Term 3 Maths

Mathematics

This term our Mathematics focus surrounds fractions, decimals and percentages and the relationship between each. This week we have revised our understandings from previous years and already started to build on our knowledge. We are focusing on ordering and comparing fractions with unlike denominators. This can be an intimidating skill for some. We have developed 3 different strategies as a class to assist us when ordering fractions on a number line. When looking at equivalence between fractions, we enjoyed working together; playing a dice game. Already, we have seen an increase in our confidence when approaching fractions.

To begin learning about the relationship between fractions and percentages, we have applied our learning to the real world. We have studied the current world demographics – represented in a village of 100 people. We have discovered that in our village, 61/100 would be from Asia, while only 1/100 would be from Oceania. looked at the distribution of wealth around the world. To do this, we had each member of our class representing a different data set. 11 of our 31 students did not have adequate access to sanitation. 6 of those 11 also didn’t have adequate shelter. Of those 6, 4 were starving and were living on under $1.25 a day. From the remaining students (20), 3 students were holding the majority of the world’s wealth.

Today in our Maths session, we looked at the distribution of wealth around the world. To do this, we had each member of our class representing a different data set. Through this we saw:

  • 11/ 31 students did not have adequate access to sanitation.
  • 6/11 also didn’t have adequate shelter.
  • 4/6 were starving and were living on under $1.25 a day.
  • From the remaining students (20), 3 students were holding the majority of the world’s wealth.

We then introduced Minties into the equation. To demonstrate the distribution of wealth accurately, the 3 richest students were given 25 Minties. Among the other 17 students, there were 5 Minties. The remaining 11 who did not have sanitation, shelter or wealth, received none.

When asked how to distribute the 5 Minties among 17 students – the only resulting idea from students was to fight it out. We realised, this is not the uncommon solution in the real world.

It was decided that the fate would lie with our 3 wealthy students who met to discuss whether they would keep the Minties themselves or distribute them across the class. Of course, they decided to share them.

We realised that depending on the simple action of where students happened to be standing in our class circle, decided whether they were rich or poor, comfortable or starving, with shelter or without shelter. No one had done anything differently to anyone else. From here, we reflected on how lucky we are to be living in Aubin Grove and the opportunities and luxuries we sometimes take for granted.

Please ask us about this at home to learn more!

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