DOCSLIB.ORG

Giraffe Class Maths Term 5 Week 1 Activities

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Giraffe Class Maths Term 5 Week 1 Activities Fractions: Giraffe Class Recognising and using fractions as numbers. Maths Unit and non-unit fractions. Recognise and show Term 6 Week 3 equivalent fractions. Activities Professor Assessor (about 30 minutes) • Professor Assessor is really important because it gives your teachers and TAs, as well as yourselves and your parents, the chance to analyse your learning and to track your progress. • Well done to everyone who completed the assessment I set you last week called ‘Number & Place Value 1’. • This week, I have set you an assessment called ‘Assessment Number & Place Value 2’ – again, in order to see what we need to revise. Please log in and have a go – you only have one week to complete this! • Please also spend time practising your Times Tables on the site! • You were sent home with your login details in your home learning packs. To access the site, please click on the link: https://www.prof123.co.uk/Start. The school code is: BRN Mathletics (about 30 minutes) • Just like Professor Assessor, Mathletics is really important because it gives your teachers and TAs, as well as yourselves and your parents, the chance to analyse your learning and to track your progress. • If you have not yet completed the Geometry work on ‘Properties of Shapes’, please do! Well done to those that have completed this! • This week, I have set you some work on Fractions to do. Please log in and have a go! Prioritise this over the Geometry work. • https://www.mathletics.com/uk/ Introduction • This week, we are going to continue with our topic of Fractions. • We are going to learn how to: – recognise and use fractions as numbers: unit fractions and non- unit fractions with small denominators; – recognise and show, using diagrams, equivalent fractions with small denominators; – solve problems that involve all of the above. • Each week, I will also set you a Mental Maths worksheet, as well as some revision work on addition, subtraction, multiplication or division, or some problem solving to do! • I’d also like you to spend some time each week on Professor Assessor and Mathletics. This might be revising topics we have already covered, work on our current topics, or times tables practise. I will set you tasks or assessments each week to complete. Task 1: (20 minutes) Mental Maths! Easier Sheet (See next page for Challenge Sheet – choose which one you’d like to do!) Answers: Task 1: (20 minutes) Mental Maths! Easier Sheet (See next page for Challenge Sheet – choose which one you’d like to do!) Task 1: (20 minutes) Mental Maths! Challenge Sheet (See previous page for Easier Sheet – choose which one you’d like to do!) Answers: Task 1: (20 minutes) Mental Maths! Challenge Sheet (See previous page for Easier Sheet – choose which one you’d like to do!) Task 2: Addition Questions (10 minutes) Make sure you are keeping your addition skills sharp! Practise adding 2 and 3 digit numbers. Use your chosen method to add up these numbers. Answers: Task 2: Addition Questions (10 minutes) Make sure you are keeping your addition skills sharp! Practise adding 2 and 3 digit numbers. Use your chosen method to add up these numbers. Fractions: Reminder! Fractions Explained Further: Reminder! • A unit fraction is any fraction where the numerator is 1, e.g. ¼. • A non-unit fraction is a fraction where the numerator is not 1, e.g. ⅘. • Mixed fractions are a mix of whole numbers and a fraction together, e.g. 1 ¼. Fractions Explained Further: Reminder! • Watch this short video, then do the check activities and the quiz: • https://www.bbc.co.uk/bitesize/topics/zhdwxnb/articl es/zxcfjty#:~:text=A%20unit%20fraction%20is%20any,f raction%20together%2C%20eg%201%20%C2%BC. Unit Fractions: Reminder! Unit fractions are where the numerator is 1. They are one part of the whole. e.g. I have an orange. I divide it into the segments. There are 7 segments altogether. Therefore, each segment is 1/7. Here are some more examples of unit fractions: Non-unit Fractions: Reminder! Non-unit fractions are where the numerator is not 1. They are more than one part of the whole. e.g. I have an orange. I divide it into the segments. There are 7 segments altogether. I eat 3 segments. Therefore, the fraction of the orange that I eat is 3/7. Here are some more examples of non- unit fractions: Maths Tutorials - Finding Simple Fractions of Amounts • Watch this video to find out how to find 1/2, 1/3, 1/4, etc. of a number: • https://www.youtube.com/watch?v=9jbTfvJV_8s Finding Fractions of Amounts • When you are asked to find fractions of amounts, it is useful to have physical items to divide up to help