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 Sorry made a typo and had to save it again... So... hopefully this is the one.

Latest ppt- file Hopefully this is the good copy, else reload and put on top. cheers = = =Welcome to Primethinkers wiki = =we are = = = = = = = = = = = = = = = = Hi Ladies.... made some new changes.... if you also make changes make sure that you upload it on the wiki and pleae use the latest one so that we can use that one tomorrow. I will put it on my usb and bring it tomorrow. Erica = =this is the edited powerpoint. Hope this is ok... just enter anything on it what you need. Thanks and see you tomorrow Erica= = great work everyone weve made an awesome team .Maureen on d day = =Hey guys heres the first part of the power point then I will go on to the learning object,I thought using blooms would be good as then were addressing higher order thinkingMaureen= = = =Don't forget- Erica- measuring tapes, ppt (send her stuff)= Maureen- chocolate, measuring tape, ruler, paper, Sylvia- russian dolls, measuring tapes, containers + sand = = = Maureen = **Have a look what you got on your table today. What can you tell me about the objects? Please write down your ideas on the paper provided.** //Powerpoint reviewing prior knowledge from year 8 -// Ask each table what they have written. Discuss the shapes Ask students to make 2 congruent shape with the staws. discuss what makes them congruent. how do we proof this? Now make two similar shapes. What is the same and what is different? how do you proof that it is similar? = [] 5 slides = Erica- Let's have a look at this problem. *read statue of liberty problem on ppt* - You have about five minutes to work this out in your groups. - Ask each group how they solved the problem- What was their strategy? What was their conclusion? - FIND FACTS ABOUT THE STATUE OF LIBERTY REAL NOSE LENGTH- edit ppt- remove bottom half. Rewrtie problem. *People say the Statue of Liberty's is out of proportion. If her arm is 1300cm long how long should her nose be? (I will provide the real length soon! -*problem*  Ask each group how they solved the problem- What was their strategy? What was their conclusion?  - Her real nose is is this in proportion?

-Go to ppt- Look at formula. -We can use this formula to work out the scale factor. -Have a look at these shapes. Are they similar? (30seconds) show solution -Are these similar? (30 seconds) show solution -Show a picture of the completed table on dig resource. "We can write scale factor in different ways". = = Sylvia- Nowe are going to look at what happens to volume when we scale down. - How many containers of sand will be needed to fill the larger container? - How much were the lengths scaled down by? How much was the volume scaled down by. Let's look at the learning object. Repeat with 1/3. Can you see a pattern forming? (hopefully they can) realise that n^3. Show picture of digital resource. End by giving the problem. Where students apply knowledge. = = Welcome to Primethinkers wikiwe areHi beautiful LadiesI have attached notes on my page... here is another digital resourse that we can use... it is a powerpoint presentation but we can maybe use slide 5 and 6 - it will also show the difference between the similar and non similar shapes and how scale factor is used. (if we need some more digital resources) http://teachers.henrico.k12.va.us/math/IGO/09AreaVolume/9-5SimilarObjects/LECTURE9-5.ppt =Sylvia: Its all looking good- coming together well.= s- Hi guys, been doing some work on the math assignment –are we still meeting tomorrow at 9? I basically wrote out an outline for a lesson- tweaking the old one and bringing in some other resources. Any ideas on what else we can add ( did I miss anything)? and I hope this makes sense! Talk to you tomorrow anyway, bye. Just wanted to show you this that Rosie wrote on moodle. Course coordinator's answer:The search for the other 3 digital resources is to help you think about the maths knowledge and how it is represented. So it is to help you in your presentation and hence, you will cite it as you speak to support what you are saying. Digital resource...digital means ICT-related; resource in this context is an artefact that helps us learn maths, either declarative or procedural knowledge or both. Yes, YouTube videos, learning objects from sites other than Learning Federation or teaching sequences within the TTF site. Anything digital that helps you learn maths. I have many resources listed in Moodle that are appropriate for the learning of maths. This can be used too.

-quickly get students thinking about the maths - congruence, similar - how would you work out volume and area (composite shapes) - Fractions- how many of small into big (fractions/ ratio format)
 * 1) Learning object on screen- M- What do you think we will be doing today?
 * 1) Write down what you know about the shapes- on the tables (I think we should cover as much as possible here)

2. Students have straws- make two similar shapes- investigate angles and length (very quickly- but I think its an important point) - Dig resource- we site but don’t actually watch because its rather boring! [] - Explicit teaching- teacher asks make 2 congruent shapes - now make 2 similar shapes - WHAT CHANGED? WHAT STAYED THE SAME? - ensure students come to conclusion that same angles, different lengths (but in proportion

3. Go through 4 slides of learning object (possibly more) 4. The statue of liberty’s nose is said to be out of proportion, if her arm is ___ long how long should her nose be. 5. Discuss solution- how they solved and whether used fractions/ratios etc + dig resources -small spiel about scaling etc. -possible use the dig resource that Erica found ages ago with the table with ratio, percentage, fractions etc. Do you still have it?

