Order of Operation

LI: to apply B.E.D.M.A.S

For maths we learn how to solve math equations using BEDMAS. Order of operation is when you solve equations using BEDMAS. These are brackets, exponents, division, multiply, add, & subtract. You solve each equation by solving brakets first, exponents second, divide and multiply third (solve from left to right), and add and subtract forth (solve from left to right). By using this operation you can get the correct answer by doing it step by steps starting from brackets first to subtraction or addition last.

I found this activity interesting because I learnt the order of operation which is known as BEDMAS.

Comrades Marathon

LI: To make connections (self, text, world)

LI: To identify the main ideas – negotiation game

LI: To make inferences about the events in the text using the clues provided by the author.

LI: To practise skimming and scanning by looking for keywords in the text when answering questions

Our guided reading text was about the ‘Comrades Marathon ’. Well worked collabortivly as a group and discussed our answers to the question. The comrade marathon is a long foot race where many people participate and is held in South Africa. The long marathon starts from Durban to Pietermaritzburg and you have to complete it in 12 hours. We wrote our responses in the comments tool and one of the questions is to predict what the text might be about. In the comment below it shows what we answered for the question. Me and my partner replied that we think the text was going to be about a Human race because in the title it says the Comrades Marathon: ultimate Human race. In this race a runner named as Mr X when her finished the marathon in a short amount of time. People got very unusual of Mr X’s finish time so they look into the race. They later then found that Mr X did not run the whole way and just joined the race near the finish line. This story connects with Rosi Ruiz where she also cheated in a Marathon and joined in later near the finish line.

I found this activity interesting because many people participate in this marathon and this text also shows how the Mr X story and the Rosie Ruiz story connects.

Rewrite but don’t use

LI: to use a wider variety of vocabulary

For this activity we rewrote a text without certain letters. Using a phrase from a nursery rhyme, we rewrote the text without the letter “E”. We swapped the words with synonyms found from wordhippo. The idea of this activity is to keep the meaning of the the text the same while improving your vocabulary. As you have more letters you can not use, the more harder it gets to replace the words.

I thought this activity was easy but it ended up to be hard because it was difficult to find words without a certain letter.

Rosie Ruiz fakes Boston Marathon win

LI: To make connections (self, text, world)

LI: To identify the main ideas – negotiation game

LI: To make inferences about the events in the text using the clues provided by the author.

LI: To practise skimming and scanning by looking for keywords in the text when answering questions

Our guided reading text was about ‘Rosie Ruiz fakes Boston Marathon won’. We worked collaboratively as a group to unpack the text and answer questions using evidence from the text to support our thinking. All our responses were written in the comments tool. This text was about a woman named Roiz and she cheated in the Boston Marathon race. She ended up taking a subway to half of the race. We think that she was intending to jump into the race in the crowd of other athletes but miscalculated by miles and never realised that she was ahead of all of the players.

I found this activity interesting because I found out what Ruiz turned out to become after she got caught cheating in the Boston Marathon.

Modern Olympic Research

LI: To use our smart searching skills to help us explore the Modern Olympic games

LI: To work collaboratively in groups as an active participant and contributor

Our challenge was to research about the Modern Olympics by working as a group together. We reaserched and found information from articals and texts. On our presentation we found out information about the Olympic Creed, Motto, Values, Rings and Oath including some information for the questions we answered. We found a person who showed great sportsmanship from the New Zealand team and the Great Britain team where the person in the Great Britain team surpassed the person from New Zealand. Later on after the competition the person from the New Zealand team came and congratulated the person from the Great Britain team showing he showed great sportsmanship.

I found this activity exciting because I found out about how time has evolved from the Ancient Olympics to the Modern Olympics.

Poros of Malia

LI: To make connections (self, text, world)

LI: To identify the main ideas – negotiation game

LI: To make inferences about the events in the text using the clues provided by the author.

