Maths in a Job

Maths is used in almost every job. The jobs that use maths a lot are: medicine, science, engineering etc. Some jobs don't use maths a lot, they can just use basic addition or multiplication.

In the doctors job maths is important. Doctors requires people to be good at: measuring, trigonometry, algebra etc. 

Measuring means to find out the amount, size or level of something. Trigonometry means to handle the relation of sides and angles of a triangle. Algebra means to find out what certain symbols represent.

Understanding how to use the maths as a doctor properly, it can help people prevent getting sick and it can also help them get better instead of getting the patient sick.

Touch | Kiwi Sport

This week we learnt more basic skills in Touch. Today we learnt how to plant the ball.

First, we warmed up by placing the ball next to each cone and back.

Next, we learnt how to plant the ball. To plant the ball we had to place the ball and leap over it so that your can pass it to you (not a forward pass). 

After, we played a game, the game was called scoop tag. There were two teams, the bibs and the non-bibs. The person who has a ball they run away from the opposition team and the person without the ball they tag if tagged you must leap over so that the opposition team can get the ball.

The last game was sort of defending and attacking but we played it in the same teams. The attackers were trying to score and the defenders were trying to defend so that the attackers don't score. 

I felt so tired at the end of the game. From the start I l didn't know how to plant a ball but now I do.

LI: To learn how to plant a ball. 

Revision | Maori

 This week for Maori we learnt some new words. 

Before starting with the activity we revised the questions 'He aha te ra?', 'He aha te huarere?' and 'Kei te pehea koe?'. Which means what is the date?, what's the weather?, and how you are feeling?.

Then, we used Maori Dictionary to translate the new Maori words into English. After, I checked it with Odie if I am right or wrong.

This activity was based around geograph places and artificial places and more.

Movie Narrative | Writing

Narratives are fictional stories as known as made up. 

The structure of a narrative is TOPES. Title, Orientation, Problem, and Solution. Orientation answers the questions when, who, what and why. Problem shows the main thing thats wrong in the story. The events shows the steps of solving the problem. The solution shows the final steps of solving the problem and their new normal life.

Third person is used in writting a narrative. Third person are words not saying 'I' or 'we'. Third person is sort of a different perspective of saying something to a friend or someone. 

Past tense are usually used in narratives. Past tense are words such as: walked, nodded. Some of the past tense words are a bit different like: taught, tried and carried.  

Understanding how to write a narrative can build up your writing skills to a next level or step of being a author.

Novel Study | Reading

A novel study is finding out information about a novel or a story and makes an idea of that information.

This novel study was based around Matilda written by Roald Dahl. This story is about a little girl who loves reading, and incredibly smart, however she is disrespected and treated unequally by her parents. This novel study has been focusing on the next two chapters of the story. 

The fifth chapter tells how Matilda wants to do a messy punishment thing to her dad.

The sixth chapter tells the reader about how smart is Matilda.

Matilda wants to teach her family a lesson thats why her family is not treated equally.

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Commenting Thread

Commenting threads are a continuous conversation that includes a greeting, feedback and an open question.

Comment threads help to unlock more knowlegde and information about the work to the reader and make a new understanding of their work. By answering open questions they can give more detail of the work.

A open questions is a longer answer than yes or no and it gives the reader more thinking. The commment thread was based around the maths work.

Using the proper maths terms was apart of this activity. One example is, measuring time using non-standard tool

Comment threading can unlock more knowledge behind the work put into the blogpost.

Comment Thread find here 

SSR Selfie

SSR Selfie is an can do that encourages the reader to summarise a text that they have read. SSR Selfie also gives information about the title of the story, the author, the illustrator, the main characters, three events that happened in the story, the readers thoughts on the book, and new words the reader has learnt.

I did the SSR Selfie on The Singing Bones. This book was about stories from the past and use their resources to make these sotries. 

