Basic Facts Boxes

Today I attempted the multiplication speed up demon challenge and my time was 6 minutes. I got so many answers wrong but next time I will try to beat my time. I got 61 correct and 32 wrong. I was supposed to finishe the whole thing and the whole thing was 93. So I got 61 out of 93.

L.I To learn more basic facts maths

SSR Selfie | The Gruffalo

For SSR Selfie we had to do a describe a story called "The Gruffalo" by using the SSR Selfie. The tittle is "The Gruffalo", the author is Julia Donaldson, the illustrater is Axel Scheffler, the main characters are the Mouse, Fox, Owl, Snake, and The Gruffalo.

After that we had to list three events that happened in the story. For example: The mouse tricked the animals so he could avoid them.

Then the final step I did was to tell what I think about the book. For example: The book was enjoyable and risky.

L.I To summarise and retell a text

Art | The Gruffalo

For two weeks we did an amazing pastel art with my class and the pastel art was about The Gruffalo. Th Gruffalo art was a group activity.

The first thing me and my group had to do was to practise blending in the pastel colours. If your're trying to do The Gruffalo's mouth you have to get three colours. The three colours are brown, white, and light pink. The first step you must do is add the brown. Then add the white on top of the brown. After that you have to add the pink and then once you added the pink you have to blend it with the cotton buds. After that you come with a nice colour of The Gruffalo's mouth.

The second thing me and my group did was to go on to the real art paper. The part me and my group did was G2 and G2 was The Gruffalo. I thought I was going to muck up but then I did a really good job. I was proud of myself when I didn't muck up but I had to still blend in the colours if I had to.

I quite enjoyed this task because it was a whole class task and me and my group did The Gruffalo and my favorite character in the story was The Gruffalo.

L.I To practise blending different colours by using cotton buds to get the light and the dark colours.

Mixed Multiplication Word Problems

For maths I learnt how to use brakets in a multiplication word problem. The brackets means that you have to solve it first. For example: (61 + 7) + 24 = ?

For this task we had to do the number sequence and then we had to do the answer put in a word problem.

There were 5 multiplication problems and I tried my best to answer them correctly. Some of it was multiplication and addition, some of it was just multiplication, and some were multiplication and subtraction.

L.I To write multiplication word problems in brackets

Daily Routine

For this weeks writing task we had to write a recount about one day. The recount was about what you did in a regular day. And aslo the recount included 4 daily routines.

The 4 daily routines are before school, at school, after school, and after dinner.

Before school means what do you do before school. For example: Brush teeth and then wash face.

At school means what kind of learning you did while at school. For example: I did a maths task called "Multiplication Word Prolems".

After school means what you did when you get home. For example: Take a warm shower and then get changed.

After dinner means what you did after dinner. For example: I had ice cream after dinner.

The Governing Topics

Governing topics are policies that are given importance by the goverment. The two most important governing topics to me are: Transport and Infrastructure, and education.

Transport and Infrastructure means fixing how people move around the country and how buildings are organised and are built safe.

Education means that the goverment should give money to the schools.

Transport and Infrastructure are important to me because my parents use a vehicle to take me to school, go to their jobs and going to different places.

Education is important to me because I am still at school and I like to learn more things around me.

L.I To choose inportant governing topics by summarising all topics

Making Smores and Fire Plan

For inquiry we did an activity about saftey plans. There were two saftey plans and one of the plans was making a fire plan and the second one was the food plan. The hazards were the fire, sticks, and the students. The risks were passing out out from smoke and getting burnt by the fire. After we finished the saftey plan we made a fire from wood paper and a lighter. The ingredients for the smores are marshmallows, biscuts, and choclate sauce. We went to the fire and melted the marshmallows on a kebab stick. After that we put the melted marshmallows on the two biscuts and then put choclate sauce on the biscuts.

L.I To demonstrate prior knoladge

Basic Facts Boxes

Today I took the speed up challenge for basic facts boxes. I did the mutliplication one because I wanted to beat my time on my other basic facts boxes.

When I finished my multiplication sheet I had to stop my time and my time was 5 minutes and 17 seconds.

I needed to practise my times tables because my times tables are pretty bad. I need to practise my 9 times tables, 7 times tables, 12 times tables, 8 times tables, 4 times tables, and my 3 times tables.

L.I To remember my basic facts maths.

Maori Language Week

This week is Maori Language Week. This is a time in September when people support the Maori Language and try to get more and more Maori Speakers.

In 1985 people began to ask for te reo to be recognised as a taonga (treasure) of NZ and that it should be protected and promoted under te Tiriti of Waitangi - Treaty of Waitangi.

