examining the data from our online survey

Regarding TIME:

(Brenley, Cameron, Katherine & John)

Looking at the graphed data, we can see that most people responded to the survey at 9am. 
The least common times to do the survey were: 1pm, 11am, 5pm, 2pm.
We think this is because people check their social media sites before going to work, school, etc.

The second most common time to complete the survey was 11pm. This would be a common time because people might be checking their social media sites before bed time. 

(Teacher's note: This group had an extra task. The data collected by the google form was time stamped in 24 hr clock time. They had to work with the data and translate it to regular time for their graph. Great math learning!)


Where do people live?
(Larissa, Dylan, Adara, Taylor)

This graph shows where people answered the survey from. There are 4 categories:

• I was born and raised in Canada.
• I live outside of Canada.
• I immigrated to Canada.
• None. (Note: This category had to be added because we came across one survey response with NO data here.)

We recorded 31 responses from the data sheets we had. We decided to have a scale of 10 because we had a really high number for one of the groups. Thus, we played on the calculator to figure out which grouping / division would have the least left over.

26 people living outside completed our survey (base don the data sheets our group worked with).

What age groups filled out our survey?
(Joshua, Celine, David, Kelly, Karsyn, Olivea)

This graph shows the age groups and we did not have to include some of the age groups from our survey because no one in those groups completed our survey.

We tried making the graph, but at first we didn't know how, then we chose a scale of 5 for the graph. 

We find it interesting that the largest number of respondents was 50-60 years old.
17-20 year olds were the lowest number of people (except for those that did not choose to do the survey).

A suggestion from a different member was to make their graph easier to read, perhaps the bar graph could have been drawn horizontally instead of vertically.

data as graphed from the Google Form

data as graphed from the Google Form

Thank you to everyone who participated! It was fun!

Grabbing Data -- Math & Social Studies in one!

Regarding TIME:

Working with Numbers :: Statistics & Data Management

As part of our exploration of statistics, graphing, data and probability we've been working with the E Labs found on the Harcourt site.  These labs help us to:

1. follow directions
2.  get used to lab formats
3. work with numbers and various types of graphs and data.

These pictures show how we began our exploration using computers for data.

Can you name the different types of graphs you see in these pictures?

Snowpocalypse Follow up!

As promised, the students were out in full force this morning getting new snow measurements in the playground following the blizzard that occurred the past couple of days.

In our previous blog post students found an average depth of 7.5cm in a certain area in the playground.
Today, they took 4 additional readings in approximately the same places and found a new average of 14cm. 

They also re-measured the snow bank near the playground and the measurements all increased as well.

and... we all enjoyed our "snow days"! 

Have a great weekend, everyone!

March 19th Math Word Problem of the Day

Hi, folks! Even though I'm at a workshop today, I can still check in on your learning! ;) Here's today's math word problem of the day. Remember to copy it in your math binders, and also record your answer below.

Math Word Problem of the Day

To help increase our confidence in every day math situations, we take part in a "Math Word Problem of the Day". This is something I've done with my grade 5/6 class for many years. Some years we begin this at the beginning of the school year, while other years have us using this as a way to further consolidate our math learning as the year goes on. Here's this year's first installment:


  Note: Sometimes the word problems are borrowed from sites online, some are from books, and some are simply from our everyday lives.

More fraction action!

Fractions, Fractions, Fractions!

We've been working hard at exploring concepts associated with grade 5 and 6 math and fractions.

We've been talking about benchmark fractions such as 1/2, 3/4, 1/4, etc.

We've also been exploring where fractions fit on a number line:

We've looked at how to make equivalent fractions and have also started exploring adding and subtracting fractions.

Here are some equivalent fractions links for practice:
http://www.mathplayground.com/visual_fractions.html
http://www.aaamath.com/fra42ax2.htm
http://www.mathsisfun.com/equivalent_fractions.html
http://www.learningplanet.com/sam/ff/index.asp

There is also this website which helps with all kinds of fraction concepts.

To review how to add fractions, you can explore these websites:
http://www.mathplayground.com/fractions_add.html
http://www.math.com/school/subject1/lessons/S1U4L3GL.html
http://www.mathsisfun.com/fractions_addition.html
http://www.aaamath.com/fra66kx2.htm

Exploring 2D Geometry 2013

We've spent the past 2 weeks looking at 2D shapes and their properties and all the cool things we can learn from them such as angles, area, perimeter, etc.

It's been a fun exploration! We've learned so much!

Some of our learning has taken us off on tangents.
For instance, what is that thing used for, anyway?

Do you know what this is?!?

I could have easily told them the answer, but instead two students took it upon themselves to research this thingamajig and find out how to use it and apply it to what we were doing in class!

Jacob, the researcher

Jacob & Innis went on the search & then taught the class all about it & how to use it!

In other areas of the class we were busy trying to construct triangles with specific angles, trying to prove our statements about triangles:

(Can a triangle with one 60 degree angle only have 60 degree angles?!!? Or can a right angle triangle have a 60 degree angle as one of its angles?!?!)

 We learned so much through hands-on, self-directed exploration that it was a unit we're feeling really good about!

Here are some links to pages we used to further our learning, too!
http://www.mathsisfun.com/triangle.html

http://www.coolmath.com/reference/triangles-types.html

Parallelograms



We also noticed the importance of triangles in engineering and building.




Anyone recognize this?

Anybody want some Pi?!?!

