June school newsletter

PYP Newsletter June 2013 by crdayment

week 15 Weekly letter

It was good to back after the Easter break. The students have been full of energy and focus which helped us get through a lot of work over the week. We started the week with  new units of Maths and writing and a moved focus in our Inquiry. we also took advantage of the great weather and had some open air lessons.

This week in reading groups we all started on new books, we will be spending the next few weeks focusing on novels and getting lost in a good book. This change has been welcomed by the students who were getting tired of reading non fiction books. In writing we have moved from report writing to essay writing (which we will need for our coming POI project). We were introduced to essay writing by us making a statement and then backed it up with three strong points. One of the statements that we had to make was to say if Little Bo Peep should of gone and looked for her sheep (why or Why not?). At the moment we have now started to develop our essay skills further and we have all have began to write an essay about fat - good and bad fats from foods. One we have written down our thoughts and ideas we will look at how to construct our introduction, body and conclusion (week 16).

Learning how to do breaststroke on your chair

To finish up our focus on report writing (we will be continuing to write reports between now and the end of the year) homework was to teach a skill to the class. This was done with some great success with the class not only getting some report writing practice but also learning some fun skills as well. We learnt how to; play a song with a cup, make a paper aeroplane, magic and swimming.

see more here: http://photo.net/no-words-forum/007jbW

In maths we have started our unit on geometry. During the introduction of the unit the class reflected about geometric shapes and where we find them. We also spent time reconnecting to how mathematics and geometry is always around us. we learnt a bit about the golden ratio and golden spiral (find examples here, here and here). We spent time learning the relationships of shapes and generally getting reconnected to shapes and the relationships between each shape

(I will be putting the scope and sequence outline for Geometry soon in a different post)

The spring show will soon be upon us (15th May) so the class sat down to decide what they wanted to do for the night. After some discussion we decided that we wanted to do something that involved dancing, bright colour and having fun. From this we worked out that we will be doing an interesting number that during the main part we will be dancing as a group to LMAO's Party rock anthem. Below is a link to the song on YouTube and as well as a link to the dance moves that we will (if we can get it down) doing. I have asked the students to start looking through their clothes to find things that are bright and colourful, parents think 1989.

 

We continued with our unit on the human body with our focus being on what we should be putting into it. We started writing an essay after we learnt that our body needs certain types of fats. We also learnt how important water is and what signs to look out for if we start to get dehydrated.



Michelle explaining the different colours in relation to dehydration


making an experiment to show what the different colours of urine will look like

optimum hydration--------hydrated--------dehydrated------------seek medical help

Just slightly off topic: a while ago the class was doing persuasive writing. During the unit we had the task of retelling a fairy tale from a different point of view. Last night I found this, it's not exactly what we did but I found it very interesting in the retelling of a classic tale.



This video was found on a website called http://dreamdogsart.typepad.com/

Slagsmålsklubben - Sponsored by destiny from Tomas Nilsson on Vimeo.

weekly letter week 11

Last week was a shortened one with developmental talks on the Wednesday. Even though we only had four days we manged to squeeze a lot of work into them. The Friday before we handed up our projects for the Year 5 Exhibition and our advertising and marking campaigns as well. Last we we put posters around the school, gave out flyers to classes to get information about the Exhibition to the school community and our ad campaigns were put up on the wall outside the classroom.

One of the big things that happened at the start of the week was that we started our new Inquiry unit. In this unit we will focus on the what and how our body needs for us to move and stay alive as well as function. We plan to develop a good understanding of what our body needs to function (food, water, air) and how does it function when we need to do physical tasks.

The unit was introduced with a surprise game of blind football. This was to get the students to start to think about what they are doing by turning a familiar activity like football and putting it in an unfamiliar setting - not being able to see! The game was a hit and they all learnt a few things about themselves and their bodies even before I started asking them questions ("I had to use my ears to see"). We followed up our game later in the week with the challenge of putting together a jumble of bones into a human skeleton. This had the effect of people feeling their ribs and trying to figure out if they had one or two bones in their forearms. We now plan to progress from the skeleton and work to muscles and how the two systems work together so we can move.

I have been talking to Peter about us going on a hike (behind the hospital) later in the unit so we are able to put our new knowledge and understanding of the human body into practice. Questions and statements that the students should be able to answer by this time would be things like What do I do to stop my body feeling so tired? By eating this food this will help me do......by giving me.....

How the world works

central idea

The Human Body is a complex and versatile system.

Key concepts: Function, Causation

Related concepts: Systems

What lines of inquiry will define the scope of the inquiry into the central idea?

·         How our bodies function

·         What our bodies need to stay fit and healthy

·         How our body systems differ from other species

The developmental talks on Wednesday went very well and many of the students were proud to show

their parents the work they have achieved so far this year. I think some students not only surprised their

parents but themselves as well with just how much work they have done in class this year.

So that was our week in school :)

sorry for the strange formatting at the bottom of the page :/  

Weekly letter Week 10

This week was the second week of reading weeks. Even though we were very busy finishing off projects, learning the art of wood sculpturing and focusing on fractions, we still had time to fit in reading activities.
On Monday Lyam's mum took some time out of her busy schedule to pop in and read us a book in...Dutch.

