LI: To calculate the area of a parallelogram.
For today’s strand in math, we have been focusing on Parallelograms. A parallelogram is a two-dimensional geometrical shape whose sides are parallel to each other. We have been solving the Area = Base X Height. Base is the length of the bottom and height is vertical distance measured at a 90 degree right angle from the base to the highest point of the shape.
Today in group 4 maths we are learning how to add with decimals, While doing decimals, we should always put to mind to put the decimal points and numbers all a linded. During this lesson my group added them up very simply because it’s just like regular addition but the only new thing we had to remember was that there was a decimal every after a number. Though this lesson was very fun we also had a very great understanding on how we can do it now, we also helped each other on how we can get the correct answers.
On may 29th we came to come to school on a teacher only day to perform for over 100+ principals and teachers. Panmure Bridge Kapa Haka group had been practising for almost of 4 weeks until our final rehearse, When everyone arrived, the girls and boys moved into sepreate classes to change into our Kapa haka uniforms and after getting our mokos done, rehearsing our items our confidence finally boosted. Being in Kapa Haka motivates me very much because if I can go on stage and perform infront of a big audience I am convinced that anyone can do anything aslong as they try.
For this activity we are assigned to work in pairs to write a poem including abstract nouns, An abstract noun is a physical feeling you cant quite touch. Guilt for example, i can physically feel it as in touch it but I can feel guilt fuffiling me with ashame. After unpacking what abstract nouns are, we looked at examplars from some old students who were our ages at the time. Looking back at one of the poems was a poem about trust and how valuable trust is and how rare it is to find it, they all really made me and my partner Loraya motivated and inspired. These DLOs encouraged me and Loraya to strive foward and we created our own 2 poems about “lonliness” and “Forgiveness”.
The part I really enjoyed about this task was creating our poems and realising that these “abstract nouns” have more meaning to them.
This week was samoan langauge week. For samoan langauge week we were inspired to do a google video about samoan daily phrases, the main point of the samoan langauge week video was to help a transfer student, or to help a student in need who speaks samoan and how we can help them. Simply just by using daily phrases that would be good use for school, for example we have a phrase “where is the bathroom” translated in samoan for the student. Watch our video created by Valencia, Zahra and I.
After reading the audio books of Diary of Anne Frank and The boy in the striped pyjamas, we discussed how their cloth of dreams wore torn apart and how we can set it back together. This activity was motivated by “The teaspoon of Light.” We imagined what we thought, hope, dreams, freedom and whanau and drew our imaginitation onto our cloth of dreams.
For reading, we listened to the audio book of the boy in the striped pyjamas by John Boyne. After each chapter we unpacked “Mood” and “Atmosphere” To feel what the reader is feeling we call it mood, To feel the energy or aura of the room we call it atmosphere. We all worked together collaboratively to summarize our story using 10 sentences, this was also help for simple, compound, complex sentences sometimes we would intend to use Gem to prompt us a photo, give feedback and sometimes to help us with our 10 sentences summary. Something I really liked about this task is that I would ask questions and Gem would give me feedback that I found interesting, I felt very satisfied and disapointed with this story, how could they put the poor jewish to work hard labour, I was very pleased to know that at the end Shmuel had a friend.
In reading, Group 1 created a DLO about different types of characters and how mood and atmosphere are used in The Boy in the Striped Pyjamas. We explained the difference between protagonists and antagonists, as well as round and flat characters. We also explored how mood and atmosphere affect the way readers feel during important parts of the story. This activity helped me and my group understand how authors use characters and setting to shape the mood of a story and create stronger emotions for the reader.
LI: How to calculate square roots of numbers
In maths, Group 4b has been learning about square roots and how to identify them. What is a square root? A square root is a number that can be multiplied by itself to make another number. Take 5×5 for example, 5×5=25 there fore 5 is the square root of 25. One way to identify a square root is using multiplication and looking for 2 factors that are equal. If we know that 4×4=16 then we know 4 is the square root of 16.
For this assigned task we were challenged to create a mood-o-metre based on the emotions of the characters throughout the story “The boy in the striped pyjamas”. Focusing on chapter 19 and 20, we covered the mood and atmosphere, atmosphere being the vibe of the room or scene and mood is letting the reader understand what the character is feeling.
Bruno starts off by showing an expression of happiness about his plan with Shmuel and feels hopeful putting on his “costume.” His mood drops to sad when it rains, and he becomes anxious inside the camp because it is not what he expected.
regretfully, when crowded into the gas chamber, he was unaware thinking it is just a shelter from the rain. He stays loyal to the end, holding Shmuel’s hand as his “Best friend for life.”