you. • You could use pieces of pasta, or marbles, or loom bands, or lentils, or even sweets! • In the picture are 16 sweets. • If I wanted to find ¼, I would divide 16 into 4. Now I know my times tables, and that 4 x 4 = 16, so I know that ¼ of 16 is 4. You divide the total number by the denominator (bottom fraction number). • ¾ of the sweets would therefore be 3 x 4 = 12. • If I wanted to find 1/8 of the sweets, I would divide 16 by 8, which is 2. so 1/8 of the sweets is 2. • 3/8 of the sweets would be 3 x 2 = 6. Finding Unit Fractions of Numbers Task 3: (10 minutes) Finding Unit Fractions Find the unit fractions, using the method shown. Answers: Task 3: (10 minutes) Finding Unit Fractions Find the unit fractions, using the method shown. Task 4: (10 minutes) Finding Unit Fractions Find the unit fractions, using the method shown. Answers: Task 4: (10 minutes) Finding Unit Fractions Find the unit fractions, using the method shown. Identifying Fractions • In the image below, we can see that there are 8 butterflies. 4 of them are blue, 3 of them are yellow and 1 of them is orange. • This gives us the fractions as follows: 4 • /8 of the butterflies are blue; 3 • /8 of the butterflies are yellow; 1 • /8 of the butterflies are orange. Task 5: (10 minutes) Identifying Fractions Identify the fractions and write them down, e.g. Clown Fish = 4/9. Answers: Task 5: (10 minutes) Identifying Fractions Identify the fractions and write them down, e.g. Clown Fish = 4/9. Task 6: (10 minutes) Identifying Fractions Identify the fractions and write them down. Answers: Task 6: (10 minutes) Identifying Fractions Identify the fractions and write them down. Task 7: (10 minutes) Identifying Fractions Identify the fractions and write them down. Answers: Task 7: (10 minutes) Identifying Fractions Identify the fractions and write them down. Task 8: (10 minutes) Identifying Fractions: Word Problems Identify the fractions and write them down. Answers: Task 8: (10 minutes) Identifying Fractions: Word Problems Identify the fractions and write them down. Task 9: (10 minutes) Identifying Fractions: Word Problems Identify the fractions and write them down. Answers: Task 9: (10 minutes) Identifying Fractions: Word Problems Identify the fractions and write them down. Task 10: (10 minutes) Identifying Fractions: Word Problems Identify the fractions and write them down. Answers: Task 10: (10 minutes) Identifying Fractions: Word Problems Identify the fractions and write them down. Halving Numbers • When you halve a number, you split it into 2 equal parts, or divide it by 2. • When you quarter a number, you split it into 4 equal parts, or divide it by 4. • You can also quarter a number by halving it twice. Task 11: (10 minutes) Halving Numbers Halve the numbers using the method shown. Answers: Task 11: (10 minutes) Halving Numbers Halve the numbers using the method shown. Task 12: (10 minutes) Quartering Numbers Quarter the numbers using the method shown. Answers: Task 12: (10 minutes) Quartering Numbers Quarter the numbers using the method shown. Equivalent Fractions • Go to this webpage and read through the explanation. Then watch the video to see how to compare equivalent fractions: • https://www.bbc.co.uk/bitesize/articles/zb8wqp3 Task 13: (10 minutes) Equivalent Fractions Give the equivalent fractions for each question. Answers: Task 13: (10 minutes) Equivalent Fractions Give the equivalent fractions for each question. Task 14: (10 minutes) Equivalent Fractions Give the equivalent fractions for each question. e.g. 1) 1/2 = 2/4 Answers: Task 14: 2 3 6 (10 minutes) Equivalent 2 4 2 Fractions Give the 2 4 2 equivalent fractions for each question. 3 1 2 e.g. 1) 1/2 = 2/4 3 5 1 Task 15: (10 minutes) Equivalent Fractions Give the equivalent fractions for each question. Answers: Task 15: (10 minutes) Equivalent Fractions Give the equivalent fractions for each question. Task 16: (10 minutes) Equivalent Fractions Give the equivalent fractions for each question. Answers: Task 16: (10 minutes) Equivalent Fractions Give the equivalent fractions for each question. Task 17: (10 minutes) Equivalent Fractions Give the equivalent fractions for each question. Answers: Task 17: (10 minutes) Equivalent Fractions Give the equivalent fractions for each question. Task 18: Unit Fractions Game! (10 minutes) • Click the link below to play the Unit Fractions Game. • Make sure you select one of the three ‘Unit Fractions’ (‘unit fracts’) options from the drop-down menu. • https://www.math-salamanders.com/fraction-of- number.html Mathsframe • https://mathsframe.co.uk/ • This is the site we often use for maths games in school. If you have any free time, and you’ve done all the other activities, perhaps you’d like to spend some time on here! .
