Basic Facts Boxes

 Today I did basic facts boxes. The objective of this challenge is to answer the questions quickly. My time was 4 minutes and 18 seconds. I got six wrong.

SSR Selfie

This week for ssr selfie I read a book based on our work called " The Gruffalo " The book is about a mouse lying to other animals about being the scariest creature and describing a fictional character

I had to list three things that happened in the story. One of them was: the Gruffalo was scared of the mouse. Next we have to list new words.

Lastly I had to write who was the author and who is the illustrator.

LI. To summarise and retell the text. 

Art

We have been doing this art for the past 2-3 weeks

 For art we had to colour one section of the Gruffalo picture.

We were put into groups to collabarate with each other. We also learned a new strategy called blending/ mixing. 

We had to mix a dark colour with a light colour. When we finished the whole picture we hung up on the wall.

Safety Plan

 For inquiry we learned about hazards and risks. A hazard is something that can cause harm to the property, enviroment, and people. A risks is a possibilty that a hazard can cause harm to people.

First we discussed about different hazards and risks. Next we wrote down, a hazard for the fire itself. The risk is burning yourself.

Thern we discussed consequenses that could happen. Consequense is something that could go wrong. For example: For the wood you could hurt yourself or someone.

Mr Ogilvie lit a fire and demonstrated how to roast marshmallows and make smores. After he demonstrated we made our own smores.

Lastly we made another safety plan for the food preparation. We did the same process but wrote down different hazards, risks, and consequenses.

LI. To assess and conduct a real life scenario.

Maths Word Problems

 This week for maths I learned How to use brackets in a maths word problem.

First, I read The word problem to see the numbers that we had to multiply. Next I used brackets. Brackets mean that you have to solve the equation first.

Lastly I wrote the final amount.

LI: to write word problems in order using brackets.

Thursday Recount

 For writing we wrote a recount about our daily routine. We had to pick a day to write our recount. I chose last week Thursday. On Thursday we talked about the coming election. The purpose of the activity is to find out what was important to us so we could understand what political parties will do when they win this coming election, and what will happen after election.

For my recount I wrote what I did: before school, at school, after school, at dinner, and after dinner, which are the main parts of my day. Then I picked four things that I do in four sections. 

After I wrote my recount, I had to write my own personal reflection.

LI: To write a recount about my daily routine.

Governing Topics

 Governing Topics are policies that parties wish to provide to the people and the country. The two most important topics are: Media, culture, and recreation and Education.

The education topic is about the goverment spending more money on schools. Media, culture, and recreation is about spreading important information about the news, culture, and recreation activities. 

If I voted and chose my govenring topics, I would choose media, culture, and recreation, and education. I chose education because I am learning new things.

I also chose media, culture, and recreation because I play a sport and I like going outside and playing with my friend.

LI. To choose important governing topics by summarizing all topics.

Maori language week

 Maori language week is a special occasion that people support in September. This is a time for all New Zealanders to celebrate te reo Maori.

The Goverment is trying to get 1 million people speaking in te reo before 2040.

In 1987 te reo became an offical language of Aotearoa. On the 14th of September 1972 at 12pm a petition was signed with 30,000 signatures was presented to the NZ parliment calling for te reo to be taught in schools.

LI. Lets make Maori language strong.

Basic Facts Boxes

This week for basic facts boxes I did multiplication speed demon.The objective of the challenge is to answer the questions quickly. My time was 4 minutes and 15 seconds. I got only 6 answers wrong. I can improve by reading th questions properly.

Hazards and Risks

First my group wrote what a hazard and risk is. A hazard is an object that can cause harm to the property, environment, and to other people. A risk is a possibilty that a hazard can cause harm to people.

We also recapped about the risk levels which are low, likely, possible, elevated, and extreme. Then we wrote a saftey plan called risk assement.

 For this task we wrote the class level, how many students, how many helpers, and the location.

For every ten students equal's one helper. Then my group answered questions like: what could go wrong, how you could prevent, and what could it cause it to go wrong.

Lastly we wrote a emergency plan which is a risk that overcomes a much serious situation.

LI. To assess risk with a simple activity.

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Maths word problems

 LI. to solve multiplication word porblems with a factor greater than 10.

To solve a maths problems that is outside of the times tables, there are 6 steps to follow.

The first step is to write the number sentence. 

Then you have to break up the bigger number. For example: 16 = 10 + 6.

The third step is to multiply the smaller number. For example: 10 x 4 = 40) + ( 6 x 4 = 24 )

The fifth step is to write the number sentence but you have to write it with the answer. For example: 40 + 24 = 64.

The final step is to write the number sentence but write it like a word problem. For example: Rahcel's mother gave her 64 stickers.

