M&M's Maths Learning

Today for maths we were learning about M&M's. The first activity we did was estimating how much M&M's would be in the packet and which color would there be of the most. After that we opened it and tested our estimation. Some of the people in my group were right and some people were wrong. Once we gathered our information we put into this DLO. In this presentation is the history, facts, founder and graph comparison of the M&M's.

HIIT - High Intensity Interval Training

This week's session was about strength. After we put on our heart rate monitors we did a stretch to open up our muscles. In learning space 2 I have learned that it is important to stretch before doing any physical activity to help the muscles lose. We got into the groups we were in for the last session. There were 6 people in each group. First we had a timer for 40 seconds put on to tell us when to switch. My partner Fraidon and I started on squats then went to push ups and stopped at pull ups. We did this rotation with 4 other people 3 times. It was very exhausting!

Kiwi Sport Reflection

For Kiwi sport this week we played a game called Rush Tag which is similar to bull rush but instead you have to try and take the rippas from the opponents. After this we finished of with a game of Rippa Rugby. For this game we were splited into 3 teams. Our goal for attacking is to pass the ball to someone that can find a space to run and our goal for defending was to spread out, make not gaps for the attacking team, and run towards the attacking team as a line. At the end we were really fatigued but had a really enjoyable time with Hamish .

Pewter Casting - Tech - T2 W7

This is our second session of our new rotation in pewter casting. Today's tech session was about finishing our workbooks and going on to making our designs. Once I finished uploading the images onto my workbook I chose the final image I would use to create my design. I also wrote down The reasons why I chose the image and why I chose to do it for that person. I decided I would want to give the chef's hat necklace to my mom because she has done a lot for me. After I finished my work book I printed it and used a technique to copy it from the piece of paper onto the piece of wood. Our teacher Mr Grundy helped me to create the opening. He taught me how to use the Scroll Saw to cut out my design. I have melted the pewter and poured into my design so I am now up to sanding it. These pewter casting sessions are helping me to understand the process of making a necklace out of pewter.

HIIT - High Intensity Interval Training

High intensity interval training is a programme our school has part-taked in to help the Auckland University to help their research. This test is to see if doing physical activity helps us develop a stronger sense of focus in our learning. For the first couple of sessions we have been doing split squats, split squat pulse, split squat jumps, and star jumps. I found doing these exercises physically challenging but also very fun.

Kiwi Can - T2 W8 - 2018

This term our theme for Kiwi Can is integrity. Integrity means to be honest or to do the right thing when no one is looking. This week the value we have been learning about is accountability. Accountability is when you take responsibility for your mistakes or your actions. At school integrity can be shown to one another by not playing games within class during learning. Accountability can be shown when you break something and you admit that it was you and apologize. 

Classroom Ages

This week one of our tasks were about fractions. The question was asking us how many children are there altogether. The first step I did to figure out the answer was to look at the question an understand that it said there was already 4 children in the classroom. So 4 + 4 = 8. Then I multiplied it by 3 from the 2/3 which equaled 24. 2/3 of 24 equal 16 so there were 16 ten year old's. 1/2 of the remaining 8 are 9 years old which means there are 4 nine year old's. The rest are 11 years old. I used my fraction, division and multiplication knowledge to figure out the answer.

Newspaper Article - Cinema Attendance

This week Ms Kirkpatrick maths group examined a continuous data that showed the cinema attendance by age group and year. First we were to answer a questions based on the data. Ofa, Jeremiah and I worked collaboratively together to answer it. Some of the questions were: In which year was attendance highest for the 25-34 age group? What happened in 1992 and 1994 to the attendance for 15-24 year old? How else could the data be displayed? It was really interesting to see that in 1999 15-24 year old attendance to cinemas increased comparing it to 1984 where it was really low. At the end Ofa and I were to make a newspaper article based on the data. We were make our own Newspaper headline and we decided to call our article 'New Blockbusters. Captivating or monotonous?'

Meeting Our Younger Students

As head students we need to make sure that our students know who we are and what we can do for them. We kept it short and simple so that they can understand it. We talked a little about how we can accompany them if they are feeling sad or do not have anyone to play with. We would like them to cite us as role models and as someone they can lean on. I express my gratitude to Mrs Millward, Miss Cockeram, Mrs Hiddleston, and Mrs Mclane for giving up time for us to introduce ourselves.    

Ruler Relfexes

This week for inquiry, we learnt about human reactions. We had a small challenge that included simply a ruler, a

partner, and our reactions. Our task was to attempt to grab a ruler as fast as possible. We were given 3 different

reactions to test. Visual, where we had to grab the ruler just by watching it. No count down, go or anything. Next

was aural, where we had to close our eyes, and where only told "GO" for when we could attempt to grab the
ruler. No countdown, no looking, no touching, just a simple go. Finally, was touch. We closed our eyes, no words,
just a tap on the shoulder letting us know when to grab. The partner that I was given was Tiava, and we had a lot
of fun working together. What we needed to do next was graph our data. Although to make it even better, we
were to group up with another pair and graph all of our data in one big graph. So for this, we chose to work with
Sanujan and John. We had a lot of fun all working together, and in the end, made a pretty great graph.

Tiava Hypothesis: I think that I will be best at Test 2, because I think that signals to the brain will be faster than

sight, or touch.

Jack Hypothesis:  I think that I will be best at Test 1, because I think that my eyes will signal my brain faster than

anything else.

	Tiava	Jack
Test 1
1	19	0
2	0	10
3	27	27
Test 2
1	0	0
2	29	0
3	22	9
Test 3
1	24	0
2	23	14
3	0	9
Test 1 Results	76	67
Test 2 Results	81	69
Test 3 Results	77	53
Results	Test 1	Test 3

Evaluation:

Jack:

I found this interesting, as my hypothesis was for test 1 to be the one I was best at, but instead it was test 3 that I

was the best at. Meaning that my hypothesis was incorrect. I must’ve been incorrect because I didn’t realize that

I sent signals to my brain faster through touch that sight. Although there is a chance of it being just a one off
time.

Tiava:

I found this surprising because my hypothesis was for test 2, but I excelled at test 1. I think that my hypothesis

was incorrect because my body and brain reacts faster when I can visual see the ruler drop than hear the word
go.