Maths - Find fractions, decimals, and percentages of amounts expressed as whole numbers, simple fractions, and decimals.

Walt: Find fractions, decimals, and percentages of amounts expressed as whole numbers, simple fractions, and decimals.

                                                                                                                             

Answer and explanation:

The first sweatshirt is cheaper than the second one because 30% of 60 is 42 and 40% off 72 dollars is 43.20. The first sweatshirt is 1.20 cheaper than the second one.

The second jacket is cheaper because 20% off 96 is 76.80 and 30% of 120 is 84. The second jacket is cheaper by 7.20.

The first jeans is cheaper because 30% of 48 is 33.60 and 45% off 68 is 37.40. The first jeans are cheaper by 3.80.

The second tracksuit is cheaper because 25% off 64 is 48 and 30% of 86 is 60.2. The second tracksuit is cheaper by 22.20.

The least you could spent if you brought one of each clothing item would be 200.40 and the most would be 224.80. You would save 24.40.

I figured it out by figuring out what the percent is as a fractions, timing it by the cost and dividing by the fractions denominator. Then misusing the total from the cost.

The thing I found most challenging was using multiplication and division strategies to estimate and solve problems with fractions, because it was hard to found a strategy that worked.

Here are the links to the 4 strategy's I completed: Task 1, Task 2, Task 3 and Task 4

Here were the strategies we did:

- Use multiplication and division strategies to estimate and solve problems with fractions, eg. 11 ÷ 3 = 1 1/3         

- Find a fraction of another fraction by multiplying. eg. 3/4 x 5/2 = 15/8, 15/8 = 1 7/8

- Describe and show renaming tenths, hundredths, thousandths as decimal fractions and relate them to place value order, like 2/100 = 0.02      

- Work out and explain percentages of simple amounts         

Te Reo, Term 4 2016.

This term we have been learning all about the Marae. We have learned that…….

• The Marae is an important focal point for the community.
• The Marae is a place where tradition and customs can be carried out.
• The Marae is a place where people can express their values with dignity.
• There are many kawa ( protocols) that prevail on the marae.
• Marae kawa (protocols) can differ between maraes and iwi.

We have focussed on some key concepts when doing this learning.

These are listed and explained in the table below.

Concept	Definition - give the meaning of these concepts in your own words.
Tikanga	The correct way to do things.
Pōwhiri	Everyone is Welcome
Tangata whenua	Local people
Manuhiri	Visitors to the marae
Tūrangawaewae	The home base of the marae
Whanaungatanga	Family Relationship
Manaakitanga	A person's well being, and respecting our elders.
Aroha	Love

See this video for an explanation of the roles and responsibilities of people on a marae.

Something I would like to learn more about the marae is how many maraes there are in NZ and also how old they are.

Treaty of Waitangi

WW1 Galipoli

Parliament

Parliament

This term we have been learning about Parliament. We have looked at the difference between government and parliament, NZ parliament, who is in government, how our government works and we compared democracy to dictatorship.

Three things that I learned are NZ parliament are:

• Where everyone sits during a session in parliament.
• The people in parliament and what they do.
• That there is a underground passageway for the people of the house to arrive at parliament faster.

Here is a Link to my compare and contrast map explaining the difference between democracy and dictatorship.

Maths - Describe patterns of reflection, rotation and translation.

Maths

Assessment Task 

Instructions:

• W.A.L.T Describe patterns of reflection, rotation, & translation
  Instructions 

  1. Draw a 10cm x 10cm square.

  2. On the top line make a mark at 3cm and 7cm.

  3. On the bottom line make a mark at 3cm and 7cm.

  4. On the top line where you made the 7cm mark draw that line down 4cm.

  5. On the bottom line where you made a mark at 3cm draw that line up 4cm.

  6. On the top line at the 3cm mark draw a line to connect with the line at the 7cm mark

  7. On the bottom line at the 7cm mark draw a line to connect with the line at  the 3cm mark 

  
  

  This is the activity I had to do:

Arts Rotation - Visual Art

Visual Art

Visual Art: WALT: Apply knowledge about shapes and patterns derived from nature into an original artwork.

For Visual Art the SOLO level I achieved was: Relational

The 3 Visual Art techniques I used in my art work to achieve this level were: Moving Water Colours, Glazing Water Colours and Shading.

Here is a photo of my artwork:

My next step in visual art is: To use the Visual Art techniques more often.