Load more

Recommended publications
  • A Case Study of Samuel Adams and Thomas Hutchinson
    University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Supervised Undergraduate Student Research Chancellor’s Honors Program Projects and Creative Work Spring 5-2007 Reputation in Revolutionary America: A Case Study of Samuel Adams and Thomas Hutchinson Elizabeth Claire Anderson University of Tennessee - Knoxville Follow this and additional works at: https://trace.tennessee.edu/utk_chanhonoproj Recommended Citation Anderson, Elizabeth Claire, "Reputation in Revolutionary America: A Case Study of Samuel Adams and Thomas Hutchinson" (2007). Chancellor’s Honors Program Projects. https://trace.tennessee.edu/utk_chanhonoproj/1040 This is brought to you for free and open access by the Supervised Undergraduate Student Research and Creative Work at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Chancellor’s Honors Program Projects by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. Elizabeth Claire Anderson Bachelor of Arts 9lepu.tation in ~ Unwtica: a ~e studq- oj Samuel a.dartt;., and g fuun.a:, !JtulcIiUu,on 9JetIi~on !lWWuj ~ g~i6, Sp~ 2007 In July 1774, having left British America after serving terms as Lieutenant- Governor and Governor of Massachusetts, Thomas Hutchinson met with King George III. During the conversation they discussed the treatment Hutchinson received in America: K. In such abuse, Mf H., as you met with, I suppose there must have been personal malevolence as well as party rage? H. It has been my good fortune, Sir, to escape any charge against me in my private character. The attacks have been upon my publick conduct, and for such things as my duty to your Majesty required me to do, and which you have been pleased to approve of.
    [Show full text]
  • Grade 5 Instructional Packet 2
    Grade 5 Instructional Packet 2 Dear Parents & Guardians, We hope this instructional packet finds you and your family healthy! In this packet, you will find grade level materials to complete over the next two weeks. The packet covers concepts in ELA, Math, Science, Social Studies, PE, Art, and Music. To keep your child engaged in learning, we hope that you take advantage of this resource. We encourage your child to do their very best and acknowledge their progress by signing the “Student Evidence of Involvement Statement” at the bottom of this page. Overview of assignments (check off as completed) - Week 3 Assignments ✔ Week 4 Assignments ✔ Reading Log Reading Log ELA- Read “Black Blizzard” + Comprehension ELA- Read “The Amazing History of Dogs” + Questions Comprehension Questions Grammar- Conjunction, Preposition, Grammar- Perfect Verbs Interjections (3 worksheets ) Writing- Facebook prompt Writing- Animal writing prompt Math - Subtracting Decimals 2-7 Math - Dividing a Decimal by a Decimal 7-6 Math - Making Line Plots 14-3 Math - Order of Operations 8-2 Math - Measurement Data 14-4 Math - Evaluating Expressions 8-4 SS- “American Revolution” SS- “Conceived of Compromises: Creating Article and quiz the U.S. Constitution” Article and quiz SS- “Colonization and Revolutionary War: SS- “Our System of Checks and Balances” Introduction to the Revolutionary War” Article Article and quiz and quiz Completed Three Items from the Science Completed Three Items from the Science Choice Board Choice Board When your child has completed and signed the assignment sheet, please use your phone to take a picture and then email it to your child’s teacher or have your child sign into their Google Classroom account to respond to the post entitled ”Weekly Evidence of Involvement”.
