Mathematics- continuing angles in shapes

Our students have been continuing their understanding of shapes and angles within them. We have been busy making new discoveries by looking at the relationship between a shape and its number of sides and the angle sum of that shape.

Some students have gone even further and discovered they can actually work out the individual angle size of any regular shape (one with all sides and angles equal) by understanding the relationship between the number of sides of a shape and the amount of triangles within that shape. They do this using multiplication or division and not by using a protractor. 

 

 

Mathematics- angles in shapes

Our students are currently continuing their understanding and skills of angles in shapes. This has involved using a protractor to measure the angles in firstly triangles, then four sided shapes. Students are making a connection between the total angle measure in these shapes and the types of angles we looked at from the start of the term.

by Destiny

by Finn

by Angelina C

by Kirra W

by Iverson M

Science- playing with light.

We noticed that….

When you hold a glass prism to the sun it will split up the light to all the colours (Sebastian)

When you put the texta pen in the water it looked like it was broken but it wasn’t. (Nathan)

When you put more than two mirrors against part of a picture, you get a full picture. (Hannah)

When you put the cellophane on top of a torch it changes its colour, further away its lighter, closer the colour gets darker (Ava F)

When you put a colour of cellophane on a torch and shine it onto a coloured block, the block absorbs that colour and reflects the colour that it is (of the object). … (Angelina C)

When you shine a light into a glass prism, it bends the light and morphs it into other shapes…(Tyrese)

We realised that, when you shine a light on a globe its like mimicking the sun. One part of the world has light (sun) other side has night…. (Terry)

Light is made up of lots of different rays (wavelengths) not just the light we can see. …. (Jay)

 

Playing with light and shadows- science

 

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I noticed when you moved the torch back from the object it would make the shadow longer…. (Hannah)

 

I realized when the torch is at the top of an object the shadow is smaller and at the bottom the shadow is bigger (Ava F)

 

When we shined the light on a cup, the shadow showed what was going on, on the outside. You could see where the torch was (Jay G)

Moon landing – 50th anniversary…inquiry

After watching some BTN stories on the first Apollo moon landing (as a provocation), the students of 5/6 ND NP came up with some of their own inquiry questions on the moon landing or on space in general. After seeing some of these questions, these are some topics presented in this flowchart that students have come up with. It is interesting to see the direction that some have wanted to go….