My class blog post on Mr Ogilvie's maths task can be found here.
Friday 31 July 2020
Commenting Thread
Today I decided to comment on Bella's blogpost about the book she read for SSR Selfie. I started the comment thread. I asked her to tell more about her understanding on energy. One think I liked about Bella's SSR Selfie was how she used the words in the book to describe what energy was.
LI: To create a dialogic conversation using the commenting section.
Thursday 30 July 2020
SSR Selfie | Danny the Champion of the World
Today I completed the SSR Selfie can-do. The objective of the SSR Selfie can-do is to learn how to summarise or retell a text. The book I read was called: 'Danny the Champion of the World'. The book was about Danny and his life story.
LI: To summarise and retell a text.
Basic Facts Boxes
Today I completed basic fact boxes up to 20. The objective of this challenge is to get quick at answering basic fact questions. I answered the equations in 2 minutes and 15 seconds.
LI: To remeber basic maths facts.
Strategies of Solving
We learnt about the different strategies of solving equations.
First, we were answering questions based on addition and subtraction. My group knew that a number line could help with both, addition and subtraction, so we showed that. Written algorithm was also one strategy.
The first question, was 84 - 7. With the number line, we got the answer of 77. We check if this was correct by adding 3 to 77 because we knew that that was going to make 80. Then, we added four more because if you take three away from seven you get four left. This made 84, and we knew that 77 was the correct answer.
The next set of questions were based on division and multiplication. The first question was asking what 5x5 was. The strategies we used were: skip counting in 5's, repeated addition and written algorithm. 5x5 means that you need to skip 5, five times. We knew that 5x5 = 25, so we did that.
I enjoyed this activity, but found some of them difficult.
LI: To practise a range of strategies to solve questions using all four operations.
First, we were answering questions based on addition and subtraction. My group knew that a number line could help with both, addition and subtraction, so we showed that. Written algorithm was also one strategy.
The first question, was 84 - 7. With the number line, we got the answer of 77. We check if this was correct by adding 3 to 77 because we knew that that was going to make 80. Then, we added four more because if you take three away from seven you get four left. This made 84, and we knew that 77 was the correct answer.
The next set of questions were based on division and multiplication. The first question was asking what 5x5 was. The strategies we used were: skip counting in 5's, repeated addition and written algorithm. 5x5 means that you need to skip 5, five times. We knew that 5x5 = 25, so we did that.
I enjoyed this activity, but found some of them difficult.
LI: To practise a range of strategies to solve questions using all four operations.
Wednesday 29 July 2020
Tangrams
Today, I learned how to make tangrams. I rearranged the pieces to make animal shapes.
First, I made a square piece of paper because tangrams are made from a big square. Then I added the square into various shaped and cut them out.
Lastly, I tried to make difficult animal shapes from the tangram pieces.
I enjoyed this activity, but found it a little bit hard to make the animals.
First, I made a square piece of paper because tangrams are made from a big square. Then I added the square into various shaped and cut them out.
Lastly, I tried to make difficult animal shapes from the tangram pieces.
I enjoyed this activity, but found it a little bit hard to make the animals.
Tuesday 28 July 2020
Punctuation Challenge
I completed an activity that was based around learning how to use different punctuation marks properly.
The first task was to match the punctuation marks with the purpose. I knew how to use most of the punctuation marks properly, so the this task was easy.
The second task involved trying to use most of the punctuation marks in one sentence. I had a total of five sentences using all of the punctuation.
I learnt how to use some of the punctuation marks like the semi colon.
LI: To identify correct use of different punctuation.
The first task was to match the punctuation marks with the purpose. I knew how to use most of the punctuation marks properly, so the this task was easy.
The second task involved trying to use most of the punctuation marks in one sentence. I had a total of five sentences using all of the punctuation.
I learnt how to use some of the punctuation marks like the semi colon.
LI: To identify correct use of different punctuation.
Explain that Idiom
Idioms are a group of words that don't mean exactly what they are deemed as. My group completed an activity which was about explaining three different idioms. My group chose: Call it a day, by the skin of your teeth and in hot water.
To begin with, we explained call it a day, which means that it is time to stop. We wrote down the meaning of the idiom. Then we wrote the script; we filmed the video.
We repeated the same process but with by the skin of your teeth, this process took longer because my group kept on laughing when we were acting out the scenes. By the skin of your teeth means barely making it.
Lastly, we did the same with the in hot water idiom, which means to be in trouble.
I found this activity easy, but enjoyable.
LI: To practise using idioms.
To begin with, we explained call it a day, which means that it is time to stop. We wrote down the meaning of the idiom. Then we wrote the script; we filmed the video.
We repeated the same process but with by the skin of your teeth, this process took longer because my group kept on laughing when we were acting out the scenes. By the skin of your teeth means barely making it.