    [Show full text]
  • Banners in Heraldic Art
    Banners in heraldic art Magnus Backrnark Abstract The banner is very useful to heraldic art. It is a carrier of charges and colours, just like its coun­ terpart the shield. But where the shield can be seen as crude, heavy, flat and robust - its purpose being taking hits- the banner is brilliant, swift, full of I ife and motion. Its purpose is spiritual. It is lifted above anyone's head, above dust and confusion, for inspiration and guiding. Something of this character, I will with this article try to show by examples that the heraldic artist, if lucky, can translate in his or her work. First, we could though take a quick glance at the historical development of banners. The term banner approves, as we shall see, to a specific kind of flag, but in a wide sense of the word a banner is any ensign made of a peace of cloth, carried on a staff and with symbolic value to its owner(s). The profound nature of this innovation, which seem to be of oriental origin, makes it the mother of all kinds of flags. The etymologi­ cal root of the word banner is the French word banniere, derived from latin bandaria, bandum, which has German extraction, related to gothic bandwa, bandw6, 'sign'. 1 The birth of heraldry in the l2 h century Western world was preceded by centuries of use of early forms of banners, called gonfanons. From Bysantium to Normandy, everywhere in the Christian world, these ensigns usually were small rectangular lance­ flags with tai Is (Fig.
    [Show full text]
  • Heraldry: Where Art and Family History Meet Part II: Marshalling and Cadency by Richard A
    Heraldry: Where Art and Family History Meet Part II: Marshalling and Cadency by Richard A. McFarlane, J.D., Ph.D. Heraldry: Where Art and Family History Meet 1 Part II: Marshalling and Cadency © Richard A. McFarlane (2015) Marshalling is — 1 Marshalling is the combining of multiple coats of arms into one achievement to show decent from multiple armigerous families, marriage between two armigerous families, or holding an office. Marshalling is accomplished in one of three ways: dimidiation, impalement, and 1 Image: The arms of Edward William Fitzalan-Howard, 18th Duke of Norfolk. Blazon: Quarterly: 1st, Gules a Bend between six Cross Crosslets fitchée Argent, on the bend (as an Honourable Augmentation) an Escutcheon Or charged with a Demi-Lion rampant pierced through the mouth by an Arrow within a Double Tressure flory counter-flory of the first (Howard); 2nd, Gules three Lions passant guardant in pale Or in chief a Label of three points Argent (Plantagenet of Norfolk); 3rd, Checky Or and Azure (Warren); 4th, Gules a Lion rampant Or (Fitzalan); behind the shield two gold batons in saltire, enamelled at the ends Sable (as Earl Marshal). Crests: 1st, issuant from a Ducal Coronet Or a Pair of Wings Gules each charged with a Bend between six Cross Crosslets fitchée Argent (Howard); 2nd, on a Chapeau Gules turned up Ermine a Lion statant guardant with tail extended Or ducally gorged Argent (Plantagenet of Norfolk); 3rd, on a Mount Vert a Horse passant Argent holding in his mouth a Slip of Oak Vert fructed proper (Fitzalan) Supporters: Dexter: a Lion Argent; Sinister: a Horse Argent holding in his mouth a Slip of Oak Vert fructed proper.
