Using a protractor
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This document provides instructions for using a protractor to measure and draw angles. It explains that a protractor should be lined up with its vertex (upside down T) at the vertex of the angle being measured. The reader is shown how to find the degree measurement by looking at the numbers on the protractor, being careful to also consider the 1 degree markings for angles greater than 30 degrees. The learning objectives are to use a protractor to measure and draw acute and obtuse angles to the nearest degree and to calculate angles on a straight line.
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Using a protractor
This document provides instructions for using a protractor to measure and draw angles. It emphasizes the importance of properly aligning the protractor by lining up the upside-down "T" at the vertex of the angle being measured. The document demonstrates how to read the degrees on the protractor, including using the inner numbers from 0 degrees and the outer numbers for fractions of a degree. The overall learning objectives are to use a protractor to measure and draw acute and obtuse angles to the nearest degree and to calculate angles on a straight line.
Using a protractor
This document provides instructions for measuring, calculating, and drawing angles using a protractor. It explains that the objectives are to use a protractor to measure and draw acute and obtuse angles to the nearest degree and to calculate angles on a straight line. It emphasizes the importance of properly aligning the protractor by placing the upside down 'T' at the vertex of the angle being measured. Examples are provided of measuring sample angles using the protractor's degree markings.
Using a protractor
This document provides instructions for measuring, calculating, and drawing angles using a protractor. It outlines the learning objectives of using a protractor to measure and draw acute and obtuse angles to the nearest degree and calculating angles on a straight line. The document explains how to correctly line up a protractor to measure an angle, reading the degrees on the protractor, and provides an example of measuring a 35 degree angle.
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Charlie the crocodile only eats the largest number he sees. The document asks which number - 5 or 2 - Charlie would try to eat from the set {5, 2}. It then asks how this can be shown mathematically and defines the symbols "greater than" and "less than" which are used to represent whether a number is larger or smaller than another number. It concludes by listing some past meals Charlie has eaten to demonstrate larger and smaller fractions.
Order the numbers
This document contains 4 sections of numbers with checkmarks under each. The first 3 sections have 4 numbers each with checkmarks under the first 3 numbers. The last section has 1 number with checkmarks under the first 3 digits. Instructions below each section direct the reader to either start with the smallest number or start with the largest number.
Fibonacci sequence
This document discusses the Fibonacci sequence, a number pattern discovered over 8000 years ago by Italian mathematician Leonardo Fibonacci. The sequence begins with 0, 1, 1, 2, 3, 5, 8, 13, 21, etc. with each subsequent number calculated by adding the previous two numbers. It explains that this sequence appears throughout nature, such as the spiral patterns of sunflowers and other plants. Activities are provided for students to explore properties of the Fibonacci sequence, like adding numbers above a line in the sequence equalling one less than the number below.
Y5 t2u11 numbersequences
The document discusses recognizing and extending number sequences by identifying rules. It provides examples of ascending and descending number sequences with missing values and asks the reader to determine the missing numbers and rules. It then asks the reader to generate their own sequences with missing values for their partner to solve. The goal is to be able to recognize and extend number sequences as well as explain the rules for sequences both orally and in writing.
Code crackers
This document contains a series of math problems where the student is tasked with identifying the pattern in several number sequences and determining the next number in the sequence. By solving these pattern problems correctly, the student can unlock a prize that is contained in the teacher's safe.
Number sequences
The document discusses different types of number sequences and patterns. It provides examples of sequences where the rule is to add or subtract a constant number, double or halve successive terms, or apply other mathematical functions. Students are asked to identify the rules and extend the sequences by determining missing or subsequent terms. Famous sequences like the Fibonacci sequence are also introduced.
Counting on and_back_y3
The document discusses counting on and back in tens and hundreds. It provides examples of sequences where the numbers increase or decrease by 10 or 100 between each term. Students are asked to identify patterns in sequences and complete number patterns counting on or back by the appropriate amount. They are also prompted to discuss observed patterns with a friend.
Sequences
This document discusses sequences and provides examples of sequences of objects, sounds, letters, and numbers. It explains that a sequence is a pattern and provides tips for identifying the next item in a number sequence, such as looking for the pattern and placing a number in the sequence to check if it looks correct. Several number sequence examples are given, asking the reader to identify the missing numbers.
Understanding negative numbers
The document discusses negative numbers and how they relate to temperature scales. It provides examples of number lines that extend to the left of zero to demonstrate negative numbers. It then shows vertical and horizontal temperature scales and asks questions about finding missing numbers and comparing temperatures on the scales. Finally, it asks the reader to order a set of numbers from coldest to warmest based on their position on the temperature scale.
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- 1. 421 0011 0010 1010 1101 0001 0100 1011 Measuring, calculating and drawing angles... Our learning objectives today To use a protractor to: a) measure acute and obtuse angles to the nearest degree. b) draw acute and obtuse angles to the nearest degree. To calculate angles on a straight line.
- 2. 421 0011 0010 1010 1101 0001 0100 1011 What do we use to help us? A protractor Here is a standard protractor like you use in the classroom.
- 3. 421 0011 0010 1010 1101 0001 0100 1011 When we use a protractor, we need to line it up correctly. You need to make sure the protractor is lined up correctly. Is this ready to measure the angle?
- 4. 421 0011 0010 1010 1101 0001 0100 1011 Were you right......................it wasn’t Look for the upside down ‘T’ in the middle of the straight line on your protractor. This needs to be exactly on the vertex of your angle.
- 5. 421 0011 0010 1010 1101 0001 0100 1011 We need to remember..... It doesn’t matter which way round the angle is, you ALWAYS need to line the upside down ‘T’ to the vertex of the angle.
- 6. 421 0011 0010 1010 1101 0001 0100 1011 Now you are ready. Read from the 0°, and follow the inner set of numbers.
- 7. 421 0011 0010 1010 1101 0001 0100 1011 Once you reach 30° you need to be careful!!! You then need to look at the 1° markings on the outer set of numbers.
- 8. 421 0011 0010 1010 1101 0001 0100 1011 What does it measure? This angle measures 35°.
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