Nicholas' Learning

Decimal Place Value I found this task pretty easy aside from when you had to figure out how many zeroes had to go in to the number or when you had to convert the number into standard form.

I can calculate volumes, including prisms, pyramids, cones, and spheres, using formulae What I learned in this group is how to calculate the volume of spheres, cones and cylinders. I also learned how to calculate the surface area of spheres. Modelling Book What I found challenging was the  Extended Abstract Task  Colossal Kiwi mostly because of the paint layer question and I also found the surface area and volume of spheres IXL task mostly because it kept on switching between the two.

I can apply everyday compounding rates. What I learnt from this group is what the difference between simple and compounding rates are and how to solve them. I also learnt how to calculate continuously compounding rates. What I found challenging was the extended abstract task  Debt Race , which confused me many times. I spent a long time trying to work it out but ended up finding out that all I had to do at the end was to just divide the account by the amount paid each year. Another task I did: Compare and Contrast Map

In Maths we have been learning to: compare and describe the variation between theoretical and experimental distributions in situations that involve elements of chance. calculate probabilities, using fractions, percentages, and ratios. Here is a link to our online modelling book that supports this learning. Here is some evidence of my learning. Include screenshots for all 4 of the IXL activities. Link to extended abstract text book activity ( make this link live with your learning) or include some images if you did this work in your Maths book. Link to Extended abstract Figure it out activities ( Make this link live with your learning) Rough Justice Slater Mazes Text Book Activity My next step is to continue to apply my knowledge of statistics and probability in a variety of real world situations and contexts.

Painting Triplets "Pania, Henare and Matiu are triplets. Henare can paint a room in 3 hours, Pania can do it in 4 hours, Matiu can do it himself in 6 hours, If they all do it work together but don't get in each other's way, how long will it take to paint the room?" 1hr and 20 mins. The reason why is all of them paints a fraction of the room. p + h + m = 1. Since Matiu can do it in 6 hours, that means Henare can do it in half the time. That means that m/2 = h as it means Henare can do a whole room in half the time Matiu takes. So if Pania takes 4 hours, that means she will always be painting 3/4 of the room, because Henare takes 3 hours to paint the whole room. Henare paints h of the room, Pania paints 3h/4. So Pania is 3h/4. 3h/4 = P. Our whole equation is h + 3h/4 + h/2 = 1 or 9/4h = 1 or h. Which I'm pretty sure equals 4/9. Henare takes 3 hours to do the room on his own. This means that he takes 4/9 of 3 hours with his siblings. Painting the room takes 4...

WALT: Deduce the angle properties of intersecting and parallel lines and the angle properties of polygons and apply these properties Modelling Book I learnt the angle properties and how to calculate the sum of the interior angles. \ The most challenging thing was trying to memorise all the angle properties.

WALT: Combine simple proportions to work out what parts the whole is made up in a unit We learnt how to calculate percentage increase and decrease. If you want to calculate percentage increase, you have to find the percentage difference between the two numbers you are comparing and divide the difference by the original number and then times it by 100 and convert that decimal into a percentage. For example: What is the percent of decrease of 16 to 14? The way you would solve this is find the difference between the original number and the new one. 16 - 14 = 2. Divide 2 by 16 which equals 0.125. Multiply that by 100 and it equals 12.5%, So its a 12.5% decrease. WALT: Combine proportions to work out what parts are whole is made up of using non multiples of 10. We learnt how to calculate how much the percentage increased or decreased in number. The way I did this was I found the percentage and if it was an increase: added it onto the 100, and if it was a decrease: subtra...