    [Show full text]
  • Heraldry in Ireland
    Heraldry in Ireland Celebrating 75 years of the Office of the Chief Herald at the NLI Sir John Ainsworth Shield Vert, a chevron between three battle-axes argent Crest A falcon rising proper, beaked, legged and belled gules Motto Surgo et resurgam Did you know? Sir John Ainsworth was the NLI's Surveyor of Records in Private Keeping in the 1940s and 1950s. Roderick More OFerrall Shield Quarterly: 1st, Vert, a lion rampant or (for O Ferrall); 2nd, Vert a lion rampant in chief three estoiles or (for O More); 3rd, Argent, upon a mount vert two lions rampant combatant gules supporting the trunk of an oak tree entwined with a serpent descending proper, (for O Reilly); 4th, Azure, a bend cotised or between six escallops argent (for Cruise) Crest On a ducal coronet or a greyhound springing sable; A dexter hand lying fess-ways proper cuffed or holding a sword in pale hilted of the second pierced through three gory heads of the first Motto Cú re bu; Spes mea Deus Did you know? This four designs on the shield represent four families. Heiress Leticia More of Balyna, county Kildare married Richard Ferrall in 1751. Their grandson Charles Edward More O'Ferrall married Susan O'Reilly in 1849. Susan was the daughter of Dominic O'Reilly of Kildangan Castle, county Kildare who had married heiress Susanna Cruise in 1818. Dublin Stock Exchange Shield Quarterly: 1st, Sable, a tower or; 2nd, Vert, three swords points upwards two and one proper pommelled and hilted or; 3rd, Vert, three anchors erect two and one argent; 4th, Chequy, sable and argent, on a chief argent an escroll proper, inscribed thereon the words Geo.
    [Show full text]
  • Quartering, Disciplining, and Supplying the Army at Morristown
    537/ / ^ ? ? ? QUARTERING, DISCIPLINING ,AND SUPPLYING THE ARMY AT MORRISTOWN, 1T79-1780 FEBRUARY 23, 1970 1VDRR 5 Cop, 2 1 1 ’ QUARTERING, DISCIPLINING, AND SUPPLYING THE ARMY FEBRUARY 23, 1970 U.S. DEPARTMENT OE THE INTERIOR national park service WASHINGTON, D.C. TABLE OF CONTENTS Page INTRODUCTION .................................................... i I. CIRCUMSTANCES LEADING TO THE MORRISTOWN ENCAMPMENT 1779-1780 .............................................. 1 II. QUARTERING OF THE ARMY AT MORRISTOWN,1779-1780 ......... 7 1. PREPARATION OF THE C A M P ............................. 7 2. COMPOSITION AND STRENGTH OF THE ARMY AT MORRISTOWN . 9 III. DAILY LIFE AT THE ENCAMPMENT............................... 32 1. HISTORICAL BACKGROUND OF THE ARMY OF THE EIGHTEENTH CENTURY.............................................. 32 2. ORGANIZATION OF THE CONTINENTAL A R M Y ................... 36 3. HEADQUARTERS: FORD MA NS IO N......................... 38 4. CONSTRUCTION OF THE C A M P ............................... 40 5. LIFE AT THE WINTER QUARTERS......................... 48 6. SOCIAL ACTIVITIES AT THE MORRISTOWN ENCAMPMENT .... 64 7. A MILITARY ENCOUNTER WITH THE E N E M Y ................ 84 IV. DISCIPLINE OF THE TROOPS AT MORRISTOWN.................... 95 1. NATURE OF MILITARY DISCIPLINE ....................... 95 2. LAXITY IN DISCIPLINE IN THE CONTINENTAL AR M Y ............ 99 3. OFFENSES COMMITTED DURING THE ENCAMPMENT ........... 102 V. SUPPLY OF THE ARMY AT MORRISTOWN.......................... 136 1. SUPPLY CONDITIONS PRIOR TO THE MORRISTOWN
    [Show full text]
  • Introduction to Scottish Heraldry Viscount Dunrossil Chairman, Society of Scottish Armigers
    Introduction to Scottish Heraldry Viscount Dunrossil Chairman, Society of Scottish Armigers Saturday, January 26, 13 Why should we care? • 1. Illustrated, colorful history • 2. As Scots at Games etc. we use it all the time, on clan badges, cofee mugs, jewelry etc. Might as well get it right and know what we’re doing. • 3. Part of everyday life even for non- Scots, of what many men in particular care most about Saturday, January 26, 13 Sports rivalries Saturday, January 26, 13 Saturday, January 26, 13 Arms of City of Manchester Saturday, January 26, 13 Elements of heraldry in sports • Shield, design e.g. Dallas Cowboys’ Star • Color: crimson tide, burnt orange, maize and blue • Supporters in