KiwiCan Clean Up

The student leaders of Panmure Bridge School partook in the KiwiCan clean up alongside: Glenbrae primary school, Glen Taylor School, and Tamaki Primary School. Us taking part in this event will have a positive effect on New Zealand wildlife and the way people perceive the Tamaki area. Today Jordan (SWIS) and Miss Paige (KiwCan Leader) supervised us as we walked from our school to Point England Reserve. While we walked, we picked up rubbish to ensure that our area looked clean but to make it fun we said that the group that does not pick up the most rubbish will have to do what the winning team says. When we arrived at Pt England we collected six full bags of rubbish and recycling so it was hard to tell who won. When we got their we were given lunch and bottles of water. As Tiava and I are the head students of our school we were ask to comment on the event. After that, we finished the day playing games against the other schools. I would like to than the Graeme Dingle Foundation for letting us take part and to the Lion Foundation for providing us with lunch.

Order Of Operations

                     

Today's maths session was spent revising and teaching people about BEDMAS or BODMAS. It stands for: brackets, exponents, division, multiplications, addition, and subtraction. This session I have worked with Fraidoon and Ofa. For this activity we were asked to choose three of the questions that we answered to explain how we got our answers. We have chosen questions that require us to abide by the BEDMAS rules. On our DLO there is an answer sheet that will give you the answers to the other questions. Also an explanation explaining how we got our answers.

How to Convert Mixed Numerals into Improper Fractions

Today Ms Kirkpatrick has asked Alex, Miki and I to create a DLO that would teach others how to convert mixed numerals to improper fractions. I find converting fractions easy but many might find it difficult. To convert mixed numerals into improper fractions you need to start by multiplying the whole number by the denominator. After you get your answer add the numerator to the answer. When you have done that it is now the numerator and you keep the denominator the same. If you would like to practise this click here for the game.

Three Exponents Questions - Maths

 

Our maths session today was used to revise our knowledge of exponents and to introduce it to some students who were previously in Learning Space One. Exponents or powers is a shortened version of writing a whole equation. For example, 4 x 4 x 4 = 64 but to simplify it you can write 4 with a little three in the top right corner. I found this activity easy as it was really easy to get used to and I did it last year. I completed the question sheet relatively fast and I really enjoyed doing this work. For this activity we put a DLO together to explain how we answered three of the exponent questions. For this activity I worked with Miki and Alex.  

Cave Run Division - Maths

As this weeks maths sessions were spent revising division, Ms Kirkpatrick's extra for experts revolved around division. It was a bit of fun and it really helped with my ability to answer division questions on the spot. I found this game pretty easy and my highest score is 8266. I think next time I should improve my speed time to answer the questions as I was a bit slow.

Chocolate Egg Questions - Maths

Today all the maths groups were set a rich task to revise division. Most of our maths skills are well rounded but because there is a lot of people who do not know basic skills such as multiplication and division the set tasks could only be answered by using multiplication. To make sure we could explain our understanding of the question Jack and I put together a DLO explaining how we got the answer to one of the set rich tasks. Jack and I found this easy as we are both capable of doing basic math and our ability to explain the step by step procedure that helped us get our answers did not pale in comparison.

Set Rich Task - Fractions of An Amount

Today for our rich task Ms Kirkpatrick gave us a word problem to solve out which included 7 students and $202 that had to be given out. I have worked collaboratively with Ofa. We found this word problem easy because there were a methods we used which was reading the word problem backwards. This sounds unusual but it helped Ofa and I find our answers. The person who received the most money was Melissa who earned $49 and the person who received the less money was Liz who earned $7. I enjoyed solving out this problem and hope to do another one that is based on money and fractions.  

Math - Man - Fractions

Today I have played a game which helps people with their fraction knowledge. It is a maths version of the classic game pac - man. It asks us fraction related questions and then we eat the ghost with the answer on them. I answered 29 correctly and only stopped at level 7.  I will replay the game to try beat my score. I found this quite easy but I still enjoyed playing the game.

Temperature - New York and London

 

 Today was our first maths session of the week and we have been looking at finding fractions of an amount. This DLO shows you my working out from the following question, Question: The weather forecaster says that it is 200 F (Fahrenheit) in London but only 7/10 as hot in New York. How hot is it in New York? I firstly had to find the equation in the question. It is always important to read the question over to make sure you have all the information. After that I found what 1/10 of 200 is. The answer is 20. Lastly, I multiplied 20 and 7 which gave me the answer 140 F. I found answering the questions easy but to add supporting evidence was what I found the most difficult.

