We were focusing on using as many maths strategies as we could to solve multiple equations.
We were given a total of 18 equations that used all 4 maths operations to solve within two weeks.
We investigated different strategies to solve as many maths equations as we were able to within the time limit. We did this activity in groups of four.
The main strategies that were used were written algorithm, number line, place value, simple addition, simple subtraction and skip counting.
We found that this activity challenged our skill of solving equations. We enjoyed this activity and using different strategies to solve problems.
One thing we could improve is finding more strategies to solve future maths problems.
LI: to practice a range of strategies to solve equations using all 4 operations.
Friday 19 June 2020
Procedural Writing
We were focusing on procedural writing. We know that procedural writing tells how to do or make something using steps.
First, we looked at identifying the structure and language features used in a procedure.
We know that the structure of a procedure is TEMPS. The language features used in a procedure is third person, present simple and specific verbs.
We were able to write a procedure on one of three topics: how to make a sandwhich, how to get to Pt. England from PBS and how to play octopus.
We followed the steps to make a procedure.
The steps were: break up the task into steps that can be explained by one verb, choose the precise verb for each step, create or choose an appropriate image/photo for each step, create a list of materials or tools needed, and write the procedure.
LI: to write a set of instructions.
First, we looked at identifying the structure and language features used in a procedure.
We know that the structure of a procedure is TEMPS. The language features used in a procedure is third person, present simple and specific verbs.
We were able to write a procedure on one of three topics: how to make a sandwhich, how to get to Pt. England from PBS and how to play octopus.
We followed the steps to make a procedure.
The steps were: break up the task into steps that can be explained by one verb, choose the precise verb for each step, create or choose an appropriate image/photo for each step, create a list of materials or tools needed, and write the procedure.
LI: to write a set of instructions.
Food Storage and Preservation
We learnt that food storage and preservation meets to store food and keep it at its original/current state. We learnt that Author's purpose means the purpose of the text and UTE means Usefulness and Trustworthiness Evaluation.
First, we looked at identifying the different text types for each text. There were fourteen texts in total.
Then, we identified the Author's purpose of each texts. We then rated the text with the UTE scale of 1 to 5. (1 being not useful and 5 being very useful).
After that, we created a summary of each text.
We recorded the informtion on a spread sheet.
We enjoyed this activity and found it very informal on food storage and preservation. What we could work better on next time is understanding if the information is from a trustworthy source.
LI: to gather and evaluate information from multiple texts.
First, we looked at identifying the different text types for each text. There were fourteen texts in total.
Then, we identified the Author's purpose of each texts. We then rated the text with the UTE scale of 1 to 5. (1 being not useful and 5 being very useful).
After that, we created a summary of each text.
We recorded the informtion on a spread sheet.
We enjoyed this activity and found it very informal on food storage and preservation. What we could work better on next time is understanding if the information is from a trustworthy source.
LI: to gather and evaluate information from multiple texts.
Summarising
We learnt that summarising is a reading strategy that uses the main ideas to tell a brief description of a text.
We were looking at summarising three different articles about possums.
First, we skimmed and scanned through the text for keywords and general information. We wrote down the information and keywords we found for each text.
Then, after finding all the general ideas of the text, we used the keywords and information to create a short summary.
We repeated this process with the other two possum articles.
After that, we used the information from all three summaries and made an overall summary that talked about the information from all three possum articles.
We found this activity challenging and enjoyed writing the summaries. What we could focus on doing better is finding keywords that link to the text.
LI: to summarise information from a range of texts.
We were looking at summarising three different articles about possums.
First, we skimmed and scanned through the text for keywords and general information. We wrote down the information and keywords we found for each text.
Then, after finding all the general ideas of the text, we used the keywords and information to create a short summary.
We repeated this process with the other two possum articles.
After that, we used the information from all three summaries and made an overall summary that talked about the information from all three possum articles.
We found this activity challenging and enjoyed writing the summaries. What we could focus on doing better is finding keywords that link to the text.
LI: to summarise information from a range of texts.
Mixed Number, Improper and Proper Fractions
Fractions are the equal pieces that have been cut from a whole object. The three different types of fractions are: proper, improper and mixed number fractions.
When the denominator is bigger than the numerator, it is a proper fraction (3/4).
Improper fractions are fractions that have their denominator less than their numerator (7/6).
Mixed number fractions are fractions that have a whole as well as a fraction (1 and 2/5).
When converting each fraction into a decimal representation, divibe the numerator by the denominator. Example: If someone has 3/10, 3 ÷ 10 = 0.3. The decimal representation of 3/10 is 0.3.
