Blog post for Find factors of numbers to 100 and common multiples of numbers to 10

Find factors of numbers to 100 and common multiples of numbers to 10


Assessment Task

W.A.L.T: I can find fractions, decimals and percentages of amounts expressed as whole numbers, simple fractions and decimals.

W.A.L.T: I can find fractions, decimals and percentages of amounts expressed as whole numbers, simple fractions and decimals.

Link to assessment task [I did it with Brook]


Three screens shot of proof on IXL

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:

• Their is 121 seats in the beehive.
• Their person who carries mace.
• The prime minister fourth seat in the beehive

Here is The link ,to my compare and contrast map explaining the difference between democracy and dictatorship.

Identify classes of two- and three-dimensional shapes by their geometric properties Assessment task.

WALT:  Identify classes of two- and three-dimensional shapes by their geometric properties

My Next step is to put the net together and see if it fits the standard.

I can take action to improve the water cycle in Canterbury.

I can take action to improve the water cycle in Canterbury

In this project I was working with Candice and Brooke, and we decided to create a TV ad.

In this project we decided that our success criteria were: Here is the link to the slide show.

Overall, our project did not meet this criteria, because we did not meet the deadline. WHY? Because we were off task.

Koru Games

                               Koru Games

 The activity I did was: Touch Rugby

Two highlights for me is : Getting to talk to my team and work together. Another one is doing the best I could do and be.

I am proud of: my team and myself for doing a good job.

Next year the sport I want to do is: Volleyball, and Touch for my second choice.

 

Year 7/8 Standard: Assessment task

WALT: I can use a use a wide range of comprehension strategies to understand text such as: - using their prior knowledge, along with information in the text, to interpret abstract ideas, complex plots, and sophisticated themes - gathering, evaluating, and synthesising information across a small range of texts - identifying and resolving issues that come from competing information in texts

Complete both texts and write the answers in your own words.

TASK 1 - read the text about Sneakairs	TEXT: EasyJet's Smart "Sneakers" Makes Sightseeing Effortless
What I already know about navigating with maps?	That they can be downloaded on your phone That it is a piece of paper with directions and a map of your location That it is a viriaty of different countries on a map
Who created “Sneakers?”?	Lechal
How do the “Sneakairs” work?	The shoes have a GPS built inside of the shoe.Also the google maps navigation tool will help find the best route
How do “Sneakairs” help tourists visiting a new city or town?	It will help the visitors if they are looking around, then when they want to take a break for something to eat or drink, the will have nothing to worry about, The navigation app will automatically decide where the closest possible rout to take
What challenge does easyJet need to overcome before “Sneakairs” can go mainstream?	Whoever before the sneakairs got mainstream the Easy Jet team needs to work on the prototypes.
Can you think of any other uses for smart shoes like Sneakairs? - (give at least 2)	I think that their should be a shoe that has a heater and fan in the shoes. Shoes with bounce pads so that you can jump high. Shoes that can allow you to fly Gravity shoes. Gadget shoes.
Can you think of a better invention than Sneakairs to help us navigate places? Why is that invention better than Sneakairs?	A car that is a resonable price that drives you to the place you need.So you wont have to touch the steering weel.

TASK 2: The purpose of this task is to identify details that support a main idea.

A main idea that the author David Hill often explores is: New Zealand's natural environment, and how awesome (impressive and amazing) and powerful it can be.

Read the following passages from pages 7, 8 and 9 of "The Sleeper Wakes" by David Hill.

a) Find details in the text that support this main idea. Underline these details.

b) Think about what the 'sleeper' is, and how it would 'wake' up. Highlight details in the text that suggest this development.

Two girls stood with their parents by a car, watching him. So Corey tried to look cool and expert, and he started up the track behind his father. The blunt pyramid of Mt Taranaki lifted into a blue winter sky. Snow softened the cliffs where lava had flowed, thousands of years ago. High up towards the summit, the ridge of The Lizard showed where more lava had crawled downwards before cooling and setting. Corey lowered his gaze to the 4WD track twisting up the mountain's north-east flank. Packed grey and green trees rose on either side. After just ten metres, all sounds from the carpark faded away. Only the crunch of their boots broke the silence. Three steps ahead, his Dad walked steadily. He wore a woollen hat and green Gore Tex jacket to keep out the June cold. Warwick Lockyer, Department of Conservation Field Officer; expert on Mt Taranaki; tramper and climber. His father loved this mountain. He loved its silences and stories, the way it tested people. Corey felt the same way. Being up here was the greatest feeling in the world. Pity some other people couldn't see it that way. * * * After 30 minutes' climbing, they paused, took deep breaths, and gazed around. The trees were lower. Tangled, waist-high shrubs had taken over, crammed together for shelter, tops flattened by the wind. In summer, white and yellow flowers blazed here, flowers that grew nowhere else in the world. Now everything huddled beneath winter snow. Far below, the towns glinted like little grey models – New Plymouth, Inglewood, Stratford. Off to the left, the Tasman Sea was a sheet of grey steel. On the horizon, blue-and-white shapes shouldered upwards: the peaks of Ruapehu, Ngauruhoe, Tongariro. Corey thought of Riki, the other DoC Field Officer. From Riki, he'd heard how Mt Taranaki once stood beside those other volcanoes, fought with them for the love of beautiful Mt Pihanga, then marched away in anger after losing the fight. Hardly any Maori people lived along the line between Ruapehu and Mt Taranaki; they believe that one day, Taranaki would head back in the fire and smoke to find his love again. Corey stood listening to the silence. A puff of wind slid past. A pebble, loosened by the morning sun probably, dropped from an icy bank nearby. 'Awesome day,' Corey said. His father nodded. 'Pity Dean couldn't make it.' Corey glanced up at the dazzling white summit. Dean was a volcanologist who monitored New Zealand's North Island volcanoes to see if any eruptions seemed likely. He came to visit two or three times a year, even though nothing ever happened on Mt Taranaki. Corey's father was gazing upwards, too. He stretched, and grinned at his son. 'Come on, mate. We're sleepier than this mountain.'