The class found it very intresting to listen to the reading, finding words that are the same in their language and working out if their understanding of each page was similar to the real one when Lyam's mother translated each one.The book was a very good one and I would recommend it to both children and adults. 

Weekly letter Part B (Language)

Over the last few weeks in Language have been developing our abilities to write persuasively. Like I mentioned in a previous post, this genre has been constantly connected to our unit of Inquiry. Unlike other genres that we have studied where it has been a combination of both isolated and integrated learning during periods. This has resulted in us been able to literally double our language time and practice.

We started persuasive writing with what it means to persuade someone and the power that a good piece of persuasive writing can have. As an example we read the book The True story of the 3 Little Pigs  and looked at how one book can change the way we see the wolf after all the years of hearing the story told with the wolf as being bad. After our discussions we went away and changed some classical fairy tales around. As also mentioned we had 'face-off' product competitions, making TV ads for homework, and quick advertising posters.

This week and next week we will been moving our focus onto jingles and how to write rhyming jingles that we will add to music during music class. We started off our jingle writing today (Thursday, 28th) with a re-introduction (we looked at jingles during part of our computer time on Tuesday) to jingles. We had a look at some classic ads that are known and remembered for their good jingles. We then looked at why they are so catchy, and how we can do the same.

We did not look at all the commercials in the video, but it was enough to get our brains into gear. The class spend the next fifteen minutes pumping out line after line of jingle 'gold'. In music they will now but their jingles to music. I can't wait to hear Lyam's jingle, as he has already decided to put his lyrics to the music of The BeeGee's Stayin' Alive!        

Weekly letter Part B (maths)

As I wrote a few weeks ago we started our new unit on decimals, fractions and percentages. Before the break we focused on comparing the three and how to, for example, convert a fraction into a decimal and percentage (1/5 = 0.2 = 20%). The class developed a very good understanding of how this works so we moved onto simplifying and equivalent fractions after the sports break.
This is the part of the scope and sequence that we have been focusing on since the break:
When constructing meaning learners:

• model equivalent fractions

• use the language of fractions, for

example, numerator, denominator

When transferring meaning into

symbols learners:

• read, write, compare and order

fractions

• read and write equivalent fractions

The 'beauty and beast' of comparing and simplifying fractions is that when students start to work with two equivalent fractions some students 'see' how they can be different but the same value at the same time right away, where as others need more time getting their head around the idea that two different things are actually the same. So we have been splitting up into different groups of understanding, having small mini lessons during maths time and during the day, having the people who have developed a good understanding of the concept helping and guiding their friends for short periods, and expressing our understanding through diagrams, pictures and models.

This week we have moved forward with fractions and we are now starting to add and subtract like and unlike fractions and mixed numbers. This has been going well so far this week. Everyone is very positive with the work that they are doing and most are enjoying the challenge. Obviously some will need extra support developing their understanding of this and we will continue with the strategies that we have been doing. As well as the scope and sequence above we have been (and continue to) focusing on; 

When constructing meaning learners:

• model addition and subtraction of

decimals.

When transferring meaning into

symbols learners:

• read, write, compare and order

fractions

• read and write equivalent fractions

When applying with understanding

learners:

• add and subtract fractions with

related denominators in real-life

situations

Week 4 and week 3 in review

Dear Parents and students,
welcome to a new week of school! But first, lets look at the week that was...

Last week ended with the handing in of our Inquiry projects which brought the unit to a close. At the start of the unit I asked all the students to write down a question connected to the unit that they wanted answered. Almost all of the students said that what they learnt over the six weeks helped them answer their question. One student who felt that she hadn't found the answer to her question. She was given time to go and research the answer using the knowledge of how cities and infrastructures work.

We also sat our end of unit maths review on Friday as well. We had spend the last week and a half practicing and reviewing so we could be ready for this test. For most, this part was where they demonstrated how much they knew and how well they used their skills of maths to build understanding of things in division that they did not fully know.

We also ended the week with a back wall full of book reviews.

This week we start our new unit in How we express ourselves.

Central Idea: Advertising can influence and affect the success of a product
Lines of Inquiry:

• Advertising is a way of promoting and informing people about products and ideas
• The attractiveness of a promotion will affect how well the product sells
• It is important to know and understand your market

Concepts: Form and Connection
Related Concepts: Advertising, product and consumerism

We will learn about affectingly marketing and promoting a product, as well as branding and having a target audience. We will also be helping Year 5 in the second half of the unit in promoting and advertising the Exhibition.

We have also started a new unit in Maths and in Literacy which tie in very well with this new Inquiry unit. I will write more about them tomorrow.

Welcome back, welcome back, welcome back...

Welcome back to school parents and students!
I hope you all had a great holiday and got out in the snow (and sun, Lyam).

A bit of information from last term first:
I haven't heard from anyone so I assume that you all received the term 1 reports via email on the last day of school. If you have any constructive feedback (positive or negative) in regards to the new reports I'm sure that Marilyn and Mike would like to hear it. From my perspective I found the reports much better the old ones as I was able to add more import information in a more concise manner. In saying that they did take triple the amount of time to write :/ (hence the lack of blog updates the last two weeks of school).

