How does the Census help us?


Today in class we had a look at the website Spotlight, which is created by the Australian Bureau of Statistics to inform people about information collected in the Census and how it is important.

It provided us with information about the population of our area, the number of Australians with the same age as us and our ancestry. At the end, it produced a neat infographic like the one below which each of us printed.

You might like to log on to the website at home and how you compare to the rest of Australia. If you find an interesting fact, we would love for you to share it with us!


What’s up in Week 3?

Firstly, congratulations to all our students and families for the fantastic Student Led Conferences we had last Thursday. I was extremely impressed with the thought and effort each student had put into preparing their presentation and the way they were able to share and communicate their learning to their parents.

Unfortunately, there were some technical issues with the camera last week and our regular news vodcast is unavailable. Keep an eye out for it next week!

Good luck to our footballers Josh, Tai, Liam, Ivory, Luke, Lara and Caitlin who will be heading off to play football in the district final tomorrow. This week, our focus in homegroup maths will be on looking at data and averages, while in maths with 56D we will be looking at volume and capacity. On Wednesday, we are going to begin thinking about and writing scripts for our production at the end of term, while continuing to put together our research projects.


Area and Perimeter

Today in class we spent time learning and clarifying the meanings of the two terms area and perimeter.

Area is the amount of space on the surface of a shape, or inside a two dimensional shape.

Perimeter is the distance around the outside of a shape.

Here a a song that might help you to remember the difference between the two!

This activity below will help you remember the difference between the two terms and show you how to calculate the area and perimeter of different shapes.

Fractions, Decimals and Percentages

On Friday, we continued our work on fractions, decimals and percentages. We started looking at how we could find the percentage of something when we had an amount that was more than or less than 100. To help us, we took to the school car park.

We found a row of 20 cars, and from this row were were able to work out some fraction, decimal and percentage amounts of the colours of the cars. Here is some of our work. We recorded it on the footpath so everyone could see.

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20110624_maths 004 (Large)

To help you further practise matching fraction, decimal and percentage pairs, why not try out this game from the BBC’s fractions, decimals and percentages collection (there are more games and instructions if you follow the link!)

News from 56C – Episode 5

This week’s episode of News from 56C has been produced by Jarryd and Jessica. You can find out information about our class novel, interschool sports, what we prepared in Kitchen, our class inquiry topic and what we have been learning in Maths. Kelly will even share some examples of how to convert fractions into decimals and percentages. Check out the episode below!

Maths Map: Learning Maths with Google Maps

Fly down Gwendoline Drive and count the number of bins out for collection. What percentage are recycling bins?

These are the sorts of questions we were answering in Maths this morning. No, we didn’t all suddenly get our pilot’s license! We were using Google Maps to help consolidate our understanding of fractions, decimals, percentages and worded maths problems.

This morning we had a look at a Maths Map, which is a Google Map containing a large range of maths questions. Not only did we have to work out what the question was asking us to do, but we had to use the maps to find the answer to the problem. Some of them required us to look at street maps, others satellite maps and some even fly around in Street View. Here’s an example:


All of our maths questions were on streets around our school. It really helped us to put maths into context and use it to solve real problems. Rather than just colouring in fractions on a worksheet or doing a page of sums, we had to find the information to solve the problem. We also got to have fun doing it in a creative way. Some of the reflections students made on the activity include:


There were different levels of questions to choose from, so students were able to challenge themselves with more difficult tasks. Some reflected that they didn’t feel there was enough challenges, so we shall look at extending this part of the maths map. Everyone was really excited by the task though and enjoyed it, and we can’t wait to have another go! It is amazing that the students were able to use the maths knowledge and content they learn in class and apply it to actual problems, and help see how it is useful to them.

Make sure you check out our maths map (it’s under the Games menu at the top of the blog). Some of the students extended themselves by creating their own questions which we are adding to the map. Can you think of some more questions for us to solve? Post them in a comment (without the answer) and we will add them to our map!

Fractions, Decimals and Percentages

In class at the moment we have been learning about fractional and decimal numbers and being able to convert between the two (for example, understanding that 0.42 is the same as 42/100). Today we were introduced to percentages and how they link to decimal numbers.

You may like to practise the skills you have learnt in the game below. If you are unsure of what a percentage is, you can just look at the counter on the side to see what percentage you are up to.

Homework – Weeks 9 and 10, Term 2


Here is our homework for Weeks 9 and 10 of Term 2. All of our tasks relate to the learning we have been doing, or will be doing, in class. For information on the recycled sculpture competition, you can check out this post.

This homework is due back on Friday, 1st July. Our organisation tip is to be in the right frame of mind for completing
homework. Make sure you have had something to eat and drink, and that you are feeling energetic. Your work will not be quality if you’re tired and hungry.

When you finish your homework, why not score yourself on our marking rubric – it should be the same score I give you!