Who has the biggest fist in our class?

Disclaimer: It's not as bad as it sounds. This was a non-violent experiment ;) 


We've been looking at volume and capacity in math class. 

Currently we've explored the volume of a cube:

We've been working a lot with unit cubes in the classroom to explore various measurements of volume:

But, perhaps the most fun exploration was using water in containers to see who has the largest fist in the class! (and learning about capacity and displacement)

We try not to be too boring in here...

Exploring 3D figures

First day back from Christmas vacation and we dove right into creating 3D figures using marshmallows, toothpicks & straws.

Here are some pictures of our progress:

I think the class would agree; it was a great way to ease our way back into things!

What's your angle?

We've been working on Geometry in math class. Today we spent time reviewing vocabulary -- looking at why things are named what they are, word origins, prefixes, etc. We also reviewed our benchmark angles and 2D shapes.

Here are some pictures of our work!

 In this photo, you can see Nora trying to figure out a new manipulative with which you can make 2 or 3D figures. Erin, very happily shows off the triangle she made. The boys at the bottom left discuss ways to try and make a hexagon, while the boys at the bottom right exclaim their shape!

The photo at the right shows Neve being very particular in proving that the shape the girls made is equilateral. Similarly, Jessie and Erin are trying to prove that the 3 angles of a triangle add up to be 180 degrees.

Creating right angles took some space!

Examples of student work...

Review for Fractions Test on Thursday!

Students are getting confused about simplifying / reducing fractions. Here are some videos and links to help you when you're completing tonight's homework sheet!

http://www.math.com/school/subject1/lessons/S1U4L2GL.html



http://www.mathsisfun.com/simplifying-fractions.html

http://www.sheppardsoftware.com/mathgames/fractions/reduce_fractions_shoot.htm

http://www.webmath.com/redfract.html

MIXED NUMBERS / Improper Fractions

http://www.mathsisfun.com/mixed-fractions.html

http://www.aaamath.com/fra57cx3.htm

http://www.coolmath4kids.com/fractions/fractions-02-mixed-numbers-01.html

http://www.math.com/school/subject1/lessons/S1U4L7GL.html

http://www.mathplayground.com/fractions_mixed.html

http://library.thinkquest.org/J002328F/impmix.htm

Adding Fractions with UNLIKE DENOMINATORS

http://www.mathplayground.com/howto_fractions_diffden.html

http://www.helpwithfractions.com/adding-fractions-different-denominators/

http://www.math.com/school/subject1/lessons/S1U4L3GL.html

Division Help

We've been reviewing multiplication and division in class in preparation for a test coming up. (Date to be determined; it will be written in the students' agendas.)

The parts of a division problem. Good vocabulary!

Here are some links that explain division in another voice / way.

An example long division problem

A video explaining division:
Division Video

Step by Step Long Division
http://www.coolmath4kids.com/long-division/long-division-lesson-1.html

Division with a 2-digit divisor
http://www.mathsisfun.com/long_division.html




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Here is the multiplication video we watched in class as well:
http://video.about.com/math/How-to-Multiply-3-Digit-Numbers.htm

Multiplication Review

Here are the videos we watched in class that review how to multiply double digits by double digits.
There are 2 videos. One shows the "old way" and the other shows the "new fandangled" way.


"OLD WAY"



"NEWER WAY"



Here are some websites to help your multiplication:
http://www.khanacademy.org/math/arithmetic/multiplication-division/v/multiplication-5---2-digit-times-a-2-digit-number

http://www.mathplayground.com/multiplication05.html

http://cemc2.math.uwaterloo.ca/mathfrog/english/kidz/mult5.shtml

Drawing 3D figures and Exploring Volume

Remember that 3D means that the figure has 3 dimensions: length, width, height (or depth).
To find volume we multiply these dimensions:

volume = length x width x height

Here's tonight's homework, based on what we did in class today:

 If you need to review the online drawing we did in class today, you can click here.

Fraction Practice!

We've been hard at work in our understanding of fractions. We've looked at how to make equivalent fractions and have also started exploring adding and subtracting fractions.

Here are some equivalent fractions links for practice:
http://www.mathplayground.com/visual_fractions.html
http://www.aaamath.com/fra42ax2.htm
http://www.mathsisfun.com/equivalent_fractions.html
http://www.learningplanet.com/sam/ff/index.asp

There is also this website which helps with all kinds of fraction concepts.

To review how to add fractions, you can explore these websites:
http://www.mathplayground.com/fractions_add.html
http://www.math.com/school/subject1/lessons/S1U4L3GL.html
http://www.mathsisfun.com/fractions_addition.html
http://www.aaamath.com/fra66kx2.htm

And, I was wondering... what fraction of our day was spent in awe looking at this today?!

Wow. We're lucky to have this view at our school!

Starting 2012 -- Fractions

Using www.linoit.com we created a word / concept map about fractions today!
Good for reviewing information!

Math Nifty-ness!

We've been working on 2-dimensional geometry in class for the past few weeks.
While working with angles, Richard came up with a cool little "animation" with his hands to represent right angles. This goes hand-in-hand (no pun intended) with the Math Lab we did on angles, as well.



Furthermore, when we were looking at the relationships among the angles in triangles, Riley came up with what we thought was a neat theory on how to calculate the missing angle in a triangle. We tested his theory many times and have proven it to be true of any triangle! Very cool!

We can make math pretty fun in here!