LI: To practise skimming and scanning by looking for key words in the text when answering questions

Our guided reading text was Poros of Malia. We worked collaboratively as a group to unpack the text and answer questions using evidence from the text to support our thinking. All our responses were written in the comments tool. This text was written about the Ancient Olympic  which took place in Olympic Greece. A man named Poros was participating in the state race which was 192 meter sprint. His main point was to focus on the race and not get distracted by other athletes even of they make fun of him through the competition. The comment below was my prediction on what I might have though what the text was about. I predicted that the text was about a person participating in the Olympic event because in the photos I was activities and event that happened in the ancient Olympics.

I found this activity interesting because I found how the athlete was feeling during the competition.

 

Decimal Division

LI: to calculate the quotient of decimal numbers using short division.

For this task we learnt how to divide with decimals. Decimal division is a way to divide decimals into equal groups. If the divisor has a decimal then we multiply that number by 10 to make it into a whole number. For example if your divisor is 0.9 then you multiply it by 10 and that number will turn into 9. If you multiply the divisor by 10 then we multiply the dividend by 10. For example if your dividend is 3.6 then you multiply that by 10 and the number will turn into 36. You divide 9/36 and the answer equals to 4.

I found this activity interesting because decimal division and fractions have a connection in the phrase whatever you do to the divisor you do to the dividend which is the same as whatever you do to the numerator you do to the denominator.

Born to Run

LI: To make connections (self, text, world)

LI: To identify the main ideas – negotiation game

LI: To make inferences about the events in the text using the clues provided by the author.

LI: To practise skimming and scanning by looking for keywords in the text when answering questions

Our guided reading text was ‘Born to run’. This text was about a coach named Authur Lydiard. His real dream was to become a rugby play but after some time he decided that he wanted to get fit so Authur made his own fitness routine and started running. We worked collaboratively as a group to unpack the text and answer questions using evidence from the text to support our thinking. All our responses were written in the comments tool. Our learning this week was to help our buddies to include more detail in their answers. We did this by giving feedback on one of their answers and asking them a question so they had to explain their thinking in more detail.

The question that I answered to was “What changed Authur’s mindset towards fitness?” I found the answer by skimming and scanning through the text while finding keywords that connect with the question. My response meant that Authur changed his mindset because during a 8-kilometer marathon her realized that Authur was unfit so he decided to get fit and started to concentrate on fitness and to get his Stamina up.

I found this interesting because I learn about how Authur Lydiard came up with a fitnss routine and from there became a coach for New Zealand runner athletes.

Violet Walrond – Olympic Swimmer

LI: To make connections (self, text, world)

LI: To identify the main ideas – negotiation game

LI: To make inferences about the events in the text using the clues provided by the author.

LI: To practise skimming and scanning by looking for key words in the text when answering questions

Our guided reading text was about Violet Walrond. Violet Walrond was New Zealands first female Olympian and the youngest New Zealand athlete to ever compete in the Games.  We worked collaboratively as a group to unpack the text and answer questions using evidence from the text to support our thinking. All our responses were written in the comments tool. 

For this comment I replied to the question “Predict what you think the text is going to be about?”  I used the title and images from the book to give me ideas what the book might be about. My response was that “I predict that the text is going to be about a swimmer named Violet Walrond because the titles name is Violet Walrond – Olympic Swimmers. This meant that I predicted that the book was going to be about a swimmer named Violet Walrond as the book tile said Violet Walrond – Olympic Swimmer. The comments also showed that I also though that the book was about the Olympic swimmer because the images showed a swimming pool in the book.

Something I found interesting about this text was that Violet Walrond was the youngest New Zealand Athlete to compete in the Olympic games because it is surprising how a 14 year old got selected to participate in the olympics, being the first youngest athlete to compete in the New Zealand team. 

Persuasive Language Features

LI: to explore the language features of a persuasive text.

This term we have been learning about persuasive writing to help us get ready for the school speech competition later in this term. Persuasive writing is used when you want to make others think like you. Yesterday we were looking closely at the language features used in a persuasive text. I have chosen to share the persuasive language feature of a rhetorical question. I think authors use this language feature to drag the reader in and make the reader think. 

I found this activity interesting because we though about the language features and how to make others read you speech and make the reader think like you.