eportfolio geometry term 2

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.