6. go through some more learning object 7. Volume- Talk to you tomorrow about this. but I was thinking that we have - two containers in proportion (box) - as question how many of the smaller fit into the bigger one - students estimate then test (with water/sand/rice) - then basically fill out table on learning object - ½- volume increases 1/8 - repeat with 1/3 on learning object and ¼ - then discuss and work out the pattern

8. Briefly show this digital resource that Erica found earlier so we don’t have to watch the whole learning object [] 9. final to finish- this problem ( if we have time > A can( cylinder) has a height equal to its diameter. One can has a height of 5 cm and the other a height of 12cm. How many cans of water from the smaller can are needed to fill the larger can?

=Cool Erica it looks fun and informative can we add some of our links so as if the students want to advance thier learning they can= = = =This is an example that I have made of an information handout.... Not sure if it is necessary but let me know what you think... We can maybe use it to put in the digital resources and maybe just some important notes of the lesson. Not sure about this though...Let me know if you cannot open this and what you think.= = = = = "Erica Smith" , "Sylvia Doyle" , "Maureen Robertson" ,

= = [] Maureen Dec 6th
 * found this really good maths web site I think we should use this as part of our ITC for our lesson,can we use this site on our hand out ???? **

I don't whether to write at the top or the bottom...maybe top. Sorry I took so long to post the things. The C2C documents are not really that useful but I will post anyway, plus its interesting to see what we will have to work with. Unit 1 and 2 are the 'good copies' which are out and are irrelevant to our thing. Units 4,7,8 are in draft form (not very much info) but pertain somewhat to what we are doing. I also found a math text book today which has exactly what we are doing but using dilations (graph things, which we can disregard). So I will also post that. I'm going to put it all under Part B, so it's tidy. Sylvia. and I am available at 9 tomorrow.

Hi, I've been have a math day and have been doing lots of thinking so here are my thoughts. - Erica- Looking at the Australian Curriculum I think it would be good for your part to focus on ratios but still doing the various scale factors. Simply because by grade 9 students should have a good knowledge of fractions and our 'content descriptor' is about ratios. - I looked at the C2C documents today and I might post them. There are two full units which unfortunately don't incorporate our knowledge- and they have links to learning objects very annoying! But, there are some draft documents which give a general idea of what grade 9 students are doing, if you want to have a look. - As far as making it to a grade 9 standard, I think we just need to make it more complex which leads me to an idea for a final investigation. - I was thinking having a 'feraro rochere' box/ chocolate box, that is an obscure shape (ie. cylinder because thats in the curriculum for grade 9 or triangular prism. THen say the company is reducing the size. What is the new volume/ how many chocolates now fit. or something of this sort. Having the students come and do their own measurements and basically giving them nothing to make it more complex/ grade 9 level/ higher order. I am still working on it, but I think we need something that brings together all the dec and proc knowledge (similar shapes/ scales/ ratios / and that volume is x^3) and get them to apply this knowledge. So hopefully this will work out, and it will be a lovely complex problem. Hopefully all this makes sense. Just try to remember to keep it SHORT (like 5 mins) and make it problem solving and real-life. Ok, well I think we are going well, I hope all your assignments are coming along, Bye Sylvia. = =

Meeting- 15 November with all group members

3 parts of learning object/ teaching experience Part 1 (Maureen)- Similar and Congruent Shapes- Pyramid activity, wrapping paper

Part 2 (Erica)- Scales and Scale Factor- how scales are used, different scale factors- like youtube video (fractions, ratio etc.) - Statue of Liberty activity. -Covers 1st half of learning object and uses digital resource?

Activity 3- Relating to volume (how scaling up or down affects volume) - lego blocks, number changes if scale is reduced by 20%. - digital resource -2nd half of learning object

From here we can each write on our own page and work on our part. Next meeting is probaly next thursday and if we each have most of our part done then that would be great! :) Bye, Sylvia- and email me if you don't understand this.

Hi everyone, I thought I'd start organising the wiki, to hopefully make it a bit easier to use. I have created pages on the left for the different components of the assignment. I also thought that the home page could be our Notifications (or where we send messages). I think we just work it by starting a new line and writing what you want. The other pages might be easier to write in a table, or we could continue to work in word and then upload what you have done. Sylvia.

