Cube and Cube Roots

LI: How to calculate cubes and cube roots of numbers.

For maths, Group 2 learned and explored cubes and cube roots. A cube is where we find a number by multiplying it by itself three times. A cube root is the exact opposite, we find it by asking, “What number cubed would give me this total?”

Our group enjoyed this task because it challenged us to think outside the box and view numbers in three dimensions. Working as a team helped us spot patterns much faster . It helped me Realise how easily we could break down massive, complicated numbers back to their original base roots.

Building hope

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 couldn’t imagine what it felt like to go through such a horrible time. Yesterday we discussed how we could put their cloth of dreams back together again. We drew what we thought was right, we collaborated in two big groups and there was no rules since it was about using creative expressions. This Activity was inspired by the book Teaspoon of Light. I enjoyed this activity very much because we got to use our creativity.

 

The Boy in the Striped Pyjamas

We listened to the audio book The Boy in the Striped Pyjamas by John Boyne. After each chapter we explored the mood and atmosphere. Mood is the feeling of the characters in the text while atmosphere is the vibe in the room and the overall feeling created within the story. We worked collaboratively to summarize each chapter in 10 sentences. This helped us practice simple, compound and complex sentences. Some days we used a Gem to prompt us and some days we didn’t to improve our skills without relying on Gem to help.

Something I found captivating about these times was how the mood of the characters differed from the overall atmosphere of the story. Because the book is written from nine-year-old Bruno’s perspective, his personal mood is often full of innocent curiosity and confusion, Yet, the atmosphere John Boyne creates around him is heavy, tense, and dark because we, as the listeners, understand the tragic reality of the Holocaust happening just beyond the fence.

Mood – O – Metre

LI: Learning to show an expression meter of how the mood changes throughout the story.

For Reading, Mrs Anderson Reading have been reading the book called The Boy in the Striped Pajamas. Manea and I fiigured the mood in the story goes either high or low. Eg: Shmuel and Brunos friend is really high near hyperactive because their really happy about how they had a connection between them, When they are searching for Shmuels papa they felt hopelee because he was no where to be found and they were close to giving up.

This meter shows the mood throught the chapters in the story and why.

 

Mood, Atmosphere and Characterisation

LI: To understand how characters, mood, and atmosphere help shape a story.

In reading, group 3 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.

Contrast

LI : To use AI to create an image that shows the contrast between events or characters.

For reading we have beening focusing on compare and contarst. To contrast is to look closely at two things and find exactly where they differ. While comparing looks for how things are the same, contrasting hunts for the differences—from the small, subtle details to the complete opposites. By focusing on these differences, we get a much clearer understanding of both things.

The story we have been exploring is ” The Boy in the Striped Pyjamas.” In The Boy in the Striped Pyjamas, a major contrast is how Grandfather and Grandmother view Father’s new Nazi uniform. While Grandfather is deeply proud of his son’s promotion, Grandmother is disgusted and disappointed. Grandfather sees honor and duty, but Grandmother sees cruelty and shame. This sharp contrast shows that even within the same family, people can have completely opposite ideas about right and wrong. Here is my generated AI image.

 

Taniwha Digital Art

LI : To create a digital drawing of the taniwha “Moko-ika-hiku-waru”

This  week for Digital art, LS2 made a Taniwha named “Moko ika hikuwaru”.  A Taniwha is a mythical creature to Maori culture and this specific Taniwha had eight legs. We learnt about this taniwha during Panmure Bridge Schools Basin walk after walking across the Bridge. My partner and I created this version of the taniwha we think it will look like to us, we thought the Taniwha would be dark blue and light blue because it lived in water and we thought it would fit it with the dark and light colour water.

 

Tech At Tamaki College

 

At Tech this Friday, LS2 went back for another session of learning. My group continued working on our Te Reo Māori and weaving projects. We used string and wooden boards with holes to carry on our weaving patterns and focus on making our designs symmetrical.

This session helped me think carefully about my pattern, spacing, and colour choices so both sides would match properly. It took patience and concentration to keep the weaving neat and follow the correct pattern, but it was satisfying seeing the final design come together after working on it over multiple sessions.

I enjoyed continuing my weaving and improving it from last time. It was interesting seeing how all the different colours and patterns connected to create one final piece. This activity also helped me practise being focused, creative, and careful with my work.

 

 

Panmure Basin Digital Art

Recently on Wednesday Panmure Bridge walked around the Panmure Basin. During our walk we learned about a Taniwha named “Moko Ika Hikuwaru” who lived underneath the bridge at the Basin. When walking we had to be cautious and sensible because there was water next to us. While somebody was walking past us we had to be respectful and move to the left. Everybody got a walking buddy so that they had someone to talk too during our long walk. My walking buddies were Loraya and Manea. I enjoyed our walk because it was refreshing starting the day going for a walk and also learning about the Taniwha Moko Ika Hiku waru.

Basin Walk

   

On Tuesday panmure bridge went on a walk around the panmure basin. DUring the walk we learnt about a taniwha who lived under the panmure bridge many years ago Moko- Ika-Hiku-waru which means ” The lizard- fish with eight tails”. The taniwha refers to a legendary, shape-shifting taniwha (water guardian) from Māori mythology.