Task: WALT: Use appropriate scales, devices, and metric units for length, area, volume and capacity, weight

Oranges

Measuring is about making a comparison between what is being measured and a suitable measurement unit. Central to the development of measuring skills is lots of practical measuring experience. Also important is the reality that measurement is never exact.

Required Resource Materials:

• Oranges
• Measuring equipment including; rulers, scales, measuring jugs.

Activity: Complete the questions below:

1. How can you measure an orange? (there will be multiple answers for this, list as many as you can think of). Weight,Length,Width,Capacity.Think of the attributes of an orange eg juice. Juice and inside
2. Choose two of these attributes of an orange to measure and carry out the task. Write up a proposal for your investigation, including details on:

• Attribute being measured

    Juice and inside

• Equipment required

    Knife, chopping board, cup and spoon

Method (step by step)

Cut orange

Squeeze the juice out of the orange  220 weight of insides  50 mls juice

Measure the juice

Peel out the inside of the orange

Measure the inside of the orange     

      How will you present your results?

    Google doc

• Write up your results

3. What were successful/unsuccessful approaches to measuring each of your chosen Attributes? Why? I think that squeezing all of the juice out of the orange was a bit of both as it made a mess but we got most of the juice in a container.
4. With the inside of the orange I think it didn’t go very well because first using a spoon didn’t work but then we tried a knife and it kinda worked.   220 weight of insides  50 mls juice
5. Choose 4 other objects to measure in the class - use 4 different measurements eg measure the length of something and the weight of something else. Write up your results in a table.  Pencil-length=17cm  book-width=20.5cm  scissors-weight compare with 4 highlighter= highlighter are just heavier  drink bottle- capacity= 760mls

My next step is to have a teacher conference and find a new goal

In Maths we have been learning to use a range of multiplicative strategies when operating with whole numbers.

Here is a link to our online modelling book

The strategies we have been learning are:

- Estimate the reasonableness of large problems like 1 788 – 891. Could 497 be right?

- Use multiplication to solve addition and subtraction problems eg.

  64 – 48 = as (8 x 8) – (6 x 8) = 2 x 8= 16

- Use doubling / halving, trebling/ thirding and adjusting to solve multiplication problems,

 eg.  12 x 50 solved as 4 x 150= 600

- Use an algorithm to solve multiplication problems.

- Solve problems using simple cube numbers .

- Use an algorithm to solve division problems.

Here is a link to my Multiplicative Strategies Assessment which shows that I know why and how I use particular strategies. This doc also has screenshots to show which IXL activities I have completed as part of my learning.

My next step in my Maths Learning is…… long division

Helping out around the school (Must do #2)

Yesterday I helped out Kyla for radio station for the past few weeks as the person that she does it with has been busy. I showed the learner quality communication because when her partner said that she was busy I offered to help out that day or that week. I also showed the learner quality self aware because I had to do something before radio and after I did that thing I went straight back to radio.

Leadership meeting #3

On Monday we  had a leadership meeting. We were talking about how we are finding things and also how we are finding getting everything done on time. Eg: SML and House Points for me.
I showed the learner quality communication because we had to talk to someone who did not have the same role as you. I talked to the head girl Hannah. We both had the same idea about how it is hard having to get our SML done before a certain day.

Getting involved. Must do #1

Today I was involved by when my radio station duty was finished I helped out Mr Sy with Jump Jam as well as some of my other friends. I showed the active thinker learner quality because we had to think on the spot on how to set up the computer when it wasn't working.
I showed leadership by doing all of these things.

Junior dance #2

Last week i had junior dance. While I was at junior dance we finished the dance and we also found out what poses we were doing. I had to show resilience with the little kids because they weren't listening to all of the instructions and they we mucking up a little bit. I also showed trustworthiness because since my friend who does it with me is away I have to turn up to all of the duties and do it by myself for a bit. I showed leadership by doing all of this stuff.

Short story

• use a range of precise vocabulary to communicate meaning (Year ⅞)
• use all basic punctuation independently and attempt more complex punctuation (eg semicolons, colons, parentheses) (Year 7/8)\

My short story

On a normal school day in Auckland New Zealand,there was a new girl called Jessica. She was a kind hearted, motivated 11 year old girl. The nature and outdoors are her favourite place to be. But she had another side to her which was her trouble side. She was a good kid but sometimes she was pulled into mischief by her siblings and/or friends.

On her first day she received a offer for a job at the school canteen. Of course she said yes. Most of her friends worked there and on Mondays they get paid. Since she did not work the whole week as it was her first week at her new school everyone received $50 and she only received $45.

That day everyone got paid she stayed behind doing the dishes. The supervisor insisted that she went home but Jessica said NO I want to earn my money one way or another. So when the supervisor left she checked that nobody else was in the canteen and heads to the till and sees that it is locked.

She then heads to the cupboard where all the keys and supplies are and finds the right key for the till. She then heads to the till and opens it to see that there is money in there. So she took $55 dollars and headed home.

Later that night her parents asked how much she received and she said $100. They were suspicious so they rang up her friends parents and asked how much they received. They were talking for awhile. Once her parents had finished talking they went over to Jessica and said “Honestly how much did you get payed this week” Jessica then replied with “ I only received $45 and I stole the rest”  Jessica was sent straight to her room and her parents took all of the money off her till she had a meeting with the principal.

The next day Jessica's parents and herself had a meeting with the principal and they discussed how Jessica won't be able to work unsupervised and that all of the money she stole will go straight back to the till. Jessica thought that was fair she was to pay it back and she will have to work for 3 weeks supervision and then they will go from there.

After 3 weeks supervision they have had another meeting and she has now paid it all off and is now working at the school canteen full time without supervision and is earning more than she was before.