We have lift of, good that we have made a decision, now we can focus on the learning object. Just to make sure we all have the same object L2314 measures: scaling down solids. Maureen

Hi Ladies - I have entered a table in part A for the content, procedural and declarative knowledge. I also entered some digital resources to consider in part B. I thought that maybe if we enter everything on the wikipages it would make it easier for everyone to enter information. Please feel free to change anything. Thanks Sylvia for creating the pages. Erica (See you then on Thursday at 10.00 as discussed on Monday - if this is still ok with you)

//Hi me again. I have booked the whiteboard for thursday between 11-12am - not sure if it is ok with you. We can book it every week to practice on. I have not confirmed thursday's booking with Di yet - and as soon as I get confirmation from you if it is ok I will phone her. Erica//
 * //Thats good Erica see you then Maureen//**
 * //BOOKING FOR THE INTERACTIVE WHITEBOARD CONFIRMED FOR TOMORROW BETWEEN 11-12AM.//**

Just added intro into procedural and declarative knowledge felt it would be relevant. Sorry can’t make it today ( I am available for all other sessions ) for interactive whiteboard session, will work on this tomorrow Maureen:)

// Hi.... Sylvia and I discussed the procedural and declarative knowledge and we all need to explicitly describe the knowledge using the curriculum and the other digital resources. Can we meet on Tuesday again - we can book the whiteboard and have a go on it also - again. We can try to finish Part A before Tuesday and then we can start looking at part B. Erica //

Hi guys great work so far have you read Rosie new email its quite explicit telling us what is expected in this assignment. Please read so we are on the same page as her. Yes I can make next Tuesday that will be fine what time?? I have some time tomorrow so I will add more to the wiki Maureen

Hello. I was just looking through some books that I borrowed for investigations and things. I think we should possibly make links to real-life uses for our teaching thing. I think we are going alright. I will try and look at the dec and proc knowledge soon. Just finishing my blog first!. Sylvia.

Hi ladies... I have entered a few declarative and procedural knowledge .... I just had a look at a few books and not sure if what I entered is correct. Please feel free to delete or change. Not exactly sure if I am on the right track. Thanks

Looks good Erica ( Maureen )

// Hi I thought that because the learning object explains the difference between similar, not similar objects in the beginning - maybe we can use that as an introduction to our presentation or to determine prior knowledge by giving students an activity. We can use similar, not similar and congruent shapes.bb Just a thought - Year 9 and 10 students (I think) should be able to know the difference. Let me know what you think. Erica // // Sorry girls.... I thought that we can use these (differences and similar/non similar shapes) and also the formulas of volume and surface areas as an icebreaker - using the matching cards in the envelopes that Rosie use.... Let me know what you think. Ithought that would be a good way to start. Then that will cover the explainations of these two parts. Erica (again) // Hi guys Yes Erica the card system is a good idea as it will engage our peers straight away I’m thinking another activity to, hands on one. I have some puzzles two which are the same shapes and you have to put together to form a 3d shape and a square puzzle they are fun and quick. I’m wondering would this fit in with our theme???? I will bring them tomorrow. Also while I’m on a roller was thinking do you know those matchstick puzzles ? We could pose a quest how can our peers make Move 4 matches to make 3 squares - [|puzzle solution] (puzzle supplied by Mike Daigneault, solution supplied by us, alternate solution supplied by David Tiffany)
 * 2 squares to 3**

Remove a square (twice)
 * Move 2 matches to new positions to get only 4 squares, no overlapping or loose ends.- [|puzzle solution]**


 * Move 3 matches to new positions to get only 4 squares, no overlapping or loose ends.- [|puzzle solution]**


 * 16 squares to none**
 * Remove 9 matches so that no square (of any size) remains - [|puzzle solution]**


 * 3 squares to 5**
 * Move 6 matches so that 5 squares are formed - [|puzzle solution]**


 * Make 3 squares**
 * Move 3 matches to get 3 perfect squares - [|puzzle solution]**


 * Divide by 2**
 * Use the four matches to divide the large square into 2 parts of the same shape. Use the matches without breaking or overlapping them - [|puzzle solution]**

I’m free tomorrow between 11.15-1.30 is that ok Maureen
 * []**
 * I think this would be fun and engaging would it fit in ???? I hope im on the right track. Maureen. Oh all the pictures didnt come over so check out on hyper link.**

Hey guys very productive study session on Tuesday I think we all know where were going. Good collaborative work bouncing of each other’s ideas. Check out my page do you like my idea thinking of using some of the questions to within my part of lesson??? What do you reckon. Maureen

yes I can make it on thursday at 9 but have to leave just after 10 as my daughter has her orientation day do we meet in the maths room ???