livery! • Motto, slogan: Roll Tide, Superbia in Proelio Saturday, January 26, 13 Historical origins • Knights in battle, craving distinction, honor, in classic “shame culture” • Jousting competition: need for recognition. • Role of heralds evolving from messengers to introductions to keepers of logs and registers to arbiters and granters of arms. Saturday, January 26, 13 The Lord Lyon King of Arms • England has three (Garter, Clarenceaux and Norroy and Ulster), Scotland just one King of Arms, one ultimate authority • Unlike English Kings of Arms, who need permission from Earl Marshall, Lyon can grant arms himself • Keeps Public Register of All Arms and Bearings in Scotland • Junior ofcer of State. Judge with own court and right to rule on all matters relating to Scottish heraldry, impose fines, imprison etc. Saturday, January 26, 13 Arms of Lyon Sellar
    [Show full text]
  • Giraffes Cant Dance Kindle
    GIRAFFES CANT DANCE PDF, EPUB, EBOOK Giles Andreae,Guy Parker-Rees,Billy Dee Williams | none | 01 Oct 2008 | Scholastic US | 9780545097383 | English | New York, NY, United States Giraffes Cant Dance PDF Book Handprint crafts are my favorite crafts by far! Read this back in college and remember that my students loved it. Arca rated it it was amazing. About Privacy Cookies Contact us. A great lesson for young kids who, they say, begin quite early to draw lines between Us and Them, between Like and Different. When he attempts to join in the dancing at the Jungle Dance, the other animals make fun of him and Gerald feels he is useless. By: Mark Warner. You may also like:. Download our today! All the animals come to see and claim that Gerald is one of the best dancers they have ever seen. Read more By continuing to use this website, you agree to their use. Individual students who might benefit from reading 1 pt I think all students would benefit from reading this book. It has excellent rhythm and alliteration. Lines and paragraphs break automatically. Each year, the Jungle Dance is held. May 24, KatLynne rated it really liked it Shelves: childrens-books , reads. Until he happens upon a cricket who shows him another point of view: "Excuse me! It's time to perform! At the annual Great Jungle Dance, the event Gerald had been dreading, he finds himself being jeered at by waltzing warhogs and cha-cha-ing chimps. As a result Gerald often gets teased by the other animals and after a rather embarrassing and critical moment at the Jungle Dance, Gerald is laughed out of town.
    [Show full text]
  • Civics Practice Test with Answers
    MJ Civics End-of-Course Practice Exam The correct answer for each multiple choice question is in red. SS.7.C.1.1 1. The statements below are from the Declaration of Independence. Source: Public Domain Which statement reflects the Enlightenment ideas of natural law as expressed by Locke? A. A B. B C. C D. D Founding fathers like Thomas Jefferson were influenced by many Enlightenment ideals. These ideas were incorporated in important founding documents like the Declaration of Independence. The statement, “All men…are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness” reflects the Enlightenment ideals as expressed by John Locke. Locke wrote at length about natural law and natural rights. His writings argued that all people are born with natural rights to life, liberty and property. He believed these rights were independent of any government or social laws. 1 SS.7.C.1.2 2. What did many American colonists use Thomas Paine's Common Sense to justify? A. Acts of sabotage against British merchants B. Declaring independence from Britain C. Joining the army instead of the militia D. Supporting the British monarchy The pamphlet Common Sense was written by Thomas Paine in 1776. It blamed King George III for the problems in American Colonies. It also challenged the authority of the British government and monarchy. Thomas Paine argued that the colonists should declare their independence from Britain. The pamphlet Common Sense emphasized the right to and benefits of self-government. It was widely read and encouraged support for independence from colonial rule among many colonists.
