Women in WW1 ( NZ Identity )

My Student Led Conference

 This is the slideshow of my student led conference.

Goal Reflection 2015

These are my goals for 2015

Reflection on my Goals for 2015

1: Get all of my leadership badges

( Merit, Excellence, Distinction )

-This was an awesome goal for me because I was extremely eager to complete it.

-I achieved my Merit on the 18th March and I was awarded it a week later.

-I achieved my Excellence on the 15th June and I was awarded it a couple of weeks later.

-I achieved my Distinction on the 20th August and I will be awarded it at the end of the year.

-Reaching the criteria to achieve all of my badges has been really fun, doing my duties such as PALS and Librarian and also getting to blog about them, also getting to complete all of the fun home learning challenges.
-I don't have a next step.

2: Improve in most topics

-I have definitely improved in most topics.

-In maths I have completed a number of different parts including, Number, Geometry and Algebra.

-In reading I have completed my standard which was year eight and I am now up to year nine.

-In writing, as a class we have learnt many different styles of writing such as recounts, arguments and speeches.
-My next step is to finish my maths standard.

3: Learn new things

-I have learnt so many things this year in regard of being a year seven and in my learning.
-I have learnt many things in maths, reading and writing.
-Including many styles of writing, different maths equations and reading heaps of books.
-My next step is to carry on growing my knowledge in all things.





That was the reflection of my goals for 2015.

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.