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.
Questions:
- Can we see gases?
- What are some of the gases that are found in the air we breathe?
- Can gases be mixed into liquids?
- Why do gases take up more space than the same amount of liquid or solid?
Independent Research
- Why does a balloon full of helium float?
- Are there other gases that would float when put in a balloon in our atmosphere?
- 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:
- Who is your audience? (who are your trying to convince?)
- What is the issue?
- What side are you on?
- What are the arguments you will hint at OR list?
- 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.
- How you do know if a number is odd?
- How do you know if a number is even?
- Write all of the odd numbers between 10 and 20.
- Write all of the even numbers between 21 and 30
- Circle the odd numbers.
5 23 8 11 26 31 46 7 52 29
- Circle the even numbers.
10 24 31 46 59 73 64 82 93
- Circle the odd numbers.
103 112 453 278 381 342 546 600 507
- 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.
- 12 + 14 =
- 10 + 28 =
- 24 + 22 =
- What do you notice about each answer?
You are going to see what happens when you add two odd numbers together.
- 13 + 11 =
- 25 + 17 =
- 23 + 9 =
- What do you notice about each answer?
You are going to see what happens when you add an odd and an even number together.
- 11 + 14 =
- 26 + 13 =
- 29 + 8 =
- 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.
- 17 + 15 = 31
- 26 + 13 = 38
- 36 + 12 = 49
- 21 + 24 = 46
- 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 _____
- 12, 20 _____
- 14, 22 _____
- 15, 40 _____
- 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.
- LCM of 2 and 3
Multiples of 2:
Multiples of 3:
LCM of 2 and 3 =
- 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 =
- LCM of 2 and 6
Multiples of 2:
Multiples of 6:
LCM of 2 and 6 =
- 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.
- LCM of 4 and 7
- LCM of 5 and 6
- LCM of 6 and 10
- LCM of 5 and 11
- 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.
- LCM of 3, 5 and 6
- LCM of 4, 6, and 8