Wednesday, 23 September 2015

Fractions and Problem Solving

We have been learning all about fractions and what a fraction is. We decided that a fraction is fair. It needs to be the same shape, same size or the same number. 
We have also been doing loads of thinking and problem solving in our maths. We think problem solving is hard but we are very proud of our learning!

WALT: find the fractions of sets and shapes.
Success Criteria
  • I can use what I know to solve problems
  • I can use a picture to show my thinking
  • I can use materials to show my thinking
  • My shares are fair (the same shape, same size or the same number)

How I am going

I can use what I know to solve problems
Kerri thinks



I can use a picture to show my thinking
Kerri thinks



I can use materials to show my thinking
Kerri thinks



My shares are fair (the same shape, same size or the same number)
Kerri thinks



Reflection

My favourite part was: using the materials because I got to use lots of different ones.

It was really hard when: I had to make it fair shares.

Something that really helped me was: using the jelly beans and the teddies to help me work out the answer because then I could see if it was fair and the same number.

Something new I learned was: what a quarter and a half was. 

Kerri Thinks
You can find fractions of sets and shapes. You know that fractions are fair shares - the same size, same shape, or same number.
It can be really tricky to know where to start when you are trying to solve problems. Remember to slow down and read the question a few times. That will help you know what the question is asking, then you can work out where to start. Keep on practising Eowyn you are a great mathematician! 

Using what I know

WALT: think about what I already know before I start reading

Success Criteria:
  • I can share my ideas about what I already know before I start reading
  • I can learn from what others already know to help me in my reading
  • I use what I already know to help me work out new and tricky words
  • I use what I already know to help me better understand what I read

How I am going

I can share my ideas about what I already know before I start reading
Kerri thinks



I can learn from what others already know to help me in my reading
Kerri thinks



I use what I already know to help me work out new and tricky words
Kerri thinks



I use what I already know to help me better understand what I read
Kerri thinks



Reflection

Thinking about what I already know helps me because: it helps me to get my brain ready for reading so I know what I am going to read about. It helps me to understand what I am reading.

It was really hard when: I have to figure out the tricky words.

Something that really helped me was: taking about the words and looking for parking s of the words that I know.

Something new I learned was: some new words. It is important to talk and think before I start reading.

Kerri Thinks
Before we start reading we do a lot of talking and thinking. This is all about our proir knowledge - what we alredy know. With support and prompting you share your ideas during these chats. I love that you are becoming happier to share your ideas during and after reading. I think you listen during group chats and use what you learn to help you understand what you read.

Monday, 14 September 2015

Rangatiratanga

We are learning about Rangatiratanga (Leadership and initative).

This is what we think Rangatiratanga is...
  • Helping new kids –showing them what to do and where things are
  • Doing something without being asked
  • Helping
  • Solving problems for ourselves… thinking
  • Leading by example… showing by doing
  • It is not being a bossy boots
Rangatiratanga (Leadership and Initiative) - it is all about thinking and making some choices for ourselves. 

We need to think for ourselves!!


I show rangatiratanga - (leadership and initative) in the classroom.
Kerri thinks



I show rangatiratanga - (leadership and initative) in the playground.
Kerri thinks



My Reflection
I show rangatiratanga in the playground by: helping someone if they are hurt and taking them to the duty teacher if they need to.

I show rangatiratanga in the classroom when: I follow my i-time card in reading and do all my must dos.

It was really hard when: to follow i-time in maths because the maintain it questions are too hard.

Kerri Thinks
You show rangatiratanga in and out of the classroom. You are someone who leads by example. You can be counted on to quietly do the right thing, even if the questions are hard, and you are in the right spot trying your very best. You show initative when you make choices about what needs to be done and getting on and doing it - you are a quiet thinker and leader.


Sunday, 13 September 2015

Writing to Describe

Writing
In High5 we have been practising writing to describe. That means we are trying to get the reader to see what we see, we are using our words to create a picture. We have been adding details to our writing to help make the picture clearer.