Lastly, we did the same with the in hot water idiom, which means to be in trouble.
I found this activity easy, but enjoyable.
LI: To practise using idioms.
Thursday 23 July 2020
Basic Facts Boxes
Today, I completed basic facts boxes. The time I got was 2 minutes and 15 seconds. The objective of this activity is to get fast at answering basic facts questions.
SSR Selfie | Much Ado About Nothing
Today I completed the SSR Selfie can-do. The objective of the SSR Selfie can-do is to learn how to summarise or retell a text. The book I read was called: 'Much Ado About Nothinh'. The book was about Claudio and Hero's love story.
LI: To retell and summarise a text.
LI: To retell and summarise a text.
Strategies of Solving | WIP
We learnt about the different strategies of solving equations.
The first equation was 84 - 7. We knew that this equation could be solved with written algorithm, a number line, counting backwards and splitting numbers. We showed the strategies on the DLO.
We showed the different strategies for 6 questions and put them on a google slide. To do 84 - 7, we give 10 to the 7 making 17, then we take 71 and subtract 14 from it giving us 77.
For the number line, we added 3 to 77 to get 80 then we added four to get 84, and if we add the 3 and the 4 it makes 7. This proves that 84 - 7 = 77.
For splitting numbers, we subtracted 4 from 84 to get us to 80, then we subtracted 3 from 80 and got 77.
This activity was easy for me because I knew most of these strategies.
LI: To practise a range of strategies to solve questions using all four operations.
(Work in progress DLO)
The first equation was 84 - 7. We knew that this equation could be solved with written algorithm, a number line, counting backwards and splitting numbers. We showed the strategies on the DLO.
We showed the different strategies for 6 questions and put them on a google slide. To do 84 - 7, we give 10 to the 7 making 17, then we take 71 and subtract 14 from it giving us 77.
For the number line, we added 3 to 77 to get 80 then we added four to get 84, and if we add the 3 and the 4 it makes 7. This proves that 84 - 7 = 77.
For splitting numbers, we subtracted 4 from 84 to get us to 80, then we subtracted 3 from 80 and got 77.
This activity was easy for me because I knew most of these strategies.
LI: To practise a range of strategies to solve questions using all four operations.
(Work in progress DLO)
Food Perseverance & Storage
I learnt about food storage and perseverance. We first learnt that perseverance is keeping something at its normal state and storage is keeping something safe.
We learnt to identify the text types of 14 different texts. To do this, we learnt the structure, the tense and the person of each text type. To learn the structures of the text types, we used our prior knowledge. To learn the tenses we looked at what kind of words were used in the articles. If the words had 'ed' at the end of verbs, we knew that it used past tense.
After identifying the text types, we moved on to writing the authors purpose. An authors purpose could be different depending on the text type. We covered the questions: What is the text for? What is the author trying to do? We did this so that we could come up with the authors purpose.
Next, we rated the usefulness and trustworthiness evaluation (UTE). We rated the texts from 1 to 5. Rating one had no useful information that we needed. Rating five had information we need, its purpose is for informing, its from a reliable source and it is current.
I found this activity easy.
LI: To evaluate information.
We learnt to identify the text types of 14 different texts. To do this, we learnt the structure, the tense and the person of each text type. To learn the structures of the text types, we used our prior knowledge. To learn the tenses we looked at what kind of words were used in the articles. If the words had 'ed' at the end of verbs, we knew that it used past tense.
After identifying the text types, we moved on to writing the authors purpose. An authors purpose could be different depending on the text type. We covered the questions: What is the text for? What is the author trying to do? We did this so that we could come up with the authors purpose.
Next, we rated the usefulness and trustworthiness evaluation (UTE). We rated the texts from 1 to 5. Rating one had no useful information that we needed. Rating five had information we need, its purpose is for informing, its from a reliable source and it is current.
I found this activity easy.
LI: To evaluate information.
Wednesday 22 July 2020
Procedural Text | Tuna Sandwich
I learnt about how to make procedural text. I first identified that a procedural text is a set of instructions to make or do something. I chose to instruct about a tuna sandwich.
Next, I chose a topic to instruct about out of: going to Point England School from PBS, making a sandwich and playing octopus.
After that, I wrote the specific verbs which covered only one step. Then, I wrote the steps.
I found pictures that match the steps and put them under. Next, I wrote down the ingredients and materials.
I enjoyed this activity and learnt how to make a procedural text.
LI: To write a set of instructions.
Next, I chose a topic to instruct about out of: going to Point England School from PBS, making a sandwich and playing octopus.
After that, I wrote the specific verbs which covered only one step. Then, I wrote the steps.
I found pictures that match the steps and put them under. Next, I wrote down the ingredients and materials.
I enjoyed this activity and learnt how to make a procedural text.
LI: To write a set of instructions.
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