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FInd the radius, diameter, circumference and area of the circle
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Aim:
To develop strategies to determine the formula of 2-D shapes (triangle and quadrilaterals) Learning description:
Have you ever wondered why the formula of triangle area is 1/2 x b xh? Have you ever thought that actually it is connected with the area of rectangle? When you have a triangle and created a duplicate of it, you actually can convert the triangle to rectangle. As we all know, to find the area of rectangle is by multiplying the length and the width, while triangle is actually half of rectangle. Therefore, the formula became 1/2 of base times height. In this case the base and height in triangle represent lenght and width in rectangle. You can find other formula of 2D shapes area by connecting the shapes with rectangle. Try to convert, parrarellogram, trapezoid, kites, and rhombus. Soon you will be able to answer the question: Why the formula of trapezoid area is 1/2 x (b1+b2) x h? Have a look at the students work below. Here the teachers asked the students to make a visual presentation about the formula of the area of triangle and quadrilaterals (parallelogram, rhombus, kite, isosceles trapezoid, and right angle trapezoid). Children Rights PosterAfter learning about children right, students created a poster using the techniques that they studied in Visual Arts lessons, to promote the awareness of children rights issue in the society. Planet ModelsStudents made planet model 2D or 3D to support their visual presentation of planet characteristics using paper machie techniques.
Read some action based on Learner Profiles below, so you might get inspiration and use it as reference to write a reflection about how you achieved learner profiles attributes this semester.
CARING Students who are CARING want people around them to be happy and are sensitive to their needs. They think about the world and work to take care of their community and the environment. They remember to treat others how they themselves would like to be treated.
KNOWLEDGEABLE Students who are KNOWLEDGEABLE have explored relevant and significant concepts and can remember what they have learned. They can draw on this knowledge and apply it in new situations.
COMMUNICATOR Students who are COMMUNICATORS are able to think and communicate in more than one language. They can express their ideas by speaking, drawing and writing. They can also communicate using mathematical language and symbols.
REFLECTIVE Students who are REFLECTIVE know their strengths and weaknesses. They give thoughtful consideration to their own learning and consider their personal strengths and weaknesses in a constructive manner.
INQUIRER Students who are INQUIRERS are curious about the world. They can conduct research independently. They love learning and discovering new things and will carry this love of learning with them throughout life.
OPEN-MINDED An OPEN-MINDED student knows that all people are different. They listen to the points of view of others and consider many possibilities before making a decision. They celebrate the differences that make all people unique.
PRINCIPLED Students who are PRINCIPLED have a sense of fairness and are honest with themselves and with others. They understand that sometimes there are rules and they follow them. They have an understanding of moral reasoning.
RISK-TAKER Students who are RISK-TAKERS have courage to try new things. They try to solve problems in a lot of ways. They have the bravery to tell people what they think is right.
THINKER Students who are THINKERS work to solve problems independently. They can imagine many solutions to a question or challenge. Thinkers make good decisions and can predict the outcomes of their actions. They think creatively and critically.
BALANCED Students who are BALANCED are healthy and are aware that eating properly and exercising is important in their lives. They understand that it is important to have a balance between the physical and mental aspects of their bodies. They spend time doing many different things.
Remember that these are only sample, as prompts for you to write your reflection. Feel free to write and personalized your self-reflection. Be reflective and Communicator! Your comment should include 1 or more profiles that you have achieved with evidence details, and 1 or more profiles that you need to develop with some strategies plan. Click this link to write your self reflection. Aim:
Instruction:
Inverse Proportion: Suppose that 20 men build a house in 6-days. If men are increased to 30 then they take 4-days to build the same house. If men become 40, they take 2-days to build the house. i.e. It can be seen that as the no. of men is increased, the time taken to build the house is decreased in the same ratio. In other words, If increased in one quantity causes decrease in other quantity or decrease in one quantity, then we say that both quantities are inversely related. See image below about how this problem transferred into math symbols. Click it to practice using other word problem online in http://www.emathematics.net/porcentajes1.php?tp=3 Solving Inverse Proportion Problems How to solve a word problem that involves inverse proportion? Problem: It takes 175 minutes to drive home at 80 km/hr. How long will it take to drive home at 100 km/hr? See the video below to see the procedure for solving inverse proportion problem So keep practising! Use the word problem worksheet below to practice
As you see the image above, learn more about how to solve problems using thinking blocks. Click this link below: http://www.thinkingblocks.com/thinkingblocks_ratios/tb_ratio_main.html This activity will help you understand about the concept of proportion using media. To get succeed in this activity you need to : 1. Focus on the instruction of the activity. 2. Do the complete practices (several problems) until you understand. 3. Write/ record the problems and how to work out in your math book. 4. Pay attention on the explanation of the algebra (the expression of the problem into Math operation) What is proportion?