Basic Facts Boxes

The basic facts boxes is a can do that Mr Wong created for LS1 to know their basic facts fast. There are two challenges within the can do and they are called: Brain Box, and Speed Demon.

I completed speed demon to 10. Then, I did 10 rows of addition and 10 rows of subtraction. I didn't get any of them wrong but my time was 7 minutes and 43 seconds. I could have done better and not get distracted easily.

LI: To rapidly recall basic facts

Novel Study

A novel study is finding out information about a novel or a story and makes an idea of that information.

This novel study was based around Matilda written by Roald Dahl. This story is about a little girl who loves reading, and incredibly smart, however she is disrespected and treated unequally by her parents. This novel study has been focusing on the next two chapters of the story. 

The third chapter tells how Mr Wormwood's hat was stuck on his head and how Matilda wants to do a type of punishment thing to her parents.

The fourth chapter tells the reader about a parrot called Chopper, Matilda used this animal to think there was someone in her house.

Matilda wants to teach her family a lesson thats why her family is not treated equally.

 

Commenting Thread | Maths

Commenting threads are a continuous conversation that includes a greeting, feedback and an open question.

Comment threads help to unlock more knowlegde and information about the work to the reader and make a new understanding of their work. By answering open questions they can give more detail of the work.

A open questions is a longer answer than yes or no and it gives the reader more thinking. The commment thread was based around the maths work.

Using the proper maths terms was apart of this activity. One example is, proper names for the strategies.

Comment threading can unlock more knowledge behind the work put into the blogpost.

Comment thread: https://pbsdavidh.blogspot.com/2020/10/interpreting-data-frequency.html?showComment=1603226518259#c2180805287647441954

LI: To create a comment thread using the correct mathematical terms.  

Narative Plan | Writing

This week we have been learning how to plan a narrative. Narrative plans are just ideas that are related to the narrative you are going to write.

First, we revised that structure of a narrative, TOPES. Title, Orientation, Problem, and Solution. Orientation answers the questions when, who, what and why. Problem shows the main thing thats wrong in the story. The events shows the steps of solving the problem. The solution shows the final steps of solving the problem and their new normal life.

Next, we watched 2 different videos to know how to identify where the title, orientation, problem, the events and the solution start and stop.

After that, we came up and brainstormed our own ideas of short narratives. We then eliminated the ones we could not do, and chose one idea to build up.

Once we chose an idea, we thought about how we could turn that idea into a short narrative, that would only be one A4 page long if it was written, and 30s - 2m long if it was filmed. We planned our narrative and wrote our ideas into brief sentences.

I enjoyed brainstorming ideas for the narratives. I especially enjoyed planning out the narrative. One thing I think I could work on is adding onto ideas to make my ideas more interesting.

Touch | Kiwi Sport

This week, we were learning how to catch, tap and how to do the major skills in touch rugby.

First, we warmed up by playing rats and rabbits. Once we touched the person, we yelled 'touch'. 

After that, we practised tapping the ball, scoring a try and throwing the ball. We practised this by running to a cone then tapping the ball, running to another cone then scoring a try and then throwing the ball over our head on the last cone.

Lastly, we practised passing the ball, scoring a try and catching the ball. There was the offensive team, and there was a defence team. We got the ball and when the defensive person tried to touch us but before they could, we passed the ball to our partner and scored a try.

I found this session easy because I have played touch rugby before.

LI: To practise the basic skills in Touch rugby.

Good Or Bad Insulator | Inquiry

A insulator are things that never lets heat escape. 

Five materials were tested for the ability to insulate. They are plastic, paper, polystyrene, glass, and metal.

The best insulator for keeping it warm were glass and polystyrene. The worst insulator were plastic, paper, and metal.

The best insulator for keeping it cool were plastic, paper, and polystyrene. The worst insulator were glass, and metal.

The best one for both warm and cold was polystyrene.

An insulator can determine how fast or slow the heat energy can escape.

LI: to learn and practise experimental methods.

