Hi Parents,

Happy Mother’s Day to all the mums out there. Hope you got spoilt.

Here is the overview for Monday, 11th May.
Remember, the times are flexible. Your children can work through at their own pace and to a timetable that suits you.

9am – Reading – Inquiry Reading Task. ‘Its a Gas’. Copy the task into OneNote, read the information, and then answer the questions.

(Students to complete in their OneNote)

10am – Writing – Persuasive writing. 3 tasks to complete. First task is watching a short video and then brainstorming arguments for the ban on plastic straws. The second task is answering the provided questions into the students OneNote. The third task is to write an introduction for the persuasive.

(Students to complete in their OneNote)

11am – Maths – Number Properties. Since we have been unable to pretest the students, this week we are using their current progression point in Number and Algebra. Students have been broken up into two groups (Maths and Maths Extension). A list of the student names and which group they are in will be on the instruction page in the Maths section.
There will be certain days this week students in the Maths group can challenge themselves and attempt activities in the Maths Extension group. (We will let you know in future Remote Learning Outlines).
(Students to complete in their OneNote)

1:45pm – Inquiry –The properties of gas. Watch the video, write out the procedural piece and if students have permission, they can complete the experiment outside.

All resources and detailed instructions are available to students through their classroom OneNote. If there are any issues regarding OneNote or the completion of a task, please ask your child to post it to the collaboration space provided, as teachers are consistently checking this space for questions regarding work or tech issues. If you’re unable to access the collaboration space, please email your classroom teacher directly so that it can be solved in the quickest time frame.

Thank you for your continued support,

Inquiry Reading

Learning Intentions: To learn about the properties of gases.  

Success Criteria: I can describe some of the properties of gases.  

         I can explain how I know that gas takes up space.  

Machine generated alternative text:
It's a gas! 
Background knowledge 
Gases are usually colorless and invisible to the eye. They spread out to fill a 
container, pushing against its sides. Balloons inflate because of this. Gases form 
bubbles when they mix with liquids, as you see in soda pop. The air you breathe 
is a mixture of gases. It contains mostly oxygen, carbon dioxide, and nitrogen. 
When you blow through a straw into a drink, bubbles appear because you are 
forcing gases into it. When the wind blows, you feel the gases in the air 
pushing against you. Some gases sink in air and some gases float. 
Helium 
Science activity 
A scientist filled three balloons with different gases. 
He tied the ends so the gases would not escape. He 
held them up and released them all at once. The 
balloon filled with carbon dioxide fell to the ground 
quickly. The one filled with helium floated upwards. 
The one filled with air also fell to the ground. 
Use the words below to fill in the gaps and 
complete each of the sentences. 
Carbon dioxide 
Carbon dioxide 
Floats 
Helium . 
Sinks
Machine generated alternative text:
PROPERTIES OF GASES 
Gases are the least dense and most mobile Of the three phases Of matter. 
Particles of matter in the gas phase are spaced far apart from one another and move 
rapidly and collide with each Other Often. 
Gases occupy much greater space than the same amount of liquid or solid. This 
is because the gas particles are spaced apart from one another and are therefore 
compressible. Solid or liquid particles are spaced much closer and cannot be 
compressed further. 
Gases are characterized by four properties. These are: 
2. 
3. 
4. 
Pressure 
Volume (V) 
T emperature (T) 
Amount (n)

Questions: 

  1. Can we see gases? 
  2. What are some of the gases that are found in the air we breathe? 
  3. Can gases be mixed into liquids? 
  4. Why do gases take up more space than the same amount of liquid or solid? 

Independent Research 

  1. Why does a balloon full of helium float? 
  2. Are there other gases that would float when put in a balloon in our atmosphere? 
  3. How do we know gases take up space? 

Inquiry

Learning Intentions: To learn about the properties of gases.  

Success Criteria: I can describe some of the properties of gases.  

         I can explain how I know that gas takes up space.  

         I can write a scientific procedural report.  

Task Instructions: 

Step 1: Watch this video: https://www.youtube.com/watch?v=FlmsiPxEuK0 

Step 2: Write out the procedural piece for the experiment by using the structure below –  

In the conclusion, include the following information: 

  • Why did you need to put the baking soda in the paper towel? 
  • Why did the bag explode? 
  • How does this experiment prove that gas takes up space? 
  • Why do you need to use a zip lock bag? 

Step 3: If you have the materials at home, and have permission, complete the experiment – OUTSIDE.  

Simple Scientific Procedural Structure 

                             Title: What is the name of the experiment? 

Aim: What are you investigating or demonstrating?  

Materials/Equipment: What do you need to use? 

Remember to try and use brackets to add extra information.  e.g. milk (300mL) 

Method: What steps need to be taken to do the experiment? 

Make sure you number your steps. 

Use time words, e.g. firstly, after.  

Remember to include all necessary steps.  

Use specific verbs – for example, don’t use the word ‘get’ all the time, use ‘collect’ or ‘take’.  

Use adverbs e.g. carefully, slowly. 

Results: What happened? 

Describe what you saw happen. 

Conclusion: Why did it happen?  

Explain the science behind the results.  

Make sure you use scientific language and specific verbs where possible e.g. reaction, change, produced. 

Writing

Your task this week is to write a persuasive piece that will aim to:

Convince kids to stop using plastic straws

As you have already been told which side you are arguing you only need to come up with arguments that support the issue/topic.

FOR (stop using plastic straws)
 
 
 
 
 
 
 
 

Task 1: Watch the following video to give you some ideas for your arguments. When you’ve finished brainstorming, Pick your strongest 3 arguments

https://www.abc.net.au/btn/classroom/straw-no-more-campaign/10488940

Task 2: Answer the following questions in your OneNote, Writing, Week 5, Monday

Using your brainstorming work answer the following questions:

  1. Who is your audience? (who are your trying to convince?)
  2. What is the issue?
  3. What side are you on?
  4. What are the arguments you will hint at OR list?
  5. What rhetorical question will you use?