LI: to identify the three types of fractions (proper, improper and mixed number fractions).
When the denominator is bigger than the numerator, it is a proper fraction (3/4).
Improper fractions are fractions that have their denominator less than their numerator (7/6).
Mixed number fractions are fractions that have a whole as well as a fraction (1 and 2/5).
When converting each fraction into a decimal representation, divibe the numerator by the denominator. Example: If someone has 3/10, 3 ÷ 10 = 0.3. The decimal representation of 3/10 is 0.3.
LI: to identify the three types of fractions (proper, improper and mixed number fractions).
Verb Tenses
There are three tenses that identify the different things that tell about an action. There are twelve types of tenses.
There are three things that tell about an action, they are: time, continuance and completion.
Time includes past, present and future. Past is something that has already happened. Present is something that is happening at the time of speaking. Future is something that has not happened yet.
There are two types of continuance: simple and continuous. Simple is a specific thing and continuous is still going on.
Perfect is a completed action. It is not the same as past, although, an action can be done in the past but it may not be completed.
The twelve tenses are: past simple, present simple, future simple, past continuous, present continuous, future continuous, past perfect, present perfect, future perfect, past perfect continuous, present perfect continuous and future perfect continuous.
By identifying the different tenses, this helps us understand when an action has been done.
There are three things that tell about an action, they are: time, continuance and completion.
Time includes past, present and future. Past is something that has already happened. Present is something that is happening at the time of speaking. Future is something that has not happened yet.
There are two types of continuance: simple and continuous. Simple is a specific thing and continuous is still going on.
Perfect is a completed action. It is not the same as past, although, an action can be done in the past but it may not be completed.
The twelve tenses are: past simple, present simple, future simple, past continuous, present continuous, future continuous, past perfect, present perfect, future perfect, past perfect continuous, present perfect continuous and future perfect continuous.
By identifying the different tenses, this helps us understand when an action has been done.
LI: to learn about verb tenses.
Wednesday 17 June 2020
Fractions & Decimals
The task for maths was about fractions and decimals. Fractions are equal parts cut from a whole object. Decimals are numbers that are less than 1 (>1). Both decimals and fractions are less than one whole object, unless they are added to make a whole.
First, we looked at how money can be split in quarters. For example: if you and three other people want to split one dollar, you would each get $0.25 (25c). This is because 1 ÷ 4 = 0.25.
After that, we completed a fraction activity. The fractions were in fifths. We wrote down the fraction represental up to 6. Then we wrote down the equivalent fraction with the denominator as 100. For the last part of this activity, we wrote down the decimal representation.
We did that activity for the fractions, fifths, thirds and eigths. For fifths the equivalent fraction with the denominator as 100 is 20. This is because 100 ÷ 5 = 20. For thirds the equivalent fraction with the denominator as 100 is 33.33333333 but we rounded it to 33. For eights, the equivalent fraction with the denominator as 100 is 12.5. This is because 100 ÷ 8 = 12.5.
LI: To investigate fractions.
First, we looked at how money can be split in quarters. For example: if you and three other people want to split one dollar, you would each get $0.25 (25c). This is because 1 ÷ 4 = 0.25.
After that, we completed a fraction activity. The fractions were in fifths. We wrote down the fraction represental up to 6. Then we wrote down the equivalent fraction with the denominator as 100. For the last part of this activity, we wrote down the decimal representation.
We did that activity for the fractions, fifths, thirds and eigths. For fifths the equivalent fraction with the denominator as 100 is 20. This is because 100 ÷ 5 = 20. For thirds the equivalent fraction with the denominator as 100 is 33.33333333 but we rounded it to 33. For eights, the equivalent fraction with the denominator as 100 is 12.5. This is because 100 ÷ 8 = 12.5.
LI: To investigate fractions.
Tuesday 16 June 2020
Inferring | Reading Strategy
Inferring is a reading strategy where you use your prior knowledge to figure something that is not told.
We first started with the 'What can you tell?' activity. There are four images that we inferred. To infer we needed to start with using our prior knowlegde. Then we needed to make our inference by using our prior knowledge.
After that activity we did the 'Inference Quiz'. There were five bodies of text that had two questions each. We inferred things about the text and we included the two clues that lead to our inference.
When we finished the inference quiz, we made our inferring poster. The inferring poster had an image that people can infer things about. We also put a potential inference on the poster.
LI: To infer information that is not stated.
Inference Poster
Inference activity
Inference activity
We first started with the 'What can you tell?' activity. There are four images that we inferred. To infer we needed to start with using our prior knowlegde. Then we needed to make our inference by using our prior knowledge.
