ePortfolio Geometry Term 2

ePortfolio Reading and Inquiry Term 2

ePortfolio Knowledge Sample Term 2

Elaboration on this Achievement Objective:

This means students will apply the properties of multiplication and division (commutative, distributive, associative and inverse) to number problems, particularly those requiring multiplication and division. Students should exercise critical choice in their method of calculation - mental, machine or paper - and recognise situations in which estimation should be used, including the checking of calculated answers. Strategies expected at Level Four include: using common factors and multiples, for example 37 + 41 + 40 + 38 = as 4 x 40 – 4, using the distributive property, for example 24 x 36 = 20 x 36 + 4 x 36, 9 x 78 = 9 x 80 – 9 x 2, or 276 ÷ 12 = 240 ÷ 12 + 36 ÷ 12, using the associative property, for example 12 x 33 = 4 x 99, or 216 ÷ 12 = 216 ÷ 2 ÷ 2 ÷ 3, and inverse operations (reversing), for example 354 ÷ 6 = as 6 x = 354. This objective also involves calculating powers, for example 43 = 4 x 4 x 4 = 64, and factorials, for example 4! = 1 x 2 x 3 x 4 = 24. Students should have strong mental strategies for operations on whole numbers but also accurately carry out standard written algorithms, particularly for multi-digit multiplication and division. Level Four corresponds to the Advanced Multiplicative stage of the number framework.

We have specifically been learning the divisibility rules for 2, 3, 4, 5, 6, 8, 9, 10, e.g. 276 is divisible by 3 because 2 + 7 + 6 = 15. By knowing these rules, we can use our knowledge to solve problems. Below are examples of work showing how this skill has been mastered.

Self Reflection:

In this sample of learning I learned how to know if something divisible by different numbers.

My next step is to use this strategy on higher more confusing numbers.

2019, Passion Project, Term 1

   

E-Portfolio Writing: Giant swing

Describe It - Camp Experiences

Learning Objectives:

Level 3

• Select, form, and communicate ideas on a range of topics.
• Use language features appropriately, showing a developing understanding of their effects.
• Organise texts, using a range of appropriate structures.
• Show a developing understanding of how to shape texts for different purposes and audiences.

Level 4.

• Select, develop, and communicate ideas on a range of topics.
• Use a range of language features appropriately, showing an increasing understanding of their effects.
• Organise texts. Using a range of appropriate structures.
• Show an increasing understanding of how to shape texts for different purposes and audiences.

Learning goals:

• To ‘Show, Don’t Tell’ the reader by painting a picture with words.
• A variety of sentence starters
• A variety of sentence lengths
• Edit and rework
• Effective peer checking and feedback

The children can see the dark blue harness while they walk to the swing.You can hear their hearts pounding while as someone saw the person before them climb down the ladder.In the uncomfortable harness the child walked over to the swing.The terrified student climbed up the ladder and the instructor clips the student in.As the instructor pulls the ladder away the shaky student says Level 3.

Slowly but gradually the terrified student gets higher.The wind is colder the higher the shaky body gets.The student feels like he's defining physics as the child starts to get a bit high for his comfort.It felt as if the harness was not there for the child.You can see the fear on the childs face as the rope stops pulling so he stops getting higher.

All you can hear is a countdown filling the empty sounding air.Then a scream.The student has been released and is swinging from side to side.As the swings got smaller the shaky body got calmer and the student came down.

Student Reflection:
In my writing one of my goals is to use different sentence beginnings and lengths.
I did show this goal here because I had lots of different sentence starters and used different sentence types to help with length.

In my writing one of my goals is to use different sentence types-simple, compound and complex.
I did show this goal here because I used different sentence types in order to help with lengths.

My next step is to support main ideas with details that fit.

Teacher Comment: Troy, this piece of writing really made me smile. I love how you've crafted it to hook the reader from the very start. You've written a moment in time, describing all the senses. You've used a variety of sentence types. Your next step is to use commas in your complex sentences to separate clauses (ideas).

Maths Goal: Add and Subtract Integers

GOAL:Add and subtract integers. Eg 6.4-7.2=-0.6 L4

Medal: I think I did well with positive numbers
Medal: I think I did well with the addition
Backpack:I think I need to work on my subtraction

Bike Safety Blog Post T4 2018

What are the three things that Constable Ken Taught about where we can ride our bikes?
(think - place and time)

1. skate park.

2.bike track.

3.left side of the road 1/2 a meter away from the curb.

Name three important things Constable Ken taught us about how to ride our bikes? (think - eyes and head)

1. hand up means stop.

2. left hand up means turning left.

3. right hand up means turning right.

Describe the three bike signals that Constable Ken taught us.

2. 
   

3. 
   

What did you enjoy the most about your Cycle Safe lesson? Why?