, minus four, is equal to seventy-six.
2. Twelve, plus four times five, minus four, is equal to twenty-eight.
3. Twelve plus four, times five minus four, is equal to sixteen.
1. Twelve plus four, times five, minus four, is equal to seventy-six.
2. Twelve, plus four times five, minus four, is equal to twenty-eight.
3. Twelve plus four, times five minus four, is equal to sixteen.
So... it is clear that the ORDER that we solve
the operations in an equation is VERY important!
the operations in an equation is VERY important!
Tuesday 18th July
Learning Intention: We are learning how to use BODMAS to help solve equations.
Success Criteria: I can explain how to use BODMAS to help solve equations.
What errors are people likely to make in these sums?
After solving these sums correctly in your Maths book, you need to make a short Explain Everything video teaching someone about BODMAS, and how to use it to solve equations. Your video needs to:
Once completed you will be uploading this video to your Weebly, so make it good! |
Wednesday 19th July
Learning Intention: We are learning how to use BODMAS to help solve equations.
Success Criteria: I can explain how to use BODMAS to help solve equations.
Thursday 20th July
Learning Intention: We are learning how to use BODMAS to help solve equations.
Success Criteria: I can explain how to use BODMAS to help solve equations.
Learning Intention: We are learning how to use BODMAS to help solve equations.
Success Criteria: I can explain how to use BODMAS to help solve equations.
Whole class: How many different answers is it possible to get with this sum?
1 x 3 + 2 x 5 + 6
Try with a partner, and be ready to share with the class. Don't let anyone drown please!
REMEMBER: You can put brackets in around two numbers, or three numbers, or even four numbers!
How do you know if you’ve found all of the possible answers? Did you use some kind of logical, systematic order, or did you do it a bit randomly?
1 x 3 + 2 x 5 + 6
Try with a partner, and be ready to share with the class. Don't let anyone drown please!
REMEMBER: You can put brackets in around two numbers, or three numbers, or even four numbers!
How do you know if you’ve found all of the possible answers? Did you use some kind of logical, systematic order, or did you do it a bit randomly?
Group 1: Erika, Suzhanna, Jayden, Lachlan, Curtis, Nakita, Busa, Abigail, Tahlia
With the teacher:
1. Exploring use of brackets with this equation: 1 + 2 × 3 + 4
- What is the answer with no brackets?
- If we put brackets around the 1 + 2, would this change the answer?
- What about if the brackets were around the 3+4?
- How many different answers could we get, using brackets? Remember: brackets can go around more than just 2 numbers!
2. Task Cards: Click through the slideshow below to see all the cards. Solve in your Maths book - VERY neatly, solving one step at a time please, and showing all your working out just like I have been showing you all week.
(Do these independently or in pairs depending on your confidence level)
Group 2: Tom, Jack, Brock, Logan, Grace, Ellenor, Kya, Ashlee, Molly & Alyssa
Please meet as a group together and read through these instructions carefully before you start. Don't leave the group until everyone understands!
Self-Checking Task Cards: Below all of these instructions are your task cards. There are 8, and they are in a jumbled up order. Start with any card. In your Maths book, write the number that is circled in the top left corner of the card. Solve the problem in your book, one step at a time and showing all working out like I have been going on and on about all week. 😉 Once you have an answer, find the task card that has that answer as its card number - this is your next task card to solve. Repeat until you have solved all 8 task cards. The answer to the LAST one should match the card number of the FIRST card you completed... if so, you know you solved all 8 correctly! If you got some wrong, go back and analyse your mistakes - where did you go wrong? Ask someone else to help you work it out if you can't!
A few tips: On these cards you might see numbers with a dot in between them like this:
Also, you might see some square brackets like we talked about the other day. They just mean the same thing as normal brackets! See in this example below, there's one big pair of square brackets, and then inside that there's another little pair of normal brackets.
Look at the three before the square bracket below - there is no sign in between the three and the bracket! This just means multiply. So, when you write it out in your book you could put a multiplication sign in between the three and the square bracket. Once you work out the answer to everything inside the square brackets, you'll need to multiply that answer by three.
You are NOT ALLOWED TO PANIC when you see these things please!!!! Help each other out... you can do this! Just believe in yourself, right Tom?
Look at the three before the square bracket below - there is no sign in between the three and the bracket! This just means multiply. So, when you write it out in your book you could put a multiplication sign in between the three and the square bracket. Once you work out the answer to everything inside the square brackets, you'll need to multiply that answer by three.
You are NOT ALLOWED TO PANIC when you see these things please!!!! Help each other out... you can do this! Just believe in yourself, right Tom?
