LI: To calculate the area of a compound shape.
Compound shapes are really easy they have 2 different type of widths if you add them together you end up with an answer. To find the area of an compound shape you break it down into shapes you know. Then add each of them add both of them together then you find the missing side and use the measurements you already have to check and missing side length needed to find the area
Then you sum up each of the areas to find the answer.
LI: How to identify different types of triangles.
Today we have been identifying and learning about types of triangles and what they are used for, they’re are two categories, the two categories are called on based on and there names are the triangles of angles and triangles of sides. We can use triangles to determine what and how the length of something is. For example, Pizza what type of triangle is that your friend asks, now you have to answer that question, later on you say equilateral triangle because it’s sometimes looks basically the same but the only difference between the two objects that we are comparing together.
After this activity we had a lot of knowledge about these types of triangles while helping each other.
LI: How To Subtract Decimals Using Algorithms.
Today in LS2 for maths we are learning how to subtract with decimals, but to subtract decimals we can use the regular way on how we subtract. For example first we a line all the correct numbers, then we can now start to do the subtract process just like the image above.
After subtracting the numbers we now have to perfectly a line the decimal points because it helps us get the total correctly especially when starting to process everything. But we always have to remember to put in the correct numbers along with there decimals because it is very important to get the right answers, and one more thing is that we should always remember the different formula’s
LI: To use creative expression to explore the hopes and dreams of people in a text.
After reading The Diary of Anne Frank and The Boy in the Striped Pyjamas, we talked about what people must have felt like having their whole world turned upside down. I can’t imagine what it felt like to be separated from family and friends and have your freedom taken away. We discussed the hopes and dreams that Anne Frank and Bruno may have had, such as being with loved ones, having hope for the future, and living a normal life again.
Yesterday, we discussed how we could put their Cloth of Dreams back together again. There were no strict rules for this activity, which allowed us to express our ideas creatively and share different perspectives. Working collaboratively in groups, we combined our ideas and created drawings that represented dreams of Whanau, friendship, hope, and freedom.
This activity was inspired by the book Teaspoon of Light. I enjoyed having the freedom to be creative and seeing how everyone interpreted the dreams differently. It helped me understand that even during difficult times, people can still hold onto hope and dream about a better future.
LI: To understand how characters, mood, and atmosphere help shape a story.
In reading, my group created a DLO about different types of characters and how mood and atmosphere are used in The Boy in the Striped Pyjamas. We explained the difference between protagonists and antagonists, as well as round and flat characters. We also explored how mood and atmosphere affect the way readers feel during important parts of the story.
While working on this task, we used examples from the text to explain our ideas more clearly. It was interesting learning how different characters have different roles in a story and how the atmosphere can make scenes feel tense, emotional, or uncomfortable.
This activity helped me understand how authors use characters and setting to shape the mood of a story and create stronger emotions for the reader
We listened to the audiobook of The Boy in the Striped Pyjamas by John Boyne. After each chapter, we explored the mood and atmosphere. The mood is the emotions and feelings created in the story, while the atmosphere is the feeling or tone that the setting and events create for the reader.
We worked collaboratively to summarise each chapter in 10 sentences. This helped us practise using a range of sentence structures, including simple, compound, and complex sentences, to show characters’ emotions and important events. It also helped us improve our vocabulary and think more deeply about the mood and atmosphere in each chapter. I found it interesting how changing the length and structure of sentences could make a scene feel more tense, emotional, or dramatic
For reading, my partner and I made a “Mood-O-Meter” for Chapters 19 and 20 of The Boy in the Striped Pyjamas. We tracked how the story’s feeling changed by connecting emotions like hope, nervousness, sadness, and anger to important events. As the story got more intense, we talked about how Bruno and Shmuel’s feelings changed, adding clear explanations and pictures to show the mood.
This activity helped me understand how authors build tension and emotion in a book. It also made me think more deeply about the characters’ feelings and the big changes that happen at the end of the story.
LI: to use AI to create an image that shows the contrast between events or characters
For today’s reading activity, we used Banana Nano to visually explore the contrast between Bruno and Shmuel, the main characters in The Boy in the Striped Pajamas. By definition, a contrast highlights the differences between two elements. Our project specifically focuses on how Bruno and Shmuel represent completely opposite worlds.
For our basin walk, my group created digital artwork of the Panmure Bridge. I had a fantastic time working on this because it allowed us to use our creative skills for a fun activity. We decided to recreate the modern bridge that currently connects both sides of the road to the basin. The walk itself was also a highlight, especially when we learned about the legendary taniwha that used to live under the old bridge. The entire area was bright and colorful, filled with amazing scenery that really caught your eye. Overall, I loved learning about the basin’s rich history and the story of the taniwha.
For this task, our objective was to research the elusive Pacific Northwest Tree Octopus. Throughout the process, we investigated intriguing questions like, “How do they show their emotions?” and uncovered some fascinating details about this unique creature.
However, our investigation took an unexpected turn! We discovered that the tree octopus is actually completely fake. It turns out the creature is a famous internet hoax created in 1998 by humor writer Lyle Zapato.
This research taught us a vital lesson about digital literacy:
Verify your sources: Always use trustworthy, credible websites.
Cross-examine information: Double-check facts across multiple independent sites if you are confused.
Stay skeptical: Never believe everything you read on the internet!
Check out our Digital Learning Object (DLO) below to see our full research journey!
“Founded out” corrected: Changed to “found out” (or “discovered”) to fix the tense.
Better flow: Breaking the “Big Lesson” into bullet points makes it much easier and punchier for an audience to read.
Stronger vocabulary: Words like objective, investigated, and digital literacy sound a bit more academic while keeping your voice.