# Fractions

Students have almost finished studying fractions. Students have been learning about the size of different fractions. Did you know that if the denominator is a big number, the pieces actually get smaller in size (not bigger)?

This fraction wall (made by a student) clearly demonstrates this.

It’s also easy to see on this excellent example of a fraction wall which fractions are equivalent to each other. For example, can you find what fractions equal the same as 1/2? Look down the wall and figure out how many quarters make 1/2. How many sixths? How many eighths make 1/2? How many twelfths?

Can any number of thirds make exactly 1/2? Why or why not?

You could also try to figure out which fractions are the same size (or equivalent/equal to) 1/3, 1/4, 2/3 and 3/4 for extra challenge.

Remember to visit the Next website to view all sorts of videos on fractions: Just type in or click on www.nextmaths.blogspot.com and click on the ‘Fractions’ link. It’s full of support and revision of what we’ve learnt so far, as well as some extension.

What have you enjoyed the most during fractions?

# Remembrance Day

Yesterday, students showed their respect with a one minute silence to remember the soldiers who have given their lives for our country and those who are still actively serving as part of Remembrance Day. Students also created a whole-school poppy display, as pictured below:

Many thanks to Assistant Principal Ms Leanne Tingwell for organising this display.

There’s some student-friendly information about the significance of the poppy available at http://resources.woodlands-junior.kent.sch.uk/customs/remembrance/poppy.htm.

Here is some extra information about Remembrance Day from the Australian War Memorial: This would be a great article to read together at home to discuss some of the less familiar vocabulary and harder words in the text.

At 11 am on 11 November 1918 the guns of the Western Front fell silent after more than four years continuous warfare. The allied armies had driven the German invaders back, having inflicted heavy defeats upon them over the preceding four months. In November the Germans called for an armistice (suspension of fighting) in order to secure a peace settlement. They accepted allied terms that amounted to unconditional surrender.

The 11th hour of the 11th day of the 11th month attained a special significance in the post-war years. The moment when hostilities ceased on the Western Front became universally associated with the remembrance of those who had died in the war. This first modern world conflict had brought about the mobilisation of over 70 million people and left between 9 and 13 million dead, perhaps as many as one-third of them with no known grave. The allied nations chose this day and time for the commemoration of their war dead.

In 1997, Governor-General Sir William Deane issued a proclamation formally declaring 11 November to be Remembrance Day, urging all Australians to observe one minute’s silence at 11 am on 11 November each year to remember those who died or suffered for Australia’s cause in all wars and armed conflicts.

# NEXT Maths Website

The NEXT Program now has its own website, but this could be useful for all students as many of the initial activities in each topic revise grade three content. The site is basically a place for extra practice, extension and support. Students can rewatch and reengage with how teachers have been and are presenting and modelling mathematical concepts in class. Some students need to be exposed to ideas and concepts in different ways to fully understand them and this site offers that potential. The combination of sound, visuals and a new voice or way of representing what the digits mean can sometimes make all the difference.

There’s also plenty of mini-projects and links to relevant games for active, online learners. The games have been checked for their suitability, relevance and timeliness.
It’s not an entire curriculum and, to fully consolidate concepts, students need time to practice and complete meaningful tasks in class that are linked to each of these developmental steps. It can help fill gaps in students’ development and, thus, give an extra boost to students who are on the edge of either cementing a full understanding or missing the point of key concepts. It could also be used by fairly independent, capable students to push forward into the next material that may above the level of the peers in their physical classroom.
Please visit the site and let us know what you think:

http://www.nextmaths.blogspot.com.au/