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.