Grade 5/6 at Newlands

http://ca.ixl.com/math/grade-6/find-missing-angles-and-side-lengths-in-triangles-and-quadrilaterals

http://www.mathx.net/students/MATHX.NET-triangles-find_the_missing_angle.pdf (Activity)

Use the following links to create a presentation on Nelson Mandela. You may use PowerPoint, make a poster, use Word or create a movie. You must include information on who he was as a person, what he did for South Africa, as well as information such as his birth date, family etc.

http://www.ducksters.com/biography/nelson_mandela.php

http://www.abc.net.au/news/2013-12-06/nelson-mandela-timeline/4133092

http://www.bbc.co.uk/schools/primaryhistory/famouspeople/nelson_mandela/

http://www.smh.com.au/data-point/nelson-mandela-the-man-who-built-the-rainbow-20131206-2yup6.html

Pick one of Nelson Mandela’s quotes and paraphrase what it means. Present on a coloured piece of paper, using quotation marks for his quote and your paraphrase.

http://www.usatoday.com/story/news/nation-now/2013/12/05/nelson-mandela-quotes/3775255/

What do you think these types of data mean? Can you identify them by the words dicrete and continuous? What do you think the difference is between them?

Identify the scenarios in the link below as either discrete or continuous. Which one do you think is used more? Think about where you may have seen these types of data…

Discrete and Continuous Data

What’s the difference between Discrete and Continuous Data?

Discrete and Continuous Data1

Watch the Behind the news segment below, jot down notes as you watch the segment.

http://www.abc.net.au/btn/story/s3804350.htm

http://www.rainforest.org.au/new/index.html (Information on conserving rainforests)

Answer the questions in the link below about the segment.

http://www.abc.net.au/btn/resources/teacher/episode/20130723-wildmob.pdf

1. Read through the link below and familiarise yourself with the angles you should already know.

http://www.mathsisfun.com/geometry/degrees.html

2. Using your knowledge of the angles above to complete the questions below, they do get harder and some even have algebra you don’t have to attempt these.

http://www.mathsisfun.com/geometry/supplementary-angles.html

3. Complete the worksheet provided.

4. Play the game below and match the pairs of complementary or supplementary angles.

http://www.xpmath.com/forums/arcade.php?do=play&gameid=104

What have you learnt about complementary and supplementary angles?

Last week I went on my honeymoon to a place called Mooloolaba, a beautiful place in Queensland.

I would like you to find the following information about Mooloolaba and present the information in any form you like.

Mooloolaba

Where is it located in Australia?
Using a map of Australia, locate mooloolaba

Research:

History of mooloolaba

Climate

Best time of year to go

Neighbouring suburbs/towns/capital cities

What you can do there?

What does it look like?

Present information in the form of a poster/PowerPoint/iMovie etc

Possums were brought to New Zealand from Australia, initially to establish a fur industry. However, once this industry collapsed and possum hunting ceased, possum numbers increased dramatically.

Possums thrive in the forests of New Zealand where there is an abundant food supply and no natural predators (as there are in Australia). They now number in the many millions and are considered a major environmental pest in New Zealand’s forests.

Possums have a very big appetite, and while they eat a wide range of foods, they just love to eat the soft leaves in the forest canopy. In fact, possums eat these leaves faster than they can regrow.

The bare trees and plants in the forest that result are a sign of an imbalanced and dying ecosystem.

The Possum Picnic game is a simulation (or simplification) of the impact of possums in the forests of New Zealand. It is an educational game that students can play to experience some of the problems caused by introduced species.

Play the Possum Picnic game.

http://www.unesco.org/education/tlsf/mods/theme_d/interact/mod20task01/Possum_Game_beta.htm

As you play the game, think about an example of introduced species that may have become a pest in your country and which could be used in an adaptation of this activity.

Q6: Describe the damage done to the forest during the game.

Play the Possum Picnic game again (maybe several times) and see if you can reduce the rate of forest destruction.

Q7: What strategies did you learn work best for reducing the rate of forest destruction?

Forest managers in New Zealand have been working on this problem for many years and have developed a number of strategies to control possums and limit their effects. These include:

• Placing poison baits to kill possums
• Setting traps to catch possums
• Putting a special metallic band around trees to stop possums climbing.

These three strategies are included in a second version of the ‘Possum Picnic’ game.

Play the second version of Possum Picnic.

http://www.unesco.org/education/tlsf/mods/theme_d/interact/mod20task01/Possum_Game_beta02.htm

Q8: Describe the damage done to the forest by the possums this time.

Play the game again (maybe several times) until you can achieve a sustainable balance in the forest.

Q9: What have you learnt from playing the two versions of ‘Possum Picnic’?