The Goverment's goal is to have 1 million speakers of te reo by 2040.

Approximatley 125,000 people can speak fluent te reo in NZ. There are more and more people learning, including us right now.

L.I  Lets make the Maori Language Strong

Risk Assessment

This activity was about making a saftey plan.

First, we had to remember what a hazard and a risk is. A hazard is a object that can cause harm. The risk is a chance that something will happen. The risk levels are low, likely, possible, elevated, and extreme.

Next, we had to do the saftey plan. We had to write down what the activity was, the number of helpers, the number of students, the class level, and where the location was going to be held. For every 10 students there is one helper. For example: 48 students, there are 4 tens and that means that is 4 helpers. The 8 is not a 10 yet but the 8 still needs a helper. So there will be needed 5 helpers for 48 students.

 Lastly, we had to answers the questiosn in the saftey plan. What could go wrong? What could cause it to go wrong? How could we prevent it? Whose responsibility is it? And whats the emergency plan?

I enjoyed this task because me and my group had to write a safety plan, and I have never wrote a saftey plan.

L.I To assess risk with in a simple activity

More Multiplication Word Problems

How to solve a maths problem that is outside the times tables do this.

The first step is to write a number sentence.

The second step is to break up the big number. For example: 12 = 10 + 2.

The third step is to multiply the small number. For example: (3 x 10) (3 x 2).

The fourth step is to add the number. For example: (3 x 10 = 30) (3 x 2 = 6) 30 + 6 = 36

The fifth step is to write the number sentence again but with the answer. For example 3 x 12 = 36.

The final step is to write the number sentence again but in words like a word problem. For example Cora interviewed 36 people a year in total.

L.I To solve multiplication problems with a factor greater than 10.

Narritive | The Gruffalo

A re-write story is changing half of the story but the same storyline.

There are three guiding questions that can help us change the story and they are where do they live, what's the Gruffalo's favourite food, and the location.

I changed the Mouse into a Meerkat because they are kind of the same.

Re-writing a story can help people think of creative ideas.

L.I To re-write a narritive

Making Connections

Here is how to make a connection. There are three conections. Text to text, text to self, and text to world.

Text to self is linked to what you do. For example: In the story of the Gruffalo the fox was a scardy cat. My connection was I am scared when it comes to fed my cousin's dog.

Text to Text is linked to whats in a book or a movie. For example: In the story of the Gruffalo the mouse travled the deep dark woods. My connection was in a book called I survived is about a boy who travled the woods at night when his little sister and his father are a sleep.

Text to world is a big theme that we would see around the world and what everybody does. For example: In the story of the Gruffalo the mouse dosen't have a place to live. My connection was homless people don't have houses.

L.I To identify and describe connections

Fact or Opinion

Today I did an activity called fact or opinion.

First I had to watch an animated story about "The Gruffalo.

Secondly we had to do the fact and opinion task. This task is where I had to do the fact on each animal in the story called "The Gruffalo". Then I had to do the same thing for the opinion.

Lastly I had to do another activity called charater trait. This activity is where I had to describe the character in the book called "The Gruffalo".

I quiet enjoyed this task even though it was 2 tasks.

L.I To infer

Setting Description

Setting descriptions describes what a location looks like, smells like, sounds like, and feels like.

To describe what a place looks like use adjectives such as: big, red. It helps the reader visualise the colour, the texture, and the size of a thing.

To describe what a place feels like use adjectives such as: rough, smooth, soft. This helps the reader understand the texture of a thing.

To describe what a place sounds like use adjectives such as: quiet, loud, noisy. This helps the reader understand how loud a place is.

To describe what a place smells like use adjectives such as: revolting, stinky, cold. This helps the reader understand the scent of something.

By describing the looks, smells, sounds and feelings of a place, the reader can know more about a place.

LI: To write a setting description

Hazards and Risks

For inquiry we learnt how to assess risks.

First we rated situations on risk levels like low, likely, possible, inpossible, elevated, and extreme. For example: The situation "using a lighter to check if the lawnmower has petrol" is an a extreme risk.

Next we wrote down three situations for each risk level and what might be the consequences.

I learnt how to use commen sense in risky situations and how to practise saftey to avoid danger.

L.I To assess the likehood
L.I To assess the consequences

 

Multiplication

Multiplication is a faster way to count the same number. For example 9 + 9 + 9 + 9 + 9 + 9 + 9 + 9 + 9 is counting 9 nine times, so 9 x 9 = 81.

Here are the slides that show the 7 and 9 times tables.

L.I To learn the times tables