eportfolio health - Beach Ed

Passion projects term 3

epotfolio Te huarere

ePortfolio Maths Strategy

Achievement objective (Level 4): Find fractions, decimals, and percentages of amounts expressed as whole numbers, simple fractions, and decimals

Learning intention: We are learning to find fractions of whole numbers

Self reflection 

The thing I did well with this strategy was dividing the denominator and timing the numerator. 

Next time I need to use the strategy on decimals.

eportfolio Wearable arts.

Cook islands language week

 Cook islands

This is my Cook island workshe

Cook Island Language Week.

Cook Islands

Look at this beautiful photo of the cook islands.

This is a map of the Cook islands.

5 Facts about the Cook Islands

1. The Cook islands are named after the explorer Captain Cook.

2. The people who were first originated in the Cook islands were actually from Tahiti.

3. Rarotonga has 6x more people than the biggest island in the Cook Islands.

4. There are more Cook islanders in NZ than the amount in the Cook islands itself.

5. The Cook islands have a $3 note.

Te Huarere - The weather

eportfolio Tikanga maori Term 2

eportfolio geometry term 2

E-Portfolio Reading and inquiry Term 2

E-Portfolio, music, Term 2, 2019

Music - E-Portfolio Sample

Achievement objectives:

Communicating and Interpreting:

Level 3:

Prepare and present brief performances of music, using performance skills and techniques.

Level 4:

Prepare, rehearse, and present performance of music, using performance skills and techniques.

Learning Outcomes:

This term we have been learning how to play some new songs on the keyboard, guitar, ukulele and the
bucket drums.

We learnt to play the song “Sunflower” using chords on the ukulele.

We also learnt how to read guitar tab and we played “Eye of the Tiger”.

On the keyboard we had the opportunity to learn to play lots of songs including the Minecraft theme,
the Avengers theme, the Halo theme, the Game of thrones theme and many more.

The instrument I enjoy playing the most is the Keyboard.

I liked playing this instrument the most because I have experience about the Keyboard outside of school.

Next time I would like to learn to play the advanced version of old town road then I want to play the drums.

Multiverse Haiku writing

       Haiku

I love Basketball

It is my favourite sport 

I am the postman.

It is physical

The game can hurt you badly

Sometimes you can't play.

You get fouled a lot 

sometimes you can get a tech

But still it's quite fun.

You score lots of goals

usually the guard score

The post gets rebounds.

MATARIKI POEM

                           Matariki   

WALT: Write Matariki poetry. 

                 Matariki

        is a

         Maori constellation

     Placed in the mighty sky of New-

     Zealand

ePortfolio Maths - Knowledge

Group 8 Knowledge Sample Term 2

Achievement objectives:

NA4-1: Use a range of multiplicative strategies when operating on whole numbers.

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.

TAKE A PHOTO OF YOUR DIVISIBILITY RUlES WORK. IT MUST BE CLEARLY MARKED

This is me filling the divisibility rules.

This is my example of divisibility rules.

Self Reflection:

In this sample of learning I have learnt all the divisibility rules up to 10.

My next step is to memorize all the rules up to 10.

E-portfolio Writing: My Camp Experience

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.

Describe It - Camp Experiences

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

As the parent helper puts the uncomfortable harness on a shaky body, you can hear the wind blowing the tall and strong trees. Everyone felt anxious about what could happen like if a tree snaps or if the rope rips and someone falls down to their death. Then the instructor called someone up. Their legs were so shaky they couldn't even walk properly. Then he told the person to climb up a ladder, you could tell that it was hard for them because they were really nervous.


Then the instructor told the tired children to run to level 2, so they did. As they ran, you could tell they were huffing and puffing. Then when they had ran to the correct distance, there was a snap! The person was screaming the whole time, because they were going extremely fast.


Student Reflection:
In my writing, my goal is to use different sentence types - Simple Compound and complex.
I did show this goal here because I put in two complex sentences and I put in quite a few compound sentences.

In my writing, one of my goals is to use different sentence beginnings and lengths.
I did not show this goal here because I used the word then at the start of a lot of sentences.

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

Teacher Comment: Boston, you are able to idenitfy and use a variety of sentence types in your writing. Sometimes, depending on the type of writing you are doing, it is okay to repeat sentence starters for impact. However, be mindful if you are doing this often as in longer stories, it can disengage the reader.

Maths Goal: Add and subtract integers

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

Medal: I think I did really well with adding negative numbers because it feels like subtracting positive numbers which should be easy for me.                                 
Medal: Another thing I did well was adding and subtracting positive numbers because I learnt how to do that in year 1 and 2.
Backpack: Next time I need to work on subtracting a negative number with a positive number because I get mixed up sometimes.

                                            Here is a picture of me working on my goal