After that activity we did the 'Inference Quiz'. There were five bodies of text that had two questions each. We inferred things about the text and we included the two clues that lead to our inference.
When we finished the inference quiz, we made our inferring poster. The inferring poster had an image that people can infer things about. We also put a potential inference on the poster.
LI: To infer information that is not stated.
Inference Poster
Inference activity
Inference activity
Friday 12 June 2020
Volume & Capacity
The task for maths was about volume and capacity. Volume is the amount of space something has. Capacity is the amount of liquid an object can hold.
We first wrote down the standard forms of measuring volume and capacity. They are: litres (L) and millimetres (ml).
After that we estimated the volume and capacity of two objects we chose. Estimation is an educated guess. We used a balancing scale and measuring cups to measure the capacity of the objects.
Lastly, we converted the capacity of the containers. To convert capacities you need to either divide or multiply by 1000, because kilo means 1000. Millimetres means that it is 1000 times smaller.
LI: To explore standard forms of measuring volume and capacity.
We first wrote down the standard forms of measuring volume and capacity. They are: litres (L) and millimetres (ml).
After that we estimated the volume and capacity of two objects we chose. Estimation is an educated guess. We used a balancing scale and measuring cups to measure the capacity of the objects.
Lastly, we converted the capacity of the containers. To convert capacities you need to either divide or multiply by 1000, because kilo means 1000. Millimetres means that it is 1000 times smaller.
LI: To explore standard forms of measuring volume and capacity.
Tuesday 9 June 2020
Verbs
This task for writing was about verbs. Verbs are words that describe actions.
There are three different types of verbs that we identified. They are: physical verbs, mental verbs and state of being verbs.
We wrote as many verbs as we could think of on the Google Sheet.
After writing the verbs we checked the words we wrote just in case they were not verbs or they were spelled wrong.
LI: To learn about verbs.
There are three different types of verbs that we identified. They are: physical verbs, mental verbs and state of being verbs.
We wrote as many verbs as we could think of on the Google Sheet.
After writing the verbs we checked the words we wrote just in case they were not verbs or they were spelled wrong.
LI: To learn about verbs.
Making Predictions
This task for reading was about making prediction. Predictions are educated guesses. The education comes from our prior knowledge and the clues from the books.
To make our first predictions we only looked at the title and pictures on the front page. We predicted what text type the story was, what the story was about and sentences we think might be in the book.
After that we read 2-3 paragraphs and made more predictions about other things. We made 3-6 other predictions.
After getting our predictions checked, we wrote on the next column whether we were correct or incorrect. If we were incorrect we wrote what really happened.
Making predictions can help with understanding a text.
LI: To predict events to come.
To make our first predictions we only looked at the title and pictures on the front page. We predicted what text type the story was, what the story was about and sentences we think might be in the book.
After that we read 2-3 paragraphs and made more predictions about other things. We made 3-6 other predictions.
After getting our predictions checked, we wrote on the next column whether we were correct or incorrect. If we were incorrect we wrote what really happened.
Making predictions can help with understanding a text.
LI: To predict events to come.
Friday 5 June 2020
Reading Large Numbers
The task for maths was about saying large numbers.
Reading large numbers can be difficult when they are in number forms.
To read 834 237 452, first you need to read the millions which are the first set of numbers. They are eight hundred and thirty four million.
After that you need to read the thousands which are the second set of numbers. They are two hundred and thirty seven thousand.
Lastly, you need to read the ones which are the last set of numbers. They are four hundred and fifty seven.
When you put the steps together it will be: eight hundred and thiry four million, two hundred and thirty seven thousand and four hundred and fifty seven.
LI: To read and recall numbers greater than one hundred.
Reading large numbers can be difficult when they are in number forms.
To read 834 237 452, first you need to read the millions which are the first set of numbers. They are eight hundred and thirty four million.
After that you need to read the thousands which are the second set of numbers. They are two hundred and thirty seven thousand.
Lastly, you need to read the ones which are the last set of numbers. They are four hundred and fifty seven.
When you put the steps together it will be: eight hundred and thiry four million, two hundred and thirty seven thousand and four hundred and fifty seven.
LI: To read and recall numbers greater than one hundred.
Homophones
The task for writing was about homophones. Homophones are words that sound the same, have different meanings and are spelt differently.
First, we used a Google Sheet which included 10 homophones. Then we chose three homophones and used them to create an infographic.
In the infographic we wrote down the meaning of the homophones and inserted a picture to go with it.
