This week for strands math, I have been focusing on geometry. The specific shape i’ve been interested in is the paralellogram. It’s a four sided 2D shape where all things are equal, sides and angles.
It sits at the slightly diagonal point roughly about 62 degrees.
In maths, We learned how to read each question carefully, identify the important information, and decide which operations or strategies to use. We also included examples to show how some word problems can involve more than one step and require us to think carefully about what the question is asking.
While working on this task, I learned that word problems are easier to solve when you break them down into smaller parts and focus on one step at a time. I also learned that it is important to show your working, as it helps explain your thinking and allows you to check your answer. Something I found interesting was that there can sometimes be more than one way to solve a problem, but you should always choose a strategy that makes sense.
Our group was revising on how to subtract decimals numbers using algorithm. It’s just like adding but one thing that you have to remember with subtracting the first number at the start has to be a the top and you subtract and if the number at the bottom of the numbers is bigger then the number a the bottom you have to borrow from the number next to it.
This week for maths I have been focusing in square roots. I will be explaining how to find square roots in the Blog and in the later featured DLO.
Squared roots are the timestable of a number. For an example we’ll use eighty-one. This will be our base number. To find a square root, you first have to learn your timestables, and if you’re reading this I’m sure you have. So its obvious that (9×9=81) so this will be the squared root of 81. Squared in words means “x2”. and a way to write squared is to add a miniature ‘2’ on the top right of your squared number. For square root you use a _/ adding the answer in the pocket of space.
This week for Maths group 2 has been focusing on cubes. They are the multiplication of bigger numbers that you add up to by multiplying the same number by three times. The cubed root for 27 would be 3 because (3×3=9×3=27).
For cubed roots you find the root of a number the same as squared roots. The cubed root of 8 would be 2 because (2×2=4×2=8).
This week for maths group 2 has been focusing on prime and composite numbers.
A prime number is a number that can not be evenly divided. It only consists of two factors, 1 and itself. 7 for one is a prime number as you can only get to it by (7×1=7).
Eight would be a composite number as it can be evenly halfed (4×2=8) and is greater than one. It also consists of more than two factors.
This week for writing, I have created a poem of a few abstract nouns. I used slightly advanced vocabulary than regular to help the poem stand out.
An abstract noun is a word that you can not physically feel. It is a word such as “Loneliness” as you can not physically feel loneliness, only emotion wise.
I used the abstract nouns “Confusion” and “Pride” I used these to contrast between positive feelings and less positive feelings.
This week for math I have revised integers.
Integer addition and subtraction is the process of adding/subtracting negative and positive numbers. (Is different to integers by itself).
Two positives equal another positive when adding together, For example (4+9=13).
But when converted to negatives it equals the same just as a negative. For example (-4+-9=-13).
Negative and positive are controlled by which number is greater and that decides wether the answer is a negative number or a positive number. For example (-4+9=13) and (-9+4=-13).
Now moving onto subtraction integers. For positive and positive its just regular subtraction (4-9=5).
Negative and negative on the other hand equal a positive when the process is done. For example (-4 – -9 = 13)
Negative and positive is putting you further towards negative whilst positive and negative push closer towards positive. For example (-4 – 9=-13) and (9 – -4=13).
For this activity, our task was to create a DLO (Digital Learning Object) that tracks the changing mood throughout the story. My partner and I designed a ‘Mood-o-Meter’ to map Bruno and Shmuel’s emotions across chapters 19 and 20 of The Boy in the Striped Pajamas. As we worked, we discussed how the story gets more intense and sad. We also added images to help show what these moments looked like.
This activity deepened my understanding of the author’s work. By focusing on the characters’ emotions, I found the story easier to follow and could better analyze whether their situations were positive or negative.
Building Hope
After reaing the diary of Anne Frank and The Boy in The Striped Pyjamas, We talked about what people must have felt like having their whole world turned upside down.
It must have been so horrible having your race being targeted by one of the strongest countries during these times. I can’t imagine what it must have felt like being dragged to a camp to compete with hardly any food, and hard labour 90% of the day. Including the racial targeting this must have been a horrible life style for the Jewish population during this time.
Yesterday we discussed how we could put their cloth of dreams back together again, which is a imaginary cloth holding all dreams of the prisoners. (This task was inspired by the book Teaspoon of Light.)