Narrative

LI. To write a narrative

I rewrote The Gruffalo story and my own half of the story.

There are three guiding questions to help me change the story. They are where do they live, who is the character, and what is the gruffalo's favourite food.

I changed the owl into a hawk, I changed the tree top house into mountain top house, and I changed the gruffalo's favourite food into hawk sour cream.

Making Connections

LI. To identify and describe connections
There are three connections. They are: text to self, text to text, and text to world.

Text to self is something that has happened in the book which that has happened to yourself. For example: in the story the mouse was brave and not scared of the other animals. 

Text to text is something that hapened in the book and also another book. For example: the mouse went on a journey to find the nut. In the story of Rahi and the patupaiarehe, Rahi goes on a risky journey to save his wife from the patupairhe.

Text to world is something that links to something we all do in the world. For example: The snake was gullible, and the owl was impolite. Impolite people treat other people rude and ignorant. Gullible people believe something that is not true.

Basic Facts Boxes

This week for basic facts boxes I did multiplication speed demon. The objective of this challenge is to answer the questions quickly. My time was 2 minutes and 35 seconds. I got 23 answers wrong. I can improve by reading the questions properly.

LI. To rapidly recall basic facts

Character trait | Fact or opinion

This week I did fact and opinion and character trait.

For fact and opinion I had to find facts about each animal in the story. Then I had write my own opinions about how the animals act in the story. 

After that I did character trait. Character trait is about inferring and how the characters act. I used adjectives to describe how the animals act. 

Setting description

A setting description describes what the place looks like, sounds like, feels like, and smells like.

To describe what it looks like, people use adjectives like: big, small, tall, or short. This will give the reader an idea of what the place looks like.

To describe what it sounds like, people use adjectives like: loud, and quiet. This will give the reader an idea of what the places sounds like.

To describe what it feels like, people use adjectives like: soft, hard, cold, or hot. This will give the reader an idea of what the places feels like.

To describe what the places smells like, people use adjectives like: old bark, or freshwater. This will give the reader an idea of what the place smells like.

The 4 settings help the reader understand what setting you are describing.

Inquiry | Risk Assesment quiz

LI: to assess the likelihood 
LI: to assess consequences

This week we learned about assessing risk.

We had to assess risk from then. There are five risk definitions. They are low, likely, possible, elevated and extreme.

The first task was that we had to pick a number out to 1 to 5. There were fifteen questions and my group and I did a discussion of what number we should pick to see if it was correct, almost or incorrect my group and I did a vote. 

After voting each question we got two correct answers, two incorrect answers, and the rest was almost. Then we corrected our answer and did the next task. The next task was we had to write our own situation from 1 to 5. After that we mixed up the answer and deleted those numbers.

This task was hard but we worked together and finished the task. 

Multiplication

Multiplication is a faster way of counting alot of the same number. For example 9+9+9+9+9+9+9+9 is counting 9 eight times. So 9 x 8 = 72.
These two slides show the 9 times tables, 7 times tables and the word problems.

Knowledge Hazards and Risks.

Knowledge Hazards and Risks.

For inquiry we were learning about hazards and risk.

First we did activities. The first activity was to four corners.

We had to go to a corner. The corners were spades, diamonds, clubs and hearts and the person had to pick a card if it was spades, diamonds, clubs and hearts. The last two people had to guess if the card is red or black. 

The second activity is octopus. The two people that are in it had to say something and the person had to run to the end, and if they got tagged they had to be an octopus. 

Next we had to list down names of hazards for each category (School, home,community, sports). 

Lastly we had to come up with some risks for our hazards.

L.I. To demonstrate prior knowledge

Character description

Character descriptions create a picture of a characters apperance, experiences and personality.

The appearance include descriptions of the hair, face, body and it's clothes. The experiences include: descriptions of where it lives, their friends , family, their interested, hobbies, talent and their secrets or special achievements. The personality include: descriptions of what kind of person are they, how do they behave, what do they say and what makes them interesting or different.

For the character description should include figurative language. Most people use metaphors and similes as figurative language. Figuritive language is a word or phrase that does have it's literal meaning. Most people use metaphores and similes as figuritive language.

The reason for this activity is to learn to write a character which not only describes their appearance or personality but to describe all parts of the character.

LI. To write a character description.

Visualising

Visualizing is a strategy that helps you retell the story by looking at pictures.

The visualizing strategy is used in the Gruffalo. In the story the mouse describes the gruffalo.

The nogard activity also uses the strategy.

Multiplication word problem quiz

This week for maths we learned how to write multiplication word problems.

We wrote multiplication word problems. Next we coded the answers to say correct or incorrect. Lastly we tested the coding to see if the answer was correct.

LI. To identify and solve multiplication word problems.