Exploring Capacity and Volume

Learning in the great outdoors is always fun and memorable. We were revising our understanding of Capacity and Volume, while using an assortment of containers to solve problems.Capacity and Volume DSCN3517

The Volume of an object is the amount of space that it takes up. It can be measured in cubic millimeters, centimetres or metres.


Capacity is the amount that a container can hold. It can be measured using millilitres or litres.

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I have a great understanding of what millilitres are. I am able to estimate the capacity of different containers.

I found out that the 250ml jug had to be refilled and emptied 16 times to fill the bucket so the bucket has a 4 litre capacity.

DSCN3521We used an A4 sheet of paper to make a tall cylinder and a short wide cylinder. We then filled both cylinders with centicubes. Although the main surface area of both cylinders was the same the capacity was quite different. I now understand that the surface area of a container may look the same but its capacity will be different.



Shaping up for Maths

Exploring and investigating in maths is always more fun when you can use your hands and get creative.

We were finding out how many different nets we could make for various 3D shapes. We used different materials to make our nets.

It was also a good way to check the properties of the 3D shapes:

  • We looked at the edges, where two faces meet
  • We counted the vertexes, where the corners meet
  • We counted the faces, the flat or curved surfaces

We even created some unusual shapes with many sides like the pentagonal dodecahedron

and the triangular pyramid prism,

Can you imagine what those two shapes look like?

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Celebrating Numeracy Week with Footy Maths

Footy Fever is in the air. The finals for Aussie Rules Football are only a week away so to add to the fun of Numeracy Week we dressed in our favourite footy team colours and celebrated Footy Day.

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We practiced our footy skills and our maths skills. For each Goal scored you earn 6 points and for a behind you score 1 point. We used a pair of dice and challenged someone from an opposing team. We played 4 quarters and calculated our scores. It was a great way to revise our 6 times tables. DSCN3283

After we had played one another we then scored on a ladder for each team. It was a fun maths lesson!DSCN3285 DSCN3279


TEAMS                GOALS        BEHINDS       TOTAL

RICHMOND             31                30                216

COLLINGWOOD     25                30                180

CARLTON                 17                19                 121

HAWTHORN            36                12                 228

GEELONG                32                16                 208

NORTH MELB.        20                34                 154

SYDNEY SWANS    29                17                  191

BULLDOGS              33                22                 220


Magnificent Mapping in Maths





This week we have been learning heaps on mapping because it connects to our inquiry topic as well. The things I will be telling you about will be us making mazes, treasure maps, Cartesian graphs, shortest routes, aboriginal mapping, political maps and geographical maps.

First of all we did country mapping where we found a country in partners and learnt about it. Bridie and I found a country called Poland and we discovered a sea near it that is the Baltic sea. We found out the that the capital is Warsaw and we also did a map on it.

We also learnt about aboriginal maps and some of the symbols were meandering lines also meant the journey of our ancestors and a tale track meant the journey or path of and animal. We watched a video of a man drawing a story about a possum.

Another thing we did was a Cartesian graph quiz and the quickest route from Ballarat to Blackburn south and that was one hour and thirty eight minutes and 138 kilometers.

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Jacob F.

At the start of the week we did a map of Australia. We had to put in as much detail as possible including capital cities, lakes, rivers, deserts and oceans. At the end of the task we got to see a map of Australia and add in detail that we missed before.

There are two types of maps you will find in an Atlas, a geographic map and a political map. A geographical map shows mountains, elevation, rivers, lakes, and landforms. It is very detailed. A political map shows lots of places, names of cities, towns, countries and states, Borders and it is colour coded. They both have scales, lines of longitude and latitude and grid references.

We used google maps to calculate the distance and the time it would take to get from Melbourne to Ballarat. We had to find three routes and see which one was the shortest route. We then had to give directions from our school to Ballarat. Go south down Blackburn rd, head onto M1 etc.

In a Cartesian plane there are four quadrants. You always say the x axis first, Horizontal. There are negative co-ordinates like, (-4,5).

Overall I learnt more things to do with mapping and I really enjoyed doing mapping becuase for it’s like visting other places I never been before.

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We did maps which is one of my favorites, here are some things we did:

  • Reading an atlas

Reading an Atlas was what we did on Monday. We partnered up and chose a country in Europe. Ashling and I chose Ukraine. We searched it in the atlas. The neighboring countries are Poland, Belarus, Hungary, Romania and Moldova. The capital city is Kiev which is North of Ukraine. I enjoyed this activity because we didn’t only do maths and maps we did a bit of world and places mixed into our lesson.

  • Desert Maps.

On Tuesday we watched a video about Aboriginal paintings. Did you know some of their paintings are actually maps. I learnt that prints in the sand are like words on a page to the aboriginals. Their art is a style of map from a birds eye view, they show tracks, rocks, creeks and plant life. Their meandering lines show the tell tale tracks of life and journey of their ancestors and sometimes even themselves. Then we looked at the differences and similarities between a political and geographical map.

  •  Mapping.

