Basic facts boxes

 

LI: to rapidly recall basic facts.

For basic fact boxes I was doing the speed demon challenge. I got two boxes wrong because I didnt know them and I got 5m and 36 seconds.

Maths promblems

LI: to solve mutipalcation word promblems with a factor greater then 10.

To sovle a maths prombelm that is outside the times tables range, there are six steps to follow.

The first step is to write the number sentence. For example 9 x 13.

The second step is to break up the number that is bigger then ten. For exampe 13 = 10 + 3. then
 multiply the small number. For example (3 x 10) (3 x 2).

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

The last step is to write the number sentence and add the answer.

Inquiry/Panmure bridge saftey plan

LI: To assess risk  with in a simple activity
For inquiry we did a safety plan activity.

This week we were learning about saftey plan.

First we had to plan what where the location is going to be and pick how many people there is
going to be.

Second we had to pick what could go wrong for Eg: Broken bones and cuts. Then we had do who could cause it to go wrong Eg: stop fights make sure the teachers keep all eyes on the player. 

Lastly we had to do whose responsibility it is and what emergency plan it is eg: If the injury is more harmful, Contact 111, Pause the game, call off the game and Teachers,students, helpers, referee.

The gruffalo rewrite

 LI: To re write a narrtive.

A re write is when you change parts of a story.

To re write a part from the story was the gruffalo you have to pick what character you change, change where they live and what the gruffalo likes to eat.

The change was the fox living in a underground house. The gruffalo liking roasted fox. The first change was fox to lion the second change was living in a dark cave and the last change was the gruffalo liking lion cake instead of roasted fox.

Connections

LI: To To identify and describe connections.

Connections are when something has a smallar idea as something else.There are three main 
 connections and they are text to slef, text to text and text to world.

Text to self is when the text links to what you do. For example- In the story the gruffalo the owl likes to drink tea. my connection is i like to drink tea.

Text to text is when there are stories that have similar ideas or themes. For example in the story the gruffalo the fox is an evil animal. in the rahi and patupairehe the patupairehe is evil as well.

 Text to world is where the text links to a big theme we would see sround the world and everybody does. For Example- In the story the gruffalo the squirrel tells a story to their children. People get told a story by their  elders because the elders describe what they did in there time.

Connections can help you link smallar things to yourslef, text and world which gains you a better understanding.

Maths

LI: to learn the time tables.
Multiplication is a faster way of counting the same number. Here is an example 9+9+9+9+9+9+9 is counting 9 seven times, so 7x9 =63.

These two slides show the 9 and 7 time tables.

Reading

LI: to do inferring.
For reading we learned about inferring.

We did  two activities for reading. The first activity was fact and opinion. We wrote facts for each character in the story and wrote down the opinions. For example the fox was afraid when he saw the gruffalo.

 Lastly the activity we did is character trait. A character trait is where we had to describe a character in the 
 book.

Writing/Setting Description

LI: To write a setting description.
Setting descriptions describe what a place in a story looks like, sounds like, feels like, and smells like. The following descriptions come from the story the gruffalo.

To describe what a setting looks like, use adjectives like sticks,paths, sand and grass.

To describe what something sounds like, use adjectives such as chirping, rustiling or wind.

To describe what something feels like, use adjectives like smooth,sharp and rough.

To describe what something smells like use adjectives such as flowers and trees.

The setting description is putting all of the adjectives used for describing the sounds, smells etc into sentences.

Inquiry/ Risk Assessment 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. 

Inquiry-Knowledge Hazards and Risks

LI: To demonstrate prior knowledge

For inquiry we were learning about hazards and risk.

First we did activities. The first activity was 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 harzards.

Gruffalo

LI: To write a character desription.

A character description is used for describing a character from a story in detail.

A character description describres the character in the book including appearance, personality and 

experiences. Some things included in this would be body,face and hair.

Character description work best when using literal and figurative language.

Litreral is there is no hidden messages and figurative there are hidden message.

Visualization-The grufflao

LI: To visualize the parts of the story.

This week we were learning about visualizing. 

We had to vizualize the story of the gruffalo and this animal named the nogard we had to draw was in our head we had to draw each part of the story.