    [Show full text]
  • Heraldry for Beginners
    The Heraldry Society Educational Charity No: 241456 HERALDRY Beasts, Banners & Badges FOR BEGINNERS Heraldry is a noble science and a fascinating hobby – but essentially it is FUN! J. P. Brooke-Little, Richmond Herald, 1970 www.theheraldrysociety.com The Chairman and Council of the Heraldry Society are indebted to all those who have made this publication possible October 2016 About Us he Heraldry Society was founded in 1947 by John P. Brooke-Little, CVO, KStJ, FSA, FSH, the Tthen Bluemantle Pursuivant of Arms and ultimately, in 1995, Clarenceux King of Arms. In 1956 the Society was incorporated under the Companies Act (1948). By Letters Patent dated 10th August 1957 the Society was granted Armorial Bearings. e Society is both a registered non-prot making company and an educational charity. Our aims The To promote and encourage the study and knowledge of, and to foster and extend interest in, the Heraldry Society science of heraldry, armory, chivalry, precedence, ceremonial, genealogy, family history and all kindred subjects and disciplines. Our activities include Seasonal monthly meetings and lectures Organising a bookstall at all our meetings Publishing a popular newsletter, The Heraldry Gazette, and a more scholarly journal, The Coat of Arms In alternate years, oering a residential Congress with speakers and conducted visits Building and maintaining a heraldry archive Hosting an informative website Supporting regional Societies’ initiatives Our Membership Is inclusive and open to all A prior knowledge of heraldry is not a prerequisite to membership, John Brooke-Little nor is it necessary for members to possess their own arms. e Chairman and Council of the Heraldry Society The Society gratefully acknowledges the owners and holders of copyright in the graphics and images included in this publication which may be reproduced solely for educational purposes.
    [Show full text]
  • The Use of Heraldry in Genealogical Research John P
    The Use of Heraldry in Genealogical Research John P. DuLong 11 October 2018 Topics • What is heraldry? • How heraldry can help solve genealogical problems. • Misuse of heraldry and “folk heraldry.” • Examples of heraldry evidence from my own research in Ireland, England, Scotland, France, Italy, and Belgium. • If time permits, then I will address registering arms and grants of arms. What is Heraldry? • Heraldry has come to mean the system of arms involving the use of particular devices centered on a shield that has become hereditary symbols passed down through a family, normally through the eldest son. • In some countries it is tied to social stratification and is a mark of nobility, in other countries heraldry is also used by non-nobles. • Although there are some general rules of heraldry that apply everywhere, some heraldry practices do vary from country to country. • In America, where many of our founding fathers used armorial bearings, it is more equalitarian and does not imply nobility. • For genealogists, heraldry is a tool that can be used to solve genealogical problems and to provide background for our research. General Rules of Heraldry • We will not be reviewing the rules of heraldry in detail here or the technical terms involved in heraldry. • See the handout for some of the technical terms and for a bibliography of works regarding heraldry. • There is one rule that I would like to very clear: It is bad form, and in some countries illegal, to use the arms of others without a right to them though inheritance. Use of Heraldry in Genealogy • Heraldry is not just something of esthetic interest, but of practical value when doing genealogy on bourgeois, gentry, and noble ancestors in Europe.
    [Show full text]
  • Wild Pigs Faqs
    Frequently Asked Questions-Wild Pigs (2016) Billy Higginbotham Professor and Extension Wildlife and Fisheries Specialist Texas A&M AgriLife Extension Service 903-834-6191 [email protected] 1- How many they average per litter and how often they can breed in a year? The average is probably about 5 to 6 pigs per litter. Sows probably average one litter per year. Are more litters per year and larger litter sizes possible? Absolutely yes! However, I am using long-term averages, not what can occur under ideal conditions –which usually unsustainable over the long haul. Young females do not typically have their first litter until they are 13+ months of age, even though they can be sexually mature at 6 to 8 months of age or even earlier in some cases. 2- What is the average lifespan of a wild pig? Mortality rates vary greatly-impacting the very young and the very old primarily. Predation is not a big issue once they reach about 10 to 15 pounds. Hunting can be a significant mortality factor in some regions but generally is not enough to offset population growth. Depending on a variety of these factors, plus disease, vehicle collisions etc., average lifespan is probably between 4 and 8 years of age. 3- How large can they become? Weights depend on genetic background and food availability. Generally, males can reach larger weights than females but this is not a hard and fast rule. Average weights vary between 75 and 250 pounds. A 300 pound wild pig is a large pig!. The unusually large weights of 500 pounds + occasionally reported in the media are very rare.
    [Show full text]