My Discovery Term 3

Why are fire trucks red?

This is my discovery slide

Maths- Generalise properties of multiplication and division with whole numbers

My next step is to get a maths test.

Maths- Solve Simple Linear Equations

My SOLO level is Extended Abstract because I have completed my goal and I can show someone else how to do it. My next step is to get a new maths goal.

Distinction Evidence ( PALS )

When the bell rang for lunchtime my group and I met up and we all decided to put out the skipping ropes for the Kakano Team to play with. We went into the room where they were all stored and grabbed some orange skipping ropes, then we went outside and onto the court. I had the skipping ropes over my arm and I was handing them out to the children. After that we got out the giant purple rope and started having a few people at a time having a go with it. 

After that a few kids asked me if there were any white skipping ropes, I told them that there wasn't any out but I would go and get some out. So I went and got the skipping ropes and came back, then I handed out the skipping ropes. I walked around playing with the kids and handing out posies. 

After awhile of skipping a few kids came and asked me if there were any red skipping ropes, I told them that I would grab some. So I went and grabbed some red skipping ropes, then I came back and handed them out.

Then it was almost the end of lunch so we started packing up. We went around and started telling every to give us the skipping ropes. There were quite a lot left on the ground so all the PALS helped pack them up. One girl from the Kakano Team helped us pack up when no one else did, so I gave her a posie. 

After that we put away our vests and went to play for the rest of lunchtime. 

Reading- Apply some criteria to evaluate texts

WALT apply some criteria to evaluate texts.

My SOLO level is Extended Abstract because I have completed my goal and have made a prove it. 

Text Features:

Structure - Meaning is being built up

Bias - Taking one side

Accuracy of Information - How accurate the information is

Objective Language - Facts

Technical Language - Topic Words

An Opening General Statement - An introduction to the topic

We had read a text and try to find these text features within the text. The text is called Information about Moa.

This is the text, we also had to fill in this sheet. 

My next step is to get a new reading goal.

This is my exit and entry ticket.

 

Writing- Use bold ideas, rhetorical questions and examples.

WALT use bold ideas, rhetorical questions and examples. 

This is a paragraph where I have used all three things.

"Don't you remember having to spend six long hours at school, then having to come home and do boring homework? Well, the school day should be shorter! If it was, we could have more fun, we would have more time in the day to do more stuff we want to do."

Bold statements are highlighted green, examples are highlighted orange and rhetorical questions are highlighted blue. I think I am at Extended Abstract because I have completed my goal. My next step is to join a new writing group from my AsTTle Test. 

This is my entry and exit ticket.

Maths- Use graphs, tables, and rules to describe linear relationships found in number and spatial patterns.

WALT use graphs, tables, and rules to describe linear relationships found in number and spatial patterns.

Task:

Tina and Tom were twins. Tina saves and Tom spends. Tom found a $20 note on Sunday evening and spent $2 a day starting on Monday. Coincidentally, Tina started work that Monday and gets $2.50 a day. How long would it be before Tina has more money than Tom?

This is how I worked it out:

I think that the answer is five days, because as you can see on my table I have circled Friday, which is when Tina first had more money than Tom. To form my answer, I drew up a table with the days of the week and the twin's names. After that I counted up in $2.50 on Tina's row and then counted down by $2 on Tom's row. After that I had to find which was the first day Tina had more money than Tom, which was Friday. So that's how I got my answer, five days. 

This is the SOLO Matrix I had. I think that I am at Extended Abstract. My next step is to check my Algebra test and check what I have to learn next.

Distinction Evidence ( Radio Station )

When the lunch bell rang I went into the radio station room and started to write down the songs and different articles onto the script, while I was waiting for my friend. Then she arrived and helped me decide which songs and which news articles to talk about. After that I got the song ready we were going to play first. 

Then we started, we started by introducing ourselves and talking about what we were going to talk about during the show. Then we played a song, I have the job to press enter to start playing the song while I or someone else introduces it. 

After the song we talked about stuff that was happening at school, for example we talked about the teacher only day on Monday and read out the people who had achieved there Bronze or Silver C.A.R.E certificates. Then we played another song.

After the song we read out an article from a kids news website. It was called Hair, it was about all the different things your hair can do and what it has in it. Then we played the last song which was 'Greece Lighting' sung by the High School Dropouts.

After that we went out and played outside for the last few minutes of lunch time. 

Kyla's Speech

Is it ever ok to lie?



I used all of the four rules in my speech.

1. Look up at the end of a sentence.
2. SLOW DOWN
3. Pause.
4.Volume

Distinction Evidence ( Technology )

I was really excited for Woodworks that week because it was our second time doing it and I was almost finished my plan. When we got off the bus to Lincoln School, I went and put my bag down outside the Woodworks Room and grabbed out my pencil case. Then I went inside and sat down, Mr Bowers the Woodworks teacher, talked to us about what we were going to do. He told us that we would finish our final plan, then we would show him and he would ask if anyone else was creating a box with the same measurements, after that cut out the wood for us. 

So then we carried on with our plans. We had to make four different designs. So I designed four different speaker boxes then I had a look at them and decided which one I should do, I decided to do the one that kind of looked like it had three different shapes in one. It also has a hole in the top where you can put your phone. There is a drawing of it below.          

After I drew up my final plan, with measurements. I showed Mr Bowers. He had a look at it then asked everyone if they had the same plan, only one person did. Then he cut out the wood for us. First he cut out the front and back pieces of wood and drew up the square in the middle where the hole is going to be. Then he used this machine to cut out the hole. After that he cut up the wood for the rest of the box and showed us how to put it together. So me and my friend assembled our boxes, it was actually really fun assembling them. Right after we finished putting them together it was time to pack up. So everyone helped pack up the class, then we all went outside and onto the bus.