If you finish early, solve all the problems on the little whiteboard. If you finish that, pair up and write some challenging problems for each other to solve! Make sure they are achievable though - don't give your partner any sums that you wouldn't be able to solve yourself!
Here are the task cards:
Here are the task cards:
Group 3: Farhana, Grady, Mackenzie, Ryan, Maddie & Kirsten
1. Play this interactive game. You don't need to do any working out in your Maths book for this one - it's all just done on the website. This game is a GREAT example of solving one step at a time.
2. Complete worksheet (printed). Make sure you show all working out in your Maths book, completing just one step at a time like I have been going on and on about all week. 😉
3. If you finish early, solve all the problems on the little whiteboard. If you finish that, pair up and write some challenging problems for each other to solve! Make sure they are achievable though - don't give your partner any sums that you wouldn't be able to solve yourself!
Friday 21st July:
Learning Intention: We are learning how to use BODMAS to help solve equations.
Success Criteria: I can explain how to use BODMAS to help solve equations.
When there is no symbol between a number and a bracket, it means multiply! So, find the answer to what is inside the bracket, then multiply that answer by the number in front of the brackets.
2(3 x 4) -1 =
4 x 2 - 3 ( 3 + 1) =
4 ( 24 / 8 ) + 5 ( 30 / 5) =
4 x 2 - 3 ( 3 + 1) =
4 ( 24 / 8 ) + 5 ( 30 / 5) =
Group 1:Erika, Suzhanna, Jayden, Lachlan, Curtis, Nakita, Busa, Abigail, Tahlia
1. Work with your partner or group of 3 to solve an icy-pole stick puzzle.
2. For each sum you need to show your working out in your Maths book, very neatly solving one step at a time.
3. Finished? Choose:
1. Work with your partner or group of 3 to solve an icy-pole stick puzzle.
2. For each sum you need to show your working out in your Maths book, very neatly solving one step at a time.
3. Finished? Choose:
- Either swap with another pair and complete another icy-pole stick puzzle, OR
- Wwrite some challenging problems for each other to solve. Make sure they are achievable though - don't give your partner any sums that you wouldn't be able to solve yourself!
Group 2: Tom, Jack, Brock, Logan, Grace, Ellenor, Kya, Ashlee, Molly & Alyssa
With Miss Brown: BODMAS Tiling Problems
With Miss Brown: BODMAS Tiling Problems
Group 3: Farhana, Grady, Mackenzie, Ryan, Maddie & Kirsten
1. Work through these problems:
1. Work through these problems:
For these next two, the squared symbol after the brackets means everything inside the bracket is squared, or multiplied by itself. BODMAS says brackets first, so solve the inside of the brackets, and then once you have that answer, multiply it by itself!
NO PANICKING ALLOWED for these next two problems! You can do it! Just do one step at a time, and show all of your working out, like I have been going on and on about all week. 😉
Next... we are going to work on more challenging problems, with decimals. You need to read very carefully through the information below with a partner. Make sure you don't skip any bits, and concentrate! If anything is confusing go and find another pair and see if they understand it. Don't worry if you don't get through it all - you will be continuing with this tomorrow, in a group with me.
Now you are ready to have a go at some challenging questions. I am hoping that you are confident now with using BODMAS to determine the order of operations... and if you get stuck with multiplying or dividing the decimal numbers go back up and read how to do it again! work with a partner if you like, or tackle them on your own then compare answers.
Monday 24th July:
Learning Intention: We are learning how to use BODMAS to help solve equations.
Success Criteria: I can explain how to use BODMAS to help solve equations.
Whole class: Watch Maths Online 1612.
Group 1: Erika, Suzhanna, Jayden, Lachlan, Curtis, Nakita, Busa, Abigail, Tahlia
Colour by Number
Group 2: Tom, Jack, Brock, Logan, Grace, Ellenor, Kya, Ashlee, Molly & Alyssa
Continue with BODMAS tiling problems from yesterday.
Group 3: Farhana, Grady, Mackenzie, Ryan, Maddie & Kirsten
With Miss Brown: Continue with decimal problems from yesterday.
Answers here (might be in a different order though - check them carefully!)
Group 1: Erika, Suzhanna, Jayden, Lachlan, Curtis, Nakita, Busa, Abigail, Tahlia
Colour by Number
Group 2: Tom, Jack, Brock, Logan, Grace, Ellenor, Kya, Ashlee, Molly & Alyssa
Continue with BODMAS tiling problems from yesterday.
Group 3: Farhana, Grady, Mackenzie, Ryan, Maddie & Kirsten
With Miss Brown: Continue with decimal problems from yesterday.
Answers here (might be in a different order though - check them carefully!)