Task 3: Write your introduction – Create a new page in Writing, Week 5, Persuasive

Think about who your audience is & remember the structure:

Explain the topic/issue. Explain what side you are on. (explain the issue: you will need to explain what Straw No More is). Introduce your arguments.  (use a rhetorical question)

Maths

Learning Intention 

To identify odd and even numbers 

Success Criteria 

I can explain what an even number is. 

I can explain what an odd number is. 

I can identify odd and even numbers. 

TASK 1: Watch the video. This will help with both Identifying odd and even and the properties of odds and evens. 

Odd Numbers 

A number that when split in two it always has a remainder.  

It cannot be divided equally by 2. 

All end numbers end in 1, 3, 5, 7 or 9 

Even Numbers 

They can be divided equally by 2. 

All even numbers end in 2, 4, 6, 8 and 0 

To identify whether a number is odd or even you just need to look at the unit/ones. 

e.g.   23 = odd         58 = even               160 = odd            737=odd 

TASK 2: Complete Questions 

Answer the following questions. 

  1. How you do know if a number is odd? 
  1. How do you know if a number is even? 
  1. Write all of the odd numbers between 10 and 20. 
  1. Write all of the even numbers between 21 and 30 
  1. Circle the odd numbers. 

5        23         8       11       26      31       46      7       52      29 

  1. Circle the even numbers. 

10        24        31          46        59      73      64     82     93 

  1. Circle the odd numbers. 

103        112      453      278     381     342     546     600    507 

  1. Circle the even numbers. 

312    516    513    657   685   549    440    976     871   744 

Learning Intention 

To use properties of odd and even numbers to check calculations. 

Success Criteria 

I can understand the difference between odd and even. 

I can understand what happens when different combinations of odd and even numbers are added together. 

I can use my knowledge of odd and even to explain calculation errors. 

TASK 1: Go back and watch the video if you need to again. If not complete the task below. 

Answer the following questions. 

You are going to see what happens when you add two even numbers together. 

  1. 12 + 14 =  
  2. 10 + 28 =  
  3. 24 + 22 =  
  1. What do you notice about each answer? 

You are going to see what happens when you add two odd numbers together. 

  1. 13 + 11 =  
  2. 25 + 17 =  
  3. 23 + 9 =  
  1. What do you notice about each answer? 

You are going to see what happens when you add an odd and an even number together. 

  1. 11 + 14 =  
  2. 26 + 13 =  
  3. 29 + 8 =  
  1. What do you notice about each answer? 

Using what you’ve just learnt, answer the following questions. 

Example 

How do you know the following answer is incorrect? 

21 + 8 = 30      Answer = I know the answer is wrong because when you add an odd and an even number together the answer is always odd. 

Answer your questions in same way. 

  1. 17 + 15 = 31 
  2. 26 + 13 = 38 
  3. 36 + 12 = 49 
  4. 21 + 24 = 46 
  5. 25 + 11 = 37 

Extension Maths

Learning Intention 

To list all factors of a given number and identify the highest common factor.  

Success Criteria 

I can find all the factors of a given numbers. 

I can find the highest common factor of a pair of numbers. 

Find all the factors for each number and then identify what the highest common factor is for each pair. 

1. 4, 6               ____ 

b. 12, 9             ____ 

c. 24, 16           ____ 

d. 13, 7             ____ 

e. 21, 27           ____ 

 f. 36, 6             _____ 

  1. 12, 20       _____ 
  1. 14, 22       _____ 
  1. 15, 40       _____ 
  1. 40, 24       _____ 

Learning Intention

To find the lowest/least common multiple of a pair of numbers.

Success Criteria

I can identify multiples of numbers

I can explain what lowest/least common multiple means.

I can find the lowest/least common multiple of a pair of numbers.

Example from video

Lowest Common Multiple of 3 and 4

To find the lowest common multiple of 2 numbers you first have to write down the multiples of each number.

Multiples of 3 = 3, 6, 9, 12, 15, 18, 21, 24

Multiples of 4 = 4, 8, 12, 16, 20, 24, 28, 32

As you can see 12 and 24 are common multiples of 3 and 4 but we are looking for the lowest therefore the answer is 12.

LCM of 3 and 4 = 12

Task

Find the LCM of the following numbers and set out your work like the example.

  1. LCM of 2 and 3

Multiples of 2:

Multiples of 3:

LCM of 2 and 3 =

  1. LCM of 4 and 6

Multiples of 4:

Multiples of 6:

LCM of 4 and 6 =

 3.      LCM of 3 and 5

Multiples of 3:

Multiples of 5:

LCM of 3 and 5 =

  1. LCM of 2 and 6

           Multiples of 2:

           Multiples of 6:

           LCM of 2 and 6 =

  1. LCM of 4 and 10

           Multiples of 4:

           Multiples of 10:

           LCM of 4 and 10 =

Answers the questions below in exactly the same way as you have answered the questions above.

  1. LCM of 4 and 7
  1. LCM of 5 and 6
  1. LCM of 6 and 10
  1. LCM of 5 and 11
  1. LCM of 6 and 8

Extension

Lowest Common Multiple of 3, 6 and 10

You can also find the Lowest Common Multiple of 3 numbers by using the same method as above.

Multiples of 3: 3, 6, 9, 12, 15, 18, 21, 24, 27, 30

Multiples of 6: 6, 12, 18, 24, 30, 36

Multiples of 10: 10, 20, 30

As you can see the LCM is 30.

Answer the questions below.

  1. LCM of 3, 5 and 6
  1. LCM of 4, 6, and 8