LI: to determine the insulative properties of materials.

Maori

This week for Maori we learnt some new words. 

Before starting with the activity we revised the questions 'He aha te ra?', 'He aha te huarere?' and 'Kei te pehea koe?'. Which means what is the date?, what's the weather?, and how you are feeling?.

Then, we used Maori Dictionary to translate the new Maori words into English. After I did an Matching activity, this activity was based around how you know the weather in Maori.

I enjoyed this task and found this task easy to fill in. I should improve my knowledge on Te Reo Maori.

Informal and Formal Language

Formality tells people when to use formal language or informal language.

Informal Language are words that don't follow rules. Example of a informal language is "sup" because it is not the formal way to say hi.

Formal Language are words that follows the rules. Example of a formal language is hi because it is a greeting.

Formal and informal language can be helpful to people when they trying to use the correct word in a formal or informal situation.

LI: To identify informal and formal language.

    

Touch | Kiwi Sport

This week, our Kiwi Sport was touch rugby. We were building up confidence to pass and catch a rugby ball

First, we practiced getting confident with the ball by throwing and catching it in the air by not dropping it. We also practiced moving backwards and forwards while throwing and catching the ball.

Next, we chose a partner and passed the ball to each other. We used the letter "W" to catch the ball. We couldn't pass the ball foward, so the partner who was catching the ball had to be slightly behind the person with the ball.

Then, we played an activity to practice our skills. There were coloured hoops on the ground, and when the teacher called out a colour, we needed to put the ball into a hoop of that colour. The person with the ball had to put the ball down for their partner to pick up, and their partner could only pass the ball but they were not allowed to move with it.

I enjoyed this session of touch rugby and learning the basic skills. I enjoyed passing the ball and placing it in the hoops. One thing I think I could work on is working with other teammates to score points.

Experimenting

This week I learnt what a experiment is about. A experiment is finding out information of something.

First, we chose one material to do the experiment on. The chosen material was Nappy brand 2. 

Next, we measured 100ml of water in a beaker, and put 5 drops of blue food colouring.

Then, we checked if the arrow was aligned on the zero. We then measured the nappy on a scale. The nappy weighed 50g. 

After, we took out the nappy out of the scale, and poured the water into the container. My group then waited for a few seconds so that the nappy could absorb the water. 

Lastly, we poured the water that wasn't absorbed into a measuring cylinder and wrote down the milliliters for the unabsorbed water. 

I enjoyed learning how to do this experiment. Being precise is a good skill in science so that we can understand the right way to do a experiment and being consistent is also a great skill so that you can get a great result.

Results are below the image.

LI:To learn and practice experimental methods.

Te Tinana

This weeks Maori lesson was based around body parts.

Before starting with the activity we revised the questions 'He aha te ra?', 'He aha te huarere?' and 'Kei te pehea koe?'. Which means what is the date?, what's the weather?, and how you are feeling?.

Then, we watched a story about Rono and the Moon. Then, we answer a question about the story "what is the hidden message behind the story".

After, we matched body parts in maori to the right body part in english. Then, we highlighted the words we knew. 

We use Maori dictionary for the words we don't know.

I enjoyed this task and found this task easy to fill in. I should improve my knowledge on Te Reo Maori.

Interpreting Data & Frequency

Interpreting Data is what people collect from a data set. A data set is the frequency of something. Frequency is the amount of something.

Some examples of a data set are tally chart and a graph. A graph explains the frequency of something. A tally chart also explains the same thing as the graph but tally charts has some questions. The questions are what is the likelihood of rolling a dice or something else? A tally chart also explains the largest frequency.  

To find data first ask/write questions down like what is the likelihood of rolling a dice. Example of this question is what is the likelihood of rolling a six. Then, roll a dice and note down each number the person roll on a tally chart. After, answer the following questions what is the likelihood of rolling a 6 and what number has the largest frequency? Then, create a graph about that data set.