September 18

(Picture of a bridge in Avignon in France) (100 WC Week 3 Term 3 2014)

Water rats. There are grim tales of water rats. Water rats devouring bridges ,eating humans. no one is safe from water rats. One of these tales involves a family of regular rats living in an alcove on a bridge over a river. Water rats lurked in that river, and lots of them. Tales told long ago tell of clans of rodents fighting against each other, and water rats held the same grudge. The water rats in that river knew of these rats living there. They knew. They climbed up and assaulted this family with an army. These water rats were no ordinary water rats, these water rats wanted a revolution.

September 14

Maths Mate Sheet 8 Question 23 (Term 3 2014)

Prediction: I predict this problem will be about patterns.

Read: An archeologist found some ancient numbers written as follows: (I’ll use keyboard symbols instead).

!!## For 52. !@@@ For 40. And @@### For 13. What did !@### equal?

Clarification: None needed.

The Big Question: What did !@### equal?

Mathematician’s Toolbox: Have I seen a similar problem?/Test all Possibilities

Solving: First I used the first clue to figure out what  is ! and #. I evened it and got the following results !=25 and #=1. After that I used the second clue by taking away 25 from the total and was left with 15 then I divided that by 3 because there were 3 symbols and got @=5. Then I added them all up: 25 + 5 + 1 + 1 + 1 = 33.

Conclusion: So the answer was 33.

September 10

…But it is Yellow… (100 WC Week 2 Term 3 2014)

The rats were looking for food. Searching cupboards, looking in draws all food would be found. Then one rat came across a peculiar food it looked like mouse food. The food was in plain sight and up for grabs, but this rat was still wondering why it was there. It looked really strange too, it looked more like mouse food to him. Traditionaly mouse food is just like rat food but it is yellow with holes in it, just like this. While in this moment of wonder a mouse scurried out from under a kitchen bench and wolfed (or moused) it down. But then strange things started happening to it, very strange things.

September 8

Maths Mate Sheet 5 Question 23 (Term 3 2014)

Prediction: I predict this problem will be about code breaking and patterns.

Read: An archeologist found some ancient numbers written as follows: (I’ll use keyboard symbols instead).

\$\$ For 72        \$%% For 48    and    %&&& For 9   What did \$%%&& equal?

Clarification: None needed.

The Big Question: What did \$%%&& equal?

Mathematician’s Toolbox: Have I seen a similar problem?/Test all Possibilities

Solving: First I used the first clue to figure out what \$ is. Since there were only 2 \$ symbols I halved it and got 36. Then I moved on to the second clue I first took 36 six away from 48 because that ions out the symbol we already know, after that I was left with %% is 12 so I halved it and got 6 for each %. Before I went onto the equation I looked at the third clue. I took away six from nine ,because % is six, and then I was left with the total 3 and 3 symbols so that means & equals 1. Then I added them all up: 36 + 6 + 6 + 1 + 1 = 50.

Conclusion: So the answer was 50.

September 8

Maths Mate Sheet 7 Question 23 (Term 3 2014)

Prediction: I predict this problem will be about code breaking.

Read: An archeologist found some ancient numbers written as follows: (I’ll use keyboard symbols instead).

!!@@ For 202        !### For 130    and    ##@@@ For 23   What did !#@@@ equal?

Clarification: None needed.

The Big Question: What did !#@@@ equal?

Mathematician’s Toolbox: Have I seen a similar problem?/Test all Possibilities

Solving: First I used my test all possibilities strategy and the first clue to find that ! is 100 and @ is 1 because 100 + 100 + 1 + 1 = 202. Then using the second clue I figured out that # equals 10 because 100 + 10 + 10 + 10 = 130. So then I added it all up: 100 + 10 + 1 + 1 + 1 = 113

Conclusion: So the answer was 113.

September 4

Battle for Australia Shrine Recount (Term 3 2014)

On the 3rd of September 2014, several schools such as Moonee Ponds Primary, St Patricks College and others, went to the Melbourne battle for Australia shrine of remembrance. This commemoration event was held to remember to great soldiers who gave there lives in World War II. Many songs, prayers and blessings were sung by the Royal Melbourne philharmonic choir and were accompanied by the RAN or Royal Australian Navy Band. Some of the songs were “I am Australian” and “Be Still My Soul”. The event was hosted by Mr. Paul Sheaman AM member of the Battle for Australia Foundation. Student presentations and speeches were shared by the following school leaders: Ben Martin, Mitch Groenewald, Kynen Teesdale, Adele Dridham, Keanu Stinson and Maggie Brittingham. Each of these leaders shared speeches about teamwork and mateship and how it helped in the war effort. These speeches were titled: “Mateship on the Kokoda Track”, “Teamwork in the Battle of the Bismarck Sea”, Chaplaincy and Mateship”, “Mateship in the Horrors at Hellfire Pass” and “Mateship at the Caulfield Recruit Camp”. It was an exciting event yet it was also very sad.

September 3

…Finally we can make a start… (100 WC Week 1 Term 3 2014)

The plague had raged over the world for long enough and had finally ended it’s ravenging. A cure was finally found and once again human kind was restored. The world may be dead and poisoned it still may have hope. Finally we could make a start. After the cure had been used to help survivors people began rebuilding the population. Little did they know that the source of this plague was still around slowly growing as man did too. People began to find animals that had survived the destruction but most of all they found rats. Nobody knew but soon from the rats a new plague emerged…

September 2

Maths Mate Sheet 6 Question 23 (Term 3 2014)

Prediction:I predict this problem will be about coding, because of the strange symbols.

Read: An archeologist found some ancient numbers written as follows: (I’ll use keyboard symbols instead)

\$\$£ for 33.    \$€€€ for 28.  And €££ for 6.  What did \$€€£ equal?

Clarification: None needed.

The Big Question: What did \$€€£ equal?

Mathematician’s Toolbox: Look for a pattern/Test all possibilities

Solving: First I tried to use the first clue to work out what \$ means. After I’d tried many ways I came up with 16 = \$ and 1 = £. I then skipped the second clue and went onto the third.  Since I know £ is one I take away two from six which is 4, so that’s what € is. Now we’ll add the amounts up. 16 + 4 + 4 + 1 = 25.

Conclusion: So the answer was 25.