Wednesday was the day we hopped on google maps and had to find 3 routes to get from Blackburn South to Ballarat. I think we did this to improve our map drawing skills and because we are going on an excursion next week to Sovereign Hill in Ballarat. we had to include directions and places to stop for a break.

  • Treasure Island

We did Treasure Island on Thursday. We had to draw a 12 by 12 grid and add the numbers. Mrs Gridley gave us things to add and where to add them. E.g: Visit your ancestors at the cemetery 2,4. After we made our maps we had to write directions and a 12 by 12 map of our own. I did some strange things that’s for sure. This activity was fun and slightly challenging. I REALLY enjoyed it.

  • Maze

Today we went outside and had to direct our partner around the school. Our partner had a blind fold and we had to use North, South, East, West type of directions. It was fun as well. When it was my turn I was scared I’d crash into something and sure enough I did because my partners forgot to tell me to stop. Then it started to rain so we came inside and drew our own maps and gave directions. Then we swapped books and tried to complete the maze.

I really enjoyed this weeks maths and I sure enough made it out ALIVE! My friend says I’m well and truly alive.


On the Move Measuring

Maths is always fun especially when you are able to apply it to real life activities in the sunshine. As we were learning about area and perimeter it was a great opportunity to apply our skills and find out the measurements of things around our school. We investigated the size of a car park space to find out how much paint would be needed to repaint them. We also discovered the area of a garden beds to work our plantings needed for new gardens.

It was a great way to use our maths and check our understanding of area and perimeters around us.



Sometimes you set your class a challenge and think, “that will be worthwhile and build on student learning.” So when I asked my year 5 and 6 students to create a board game that would demonstrate their understanding of Justice issues, while developing their skills in decimals, percentage and fractions, I was astounded by the results. Not only was it engaging, but it required deep thinking and enriched their learning. The creativity and diversity of games was unbelievable.

We spent an hour in groups trialling the games and giving feedback.








Board Games feedback
Rosie-I created a game that was challenging, with simple questions. It levelled up, with a variety of easy and harder questions, so that everyone was involved. It was well set up. I worked on it every night for two weeks.
Bridie-The game was well set out, organised, easy to follow and challenging enough. My game included decimals which added to the thinking.
Connor- I included lots of questions on maths, fractions and decimals.
The games were fun and challenging. It made me think about what Justice issues there are in our world.












Delightful Decimals




Learning about Fractions and Decimals is a very difficult concept to learn but suppported by a range of resources, including games, matching cards and magnetic fraction walls and shapes, it certainly becomes a whole lot more meaningful.
Many of our students are visual learners so it is important to remember to provide a range of materials to assist all styles of learning.
Feedback from the students after using these games and puzzles helps to support all aspects of understanding a fraction and decimal.

Transforming Maths with Chromebooks

Today was our first day of using our brand new 1:1 chromebooks.
After an initial morning of setting up and personalising them, we then explored the apps that were installed.



Genius hour was great as we could launch straight into our google drive and continue working. It was easy to oversee the research with the use of Hapara.
After recess during Maths, we were exploring Pyramids and Prisms. We created a variety of skeletons for our 3D shapes. The students were able to photograph their shapes on their chromebooks.
Through the use of Hapara a slideshow was shared for all students to work on. Following the link provided, each pair worked to investigate a different historical pyramid or building.
The students could comment to allow each other to know their country of focus. They were fascinated to discover the many and varied pyramids around the world.
It was so quick to add their research and at the completion of the lesson we could view and share the collaborative slideshow.


Chromebooks at St Lukes

Designing Garden Beds in Maths

I learnt that to find the area of a rectangle you multiply the length by the width. It was challenging trying to make a garden bed from our plan. We measured the sides and then found the area. To find the area of a triangle we multiplied 1/2 the length by the width.

I had fun all week learning about perimeter and area. I discovered that I could use the measurement from the length and width multiplied to find the area. I also discovered that if you halve the length of a triangle and multiply it by the width you find the area of a triangle.

Pizza Maths

Maths is fun when you get to eat the solution.
As we are learning about fractions we tried to apply our knowledge and strategies for solving fractions into an everyday situation.
The students were given the simple problem:DSCN1617
After a few minutes they shared their solutions. Most were able to draw a model and give an answer. Other students came up and showed their strategies.







Then it was time for a bigger problem. What if we had 9 pizzas to share between 24 students?
This required some real pizzas. We headed to the kitchen to prepare the pizzas. Once they were in the oven the students needed work out what fraction each would receive and what would be the least number of cuts required?

The solutions were surprising!











The students rushed to find a quick solution. Many of them decided thirds would be best with some leftovers. Most were able to draw the solution but struggled to come up with the correct solution.

No-one made a connection to the earlier, simpler problem.

Finally one student surprised herself, by being the first to give the correct answer. The students would only get their slices when they could tell me what their solution was. Another student was the first to realize that you could cut quarters and eighths, making less cuts.

Finally everyone could explain their solutions and strategies.

It was a delicious fraction lesson and one that will make them think more carefully about equal shares in the future-I hope!

DSCN1621 Our solutions