Newspaper Article - Cinema Attendance

This week Ms Kirkpatrick maths group examined a continuous data that showed the cinema attendance by age group and year. First we were to answer a questions based on the data. Tiava, Ofa and I worked collaboratively together to answer it. Some of the questions were: In which year was attendance highest for the 25-34 age group? What happened in 1992 and 1994 to the attendance for 15-24 year old? How else could the data be displayed? It was really interesting to see that in 1999 15-24 year old attendance to cinemas increased comparing it to 1984 where it was really low. At the end Ofa and I were to make a newspaper article based on the data. We were make our own Newspaper headline and we decided to call our article 'New Blockbusters. Captivating or monotonous?'

Classroom Age - Fractions

 

 This week one of our set tasks challenged our fraction knowledge. The question was 'in the classroom, ⅔ of the children are ten years old. ½ of the remaining third are nine years old. Four children are 11 years old. How many children are there in the classroom altogether?' For this particular question Ofa and I had to firstly figure out the amount of students in the whole class. The answer to that part of the question is 24. If their were four eleven year old's and that is 1/2 of 1/3, that means that their are also four nine year old's. Lastly we subtracted eight from 24 then the rest of the children are ten years old. At the end we figured out that their were, four eleven year old children, four nine year old children, and 16 ten year old children.

Line Graph - Maths

This week we have been looking at a line graph that shows the amount of people that go to the cinemas every year. According to the graph the most popular time to go to the cinemas was during 1940 - 1950. We think that ww2 had a positive effect on ticket sales because people were eager for more information about what is happening. Sanujan and I wrote a short article talking about the graph. Click here for the article.

Animal Charts - Bar Graph

This last three weeks students have been missing quite a bit of work because we were usually out of school. During catch up time Alex, Ofa, and I worked together to create the task above. The task was based on two graphs, They were based on animal lifespan and the speed of the animals. While doing this activity we learnt a lot of new things because most statements were true and only a few were false.

Fence Post - Word Problem

Today during math time the task was to finish off any work that needed to be done (And blog it), I worked with Alex to finish the problem. The equation was quite easy to figure out because all we needed to do was count the number of fences (7), the number of fence posts (8) and for every fence times 8 by 1 (Meaning, 8 x 1, 8 x 2 etc for every fence- which made us end up going to 8 x 7). After that we continued writing about how we solved the problem. 

Popular Travel in Secondary and Primary School.

Our set rich task was based on how students from primary and secondary students get to school in England. The options were either: walking, taking the bus, driving, biking, taking the train, or other. The main transport for pupils from primary school is the car. Their are many answers that could be right but we think that parents are being protective and they do not trust the world or their kids. On the other hand secondary students most popular travel is the bus and the reason might be because parents trust their children because they are older and more trustworthy. Overall the most popular travel method is walking because it is more environmentally friendly, is good for physical and mental health, and kids can interact with their friends. After this, everyone was asked to do a survey about how Ms Kirkpatrick's math group gets to school. The most popular travel is car and then followed by walking. Car is probably more dominant because some students come from long distances and it is faster to get to school in a car. For this activity we showed our findings using a pie chart that is sorted by percentages. We then outlined the differences and similarities between the two charts. A percentage is an easy way to see the proportion of a whole.

Maths Age

This week for maths the task was to create a DLO on an age problem that needed multiplication to solve it. For this activity I worked with Fraidoon and Alex. At one point we were confused because we thought that it  Peter was 4 years younger than Jack and we all debated on the answer. After a while of searching to find the fault we finally found the answers to the question.

How To Use a Protractor

Last week my partners and I finished off our DLO of how to use a protractor. A protractor is a tool that helps you find the angle of a shape or of a line. Recently we used protractors in our maths because we were learning about acute, obtuse and reflex angles. An acute is an angle between 0° - 90°, an obtuse is 90° - 180° and a reflex is between 180° - 360°. One thing I learnt by using a protractor is that the base line is 180°.

Angles - Multiple Rays

Today Sanujan, Tiava and I partnered up to complete a worksheet that was based on finding angles. To help us we used something called a protractor. First of all we found it pretty challenging because we were doubting our selves and we were using different techniques that did not work. After a while Miss Morris told us how to use it properly. After that we were either right or an angle out. We found this very interesting and a bit challenging.

Finding Angles

 

This week Ms Kirkpatrick has been teaching us about interior angles and how to find them. Today we have been looking at the interior angles of a triangle and angles on a straight line. Today I decided to show you how I got my answer to one of the angles on a straight line question. Firstly I did 57 + 52 which equals 109. Next I did 109 +  = 180. After that I filled in the blank space which is also the missing angle on the question. The answer was 71. Lastly I did, 109 + 71 = 180

Rounding Numbers With More Than Two Decimals

Today we have played a warm up game which is based on rounding up decimals that have more than two decimal places. This game was pretty challenging but I did not find it very fun to play. It helps with helping me with my decimals and all the rules that apply to decimals.