LI: To investigate homophones.
First, we used a Google Sheet which included 10 homophones. Then we chose three homophones and used them to create an infographic.
In the infographic we wrote down the meaning of the homophones and inserted a picture to go with it.
LI: To investigate homophones.
Plurals | Describing Objects
The task for writing was about plurals. Plurals are more than one thing. They have rules and exceptions.
We were describing objects with plurals. There were twelve pictures that we each described. Our description included an adjective and a noun that could be plural.
There was a no-no list which included words that we couldn't use (because they were boring or simple). Some of the list included: long, good, little, man, woman, insect and etc.
LI: To describe objects using specific and interesting nouns and adjectives.
We were describing objects with plurals. There were twelve pictures that we each described. Our description included an adjective and a noun that could be plural.
There was a no-no list which included words that we couldn't use (because they were boring or simple). Some of the list included: long, good, little, man, woman, insect and etc.
LI: To describe objects using specific and interesting nouns and adjectives.
Thursday 4 June 2020
Properties of Light
The task for inquiry was to observe/investigate to the properties of light.
We were experimenting the properties of light. In a Google Document we were recording the experiment's result and writing the observations and hypothesis. A hypothesis is a starting thought for more investigation. Property is a characteristic that something owns.
In the second column we put the evidence in. The evidence was the photo that we took of the experiment.
After that we wrote the properties of light in the hypothesis column. We found many properties but one is that: light can travel through transparent objects.
LI: To observe the properties of light.
We were experimenting the properties of light. In a Google Document we were recording the experiment's result and writing the observations and hypothesis. A hypothesis is a starting thought for more investigation. Property is a characteristic that something owns.
In the second column we put the evidence in. The evidence was the photo that we took of the experiment.
After that we wrote the properties of light in the hypothesis column. We found many properties but one is that: light can travel through transparent objects.
LI: To observe the properties of light.
Measurement | Weight
The task for maths was to measure the weight of three things in the classroom using standard forms of measurement. Weight is how heavy something is.
We first wrote down the standard forms of measuring weight and they are: tonnes (T), kilograms (kg) and grams (g). The tools to measure these are scales.
After that we estimated the weight of the three objects we chose. Estimation is an educated guess using your prior knowledge. After estimating we measured the weight with three different scales. We used a balancing scale, a hanging scale and glass scale.
Lastly, we converted the forms of measurement up and down a unit. To convert grams to kilograms you need to divide by 1000 and then divide by 1000 again to get to tonnes.
LI: To explore standard forms of weight.
We first wrote down the standard forms of measuring weight and they are: tonnes (T), kilograms (kg) and grams (g). The tools to measure these are scales.
After that we estimated the weight of the three objects we chose. Estimation is an educated guess using your prior knowledge. After estimating we measured the weight with three different scales. We used a balancing scale, a hanging scale and glass scale.
Lastly, we converted the forms of measurement up and down a unit. To convert grams to kilograms you need to divide by 1000 and then divide by 1000 again to get to tonnes.
LI: To explore standard forms of weight.
Wednesday 3 June 2020
South Pacific Beats
The task for reading was to create an interactive summary about the article South Pacific Beats.
The first thing we did was to learn the reading strategies that helped us understand the text better. The reading strategies we practised were: visualising, prior knowledge, skimming and scanning.
Visualising is the process of understanding some of the text and then drawing what you understand. Prior knowledge is when you already know things about the topic of the text. Skimming is when you read a text quickly to understand the general idea of the book and scanning is when you look for specific information in a text.
After that we looked at the vocabulary. Vocabulary is the words that someone (like yourself) doesn't understand the meaning of. Some people might not know the meaning of: 'obfuscate'. So they would tell people the meaning of the word. For example:
obfuscate - meaning: something made unclear or confusing.
LI: To create an interactive summary of the article South Pacific Beats.
The first thing we did was to learn the reading strategies that helped us understand the text better. The reading strategies we practised were: visualising, prior knowledge, skimming and scanning.
Visualising is the process of understanding some of the text and then drawing what you understand. Prior knowledge is when you already know things about the topic of the text. Skimming is when you read a text quickly to understand the general idea of the book and scanning is when you look for specific information in a text.
After that we looked at the vocabulary. Vocabulary is the words that someone (like yourself) doesn't understand the meaning of. Some people might not know the meaning of: 'obfuscate'. So they would tell people the meaning of the word. For example:
obfuscate - meaning: something made unclear or confusing.
LI: To create an interactive summary of the article South Pacific Beats.
Subscribe to:
Posts (Atom)