## Geometric Reasoning Resources for your reference!

### How can you demonstrate the use of percentages and make connections between equivalent fractions, decimals and percentages to FIND the GST on particular products?

1) Watch and take Skinny Notes:

2) Complete the discussion questions on your iPad. Copy and paste these questions into the Pages app. Type responses under each question.

a) In your own words, describe what tax is.
b) What are taxes used for?
c) What does GST stand for?
d) Name three products that you don’t pay GST on.
e) Which products do you buy that have GST on them?
f) What is the difference between goods and services?
g) GST makes up ____% of the price we pay for things.
h) What changes might the government make to the GST?
i) Why is the government thinking of making the changes?
j) Name three thingsyou learnt watching the GST Changes story.

3) Let’s hit the shops! Study shopping receipts (dockets).

Collect shopping receipts to look for examples of GST. As a class or individually, answer the following questions:

• What items have GST? Highlight
• What items are GST free? Highlight
• What is the total tax amount included in this receipt?

You can refer to the ATO’s website for a listing of GST free foods and beverages

4) Now, look at our School Canteen Pricelist 2015, to complete the following table in your maths grid book!

## Start collecting some supermarket dockets now. You will all need them for some maths activities THIS week, and over the next couple of weeks.

…is on its way. Keep your eyes open for some clues about what is coming…

Get out that wallet or purse and bring it to school ready to collect all your CASH!

Click on the link to access the data and statistics MATHS CHARTS created by Jenny Eather.

All graph representations are included

1. Your job is to select 4 different graph posters – take a screen capture of each.
2. Insert the 4 images into a Comic Life document – you may need a few pages to do this task well on your iPad
3. Create a fact file for each graph to interpret the data displayed using your knowledge of MODE, MEDIAN, RANGE and MEAN. You can also create your own statements to define the data size, compare and contrast and even make predictions. You may also suggest how this information may be used, how it could bring about change or inform.

Good luck! Upload the completed task to your Webdav folder – saved as a PDF file for colour printing!

You have session 3 and 4 only to complete this task. Pace yourself well team!

Hi 6T,

So yesterday you consumed possibly one too many sweet, yummy, homemade goodies! You ran a successful stall and had an enjoyable market day.

But what happens now?

• In maths this morning, work with your business partner/s and count your money. Return the contributions you put in at the start yesterday to create a float and then write on the A3 landscape sheets on the board HOW MUCH YOUR STORE MADE/SOLD!
• Then split the cash 2 or 3 ways (depending on the number of students) and line up at the bank and deposit the lot! No cash is to be left in wallets, tubs or pencil cases!
• The bankers will work extra hard this morning and at the end will write the FINAL bank balances on the A3 class list and display on the board.

Add the assets in a new column for a final total.

Then we will determine the wealthiest 6T ‘Earn and Learn’ student of 2014!!

## Happy Banking 🙂

The local family restaurant is known for their four famous dishes….

### Grilled Snapper, Roast Lamb, Chicken Kiev & Vegetarian Lasagna

On Friday night there were many functions booked and the head chef and her kitchen staff served the following dishes,

Grilled Snapper 40, Roast Lamb 40, Chicken Kiev 60, Vegetarian lasagna 60

On Saturday night they had a quieter evening and only served the following dishes,

Grilled Snapper 10, Roast Lamb 6, Chicken Kiev 14, Vegetarian Lasagna 30

a) What can you say about the choices of the diners on Friday and Saturday night?

b) The head chef said that the Vegetarian lasagna was more popular on Saturday night with the diners than it was on Friday night. Do you agree with the head chef’s statement? Use as much mathematics as you can to support your answer.

c) Can you create a pie chart for Friday night’s diners meal choices?

To prepare the materials for the game, you will need to print the Order of Ops Bingo Sheet. The first two pages contain 50 expression strips, which you will need to cut out and place in a bowl, jar, or hat. The third page contains two bingo cards; you will need to photocopy this sheet, cut the copies in half, and distribute a sheet to each student.

The object of the game is to get five numbers in a row, vertically, horizontally, or diagonally, just as in the regular game of bingo.

NOTE: The operations used for this lesson are addition, subtraction, multiplication, and division. None of the expressions contain exponents or parentheses.

Distribute a Bingo card to each student before starting the game. Give students the following instructions:

• Choose one space on the board as the “free” space and write the word FREE.
• Choose numbers to write into the other 24 boxes on your Bingo card. Make sure you choose numbers in the ranges given at the top of each column. That is, numbers in the first column (“B”) must be in the range 1‑10, numbers in the second column (“I”) must be in the range 11‑20, and so on. [This ensures better distribution of the numbers.]
• You are not allowed to repeat any numbers.

Place all of the expression strips in a bowl, jar, or hat, and choose them one at a time. After each selection, write the expression on the board or overhead so students can evaluate it. Students should copy down and evaluate the expression on their own paper. For the first few turns, you may want to model how the numerical value is determined for the expression by writing in any applicable parentheses and going through the steps of evaluation. Make sure you write out the steps, just as you’d like to see the students do themselves. Once the number is determined, students can look for the number on their Bingo card and mark it with a pencil or a chip.

The value (i.e., the “answer”) for each expression follows the expression on each strip, so be sure to share only the expression, saving the answer to verify a winner.

Keep picking expressions. Students should calculate the value for each expression, and then mark the square with that number on their card (if that number appears on their card, of course). When a student believes that she has correctly completed a column, row or diagonal on her card, she should yell, “Bingo!”

When the game has a potential winner, ask the student to call out the numbers that make the winning row, column, or diagonal. With the class, determine if the numbers that the winning student calls are indeed values from expressions that have been called out to check the math and verify the win.

To extend the game for another winner, change the rules to require 2 runs of 5 chips, or framing the exterior square of the board (16 pieces).

If students use chips instead of crossing off numbers with a pen or pencil, then they can exchange cards and play again. In order to start a second or subsequent game, all expressions used in the previous game are returned to the bowl, jar, or hat for a fresh start

Stop right there! Right now on the Maths page on this blog is a great resource ready for you to download! Yes it is a chart explaining the King Henry strategy which employs the greek words kilo, hecto, deca, unit, deci, centi and milli to explain our measurement system and HELP YOU with ALL measurement conversions!

Remember though,

## 1cm = 10mm

Multiply when converting to the right (and move that decimal place accordingly)

Divide when converting to the left (and move that decimal place accordingly)