Task:
Our job is to do this planning and write our own story about a person in our family that is special to us.

Success Criteria:
  • I planned my writing 
  • I added details (what I can seehow my person moveswhat I might hear from my person)
  • I did some fixing by myself
My writing:



How I am going

I planned my writing
Kerri thinks

I added details (what I can seehow my person moveswhat I might hear from my person)
Kerri thinks



I did some fixing by myself
Kerri thinks


Reflection

My favourite part was: planning my writing because it was quite easy.

It was really hard when: writing my ideas because I tried to spell all the words correctly.

Something that really helped me was: my plan because it had all my ideas on it.

Something new I learned was: planning is really helpful.

Kerri Thinks
Carefully planning your writing is an important part of the witing process. Planning helps you to gather your ideas to use when you write your story. You are starting to add some details to you plan but remember to add more to make the story easier to write. When you are writing your story make sure you get all your ideas down. Then during the fixing, use your stretchy cat arm to help you hear and record all the sounds so you can fix some of the tricky words.

Friday, 21 August 2015

Wearable Arts

We have been learning all about design on our way to create our wearable art garment. We started with some challenges…
1. In teams create and build the tallest tower
We made a castle with a tall tower... what a team!

We worked together; sharing ideas and helping each other. We have learned that it is really important to design and plan our creations before we start. This means we all know what we are trying to make.
2. Build a shelter for Leo our class bear

We learned that it can be very tricky to work in groups and we all have to take turns.
3. Work together to create a costume for 1 member of our team to model. 
Here we are in our costumes!
We remembered that it is important to design our work before we start. We also learned that we have to be careful with our materials, newspaper and tinfoil rip quiet easily.

We are going to use what we have learned to create our wearable arts garment.

Success Criteria:
  • Research and find my inspiration
  • Design and plan my garment (How I see things)
  • Follow my plan to create my garment
  • Create a garment that is going to last
  • Create a piece of art – an idea or a story or message
My story

My label it
My plan

High 5 making 


Me in my garment


Photo from show

How I am going

Research and find my inspiration
Kerri thinks



Design and plan my garment (How I see things) 
Kerri thinks

Follow my plan to create my garment
Kerri thinks


Create a garment that lasts
Kerri thinks



Create a piece of art – an idea or a story or message
Kerri thinks


Reflection

My favourite part was: going on stage and showing everyone my glow worm wearable art.

It was really hard when: sticking the tinfoil onto the lids because it was hard making it stay on and it kept falling off. 

Something that really helped me was: my plan because it had all the things that I needed to make my garment written on it.

Something new I learned was: our flying dance.

Kerri Thinks
You looked closely at the images of the glow worms noticing the blue colour and planned your design to match. That tinfoil was difficult to make stick but you kept at it showing great perserverance. I am pleased you enjoyed showing your creation to the audience, you put in a lot of hard work and it is great to share! 

Monday, 10 August 2015

Body Parts in Te Reo

I We are learning the body parts in Te Reo with our buddies. We have worked hard to create a poster to show our learning.

Success Criteria:
I have at least 6 body parts clearly labeled on my poster
I have the English and Māori words on my poster
I can sing a simple waiata (song) in Te Reo Māori about the parts of the body


How I am going

I have at least 6 body parts clearly labeled on my poster
Kerri thinks



I have the English and Māori words on my poster
Kerri thinks



I can sing a simple waiata (song) in Te Reo Māori about the parts of the body
Kerri thinks



Reflection

My favourite part was: choosing the background and picking the colours.

It was really hard: to write the labels in Māori

Something that really helped me was: my buddies and the Te Tinana poster.

Something new I learned was: the māori words for some of the body parts like ringaringa is hands and arms.

Kerri Thinks
I am pleased that your buddy and the Te Tinana poster helped you to learn some of the māori words for body parts. It is tricky when your buddy doesn't send through the information but you did a great job creating another poster. I hope that helped you to remember the words!