A proportion is a name we give to a statement that two ratios are equal. It can be written in two ways:
That is, for the proportion, a:b = c:d , a x d = b x c e.g. 3 : 2 = 18 : 12 , 3 x 12 = 2 x 18 Learn more and do the practices on http://www.math.com/school/subject1/lessons/S1U2L2GL.html Scaling You can use ratios to scale drawings up or down (by multiplying or dividing). Example from the image above: To draw a horse at 1/10th normal (smaller) size, multiply all sizes by 1/10th or divide the sizes by 10. This horse in real life is 1500mm high and 2000 mm long, so the ratio of its height to length is 1500 : 2000 So what is that ratio when you draw it at 1/10th normal size (smaller) size? Answer: 1500 : 2000 = 1500×1/10 : 2000×1/10 = 150 : 200 OR 1500 :10 : 2000 :10 = 150 : 200 You can make any reduction/enlargement you want that way. TASK FOR YOU:
You will sketch using grid line and also applying your skills and understanding of scaling. Following this instruction 1. See the image above in ratio of 6:4 , you can enlarge or reduce the image by multiplying or dividing the size to make bigger or smaller scale. or ask teachers for other image that you prefer. 2. Draw the new grid line using new size scale in your sketchbook 3. Start to sketch with the help of gridline. see this link to learn more about how to draw using grid http://www.art-is-fun.com/grid-method.html 4. Showing off your sketch to your friends Have Fun! How many girls to boys in our class? How many students use laptop to students use PC? Could you make similar questions to the question above?What we are trying to do? What are the purpose of the questions? Yes we are talking about RATIO
A ratio compares values. From the image above, there are 20 blue squares to 24 yellow square. A ratio says how much of one thing there is compared to another thing. Ratios can be shown in different ways:
A ratio can be scaled up: The ratio 20 blue squares to 24 yelow squares can be scaled up or scale down. The trick is to always multiply the numbers by the same value to scale up e.g. 20 x 2 : 24 x 2 = 40:48 - so the ratio 40:48 is the same with 20:24 or divide the numbers by the same value to scale down / simplify e.g. 20 : 4 to 24 : 4 = 5 to 6 - so the ration 5:6 is the same with 20:24 Try it yourself: Now by looking at the example from the image above. Make your own ratio pattern and explain the ratio just like the given example. Sample of explanation: there are 20 blue squares to 24 yellow square. ratio = 20:24 equal ratio = 5:6 To learn more about ratio, scale and proportion http://www.mathsisfun.com/numbers/ratio.html http://www.math.com/school/subject1/lessons/S1U2L2GL.html Please see the image above about the earth fact sheets which include the measurement of mass, diameter, distance from Sun, etc. There you must find really big numbers like the earth's mass which is about 13,200,000,000,000,000,000,000,000 pounds. It's a bit hard to write the number, isn't it? Therefore, scientist agreed to use scientific notation to be used for writing a really big numbers like the example above. For that number, we can write it in simple scientific notation: 1.32 x 10^25 Aims:
Concept: scientific notation, power of ten, standard form, negative exponent Tuning in: video about distance in space - the importance of scientific notation in science See this video below to know why scientific notation can be really useful to replace big numbers in planetary measurement Finding info: How multiplying by a power of 10 affect the decimal. Have them look for a pattern and ask them to write in maths book. -> The decimal points move to the right
Practice: do the worksheet given by teachers Going further: Watch a movie 23 Scientific Notation/Brain Pop about scientific notation Have students complete the worksheet (question number 6 will be used for student portfolio) Action Write scientific notation for Planetary measurement, distance from sun, diameter, orbit around the sun, mass etc (portfolio works). See the example on the image and Download the worksheet below to see the example or as template to work for your math portfolio. Don't forget to submit on my class page
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PYP 6D 2013-2014This is class blog to share resources and online project for PYP 6D Sekolah Ciputra class member which include Math, arts, UOI/TT, ICT and any other project in our class. See categories below to see the projects for each subject we studied. The latest project always at the top. Archives
September 2014
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