The next two weeks:
From today until next Friday (18th) we have a large block of learning and activities to focus on these include;

• Inquiry project
• Continuing division in maths with a review test on Friday 18th
• focus on writing book reviews and starting Raz Kids

In my next post I will put up the assignment outline for this units Inquiry unit, the scoring rubric and a student self-assessment.

This week we will continue to work on division after a few weeks break. We will focus on long division, dividing by three by one digit numbers, dividing with zeros, and mental division. Extending students in this unit will continue their good work that they were doing with Shannon. Unfortunately Shannon had to go back to Australia until Easter to teach kids how to surf and ride mountain bikes (poor guy), but we will be getting someone in to take his place. The students who still need help getting up to speed in this unit will also continue to get tailored work and support as well. Towards the end of the week I will make a batch of photocopies  plus other work that cover everything that we have learnt in division so everyone has a good chance to practice and review before the test next week. 

These two weeks will also be about reading, reading, reading. We have started our unit on book reviews so we need to read as many books as we can. When we have done that we can reflect on them by writing a book review. I have three types of book review for the students to choose from so everyone is able to write one (or two, or three,...) even the EAL students.

Homework this week:

• Read
• book reviews (at least one book review due by Friday)
• research Inquiry project (this will be done in school as well)
• Read some books and look around Raz kids http://www.raz-kids.com/

I will add some more information tomorrow about what we did the last few weeks as well as information about the Inquiry project.

going on one of the treasure hunts that we made for our maths assignments

This week we crammed five days of work into four so we could get all our work done. We started our new inquiry, finished two of three writing tasks and got stuck into division.

We kicked off inquiry with a discussion about what makes a city work and what do we thing a city is. At the end of the discussion we all wrote at least one question that we would like to find the answer to before the end of the unit. Here are two;

We have been focusing on writing Tall Tales these last two weeks. We had a homework task last week to write one about one of our parents and this week we wrote one with the help of storybird.com. We will finish off Tall Tales next week when we complete our group Tall Tale. It has been hard for some of us to keep to the Tall Tale writing guidelines and many times we have slipped into fantasy writing instead. After two weeks though we are starting to get the hang of it and our writing of Tall Tales is getting better.

In maths we have moved forward with division and we are getting the hang of long division and the steps that we have to take. Some of us still find it a bit confusing at times, but we all work at different speeds. We have also continued with our short times table quizzes and now have added multiples (division) quizzes as well.

Next week we will continue to extend on what we have been doing this week in maths, writing and Inquiry. We will start to apply our knowledge of what we know about division, complete our group writing tasks and plan and organise for a trip into town on Friday.

Have a good weekend and don't forget to hang up your lights, put on your winter tyres and go to the winter bazaar this weekend!

A new day, a new everything

Last week was a week of finishing; we finished our Program of Inquiry unit on Discovery, we finished our POI projects, we finished our maths treasure maps, we finished our explorer journals, we finished our maths unit on multiplication and we finished the week with a day of swimming.

As class activities goes it was mostly an uneventful week we spent most of it reviewing for our multiplication maths test and finishing off our POI projects and explorers journals. It was though, a week of self motivation and self control. The whole week was laid out to the students on Monday. Deadlines, goals and responsibilities and expectations were talked about. The students demonstrated a great work ethic all week and everyone worked hard over the week completing individual (studying for maths) and group tasks (POI project).

The week finished as you know with a day at Åby swimming pool. As always it was a great day with lots of playing around, diving off the diving board, and getting flushed down the toilet (the big red waterside). Sorry for the lack of photos but I didn't have any pockets in my board shorts (and my phone is not water proof) :)

This week we will be having a 'gentle start' into the new Inquiry unit as we have our Inquiry project to play and treasure maps to follow. Our new inquiry will look at cities and how they function.

Trans disciplinary Theme: How We Organize Ourselves

Central idea: Cities can have a variety of infrastructures to support its’ inhabitants.
Attitudes: cooperation
Profile: Balanced
Key concepts: causation, responsibility, and form
Related concepts: consequences and population

During this unit we will be trying to get out of the classroom and into the city as much as possible. If you have any good ideas or have any contacts with services that influence the makeup and balance of a city please let me know. A few ideas that we have had so far is to visit stadmuseet and I have been talking to Joel about making an installation project on the city's soundscape (sounds of the city). So even if you have the strangest idea please tell me as it just may be the one that we are looking for. 

In maths we have started our new unit on the concept of division. 

Pattern and function

Overall expectations

Phase 3

Learners will analyse patterns and identify rules for patterns, developing the understanding that functions describe the relationship or rules that uniquely associate members of one set with members of another set. They will understand the inverse relationship between multiplication and division, and the associative and commutative properties of multiplication. They will be able to use their understanding of pattern and function to represent and make sense of real-life situations and, where appropriate, to solve problems involving the four operations.

Learning outcomes When constructing meaning learners:

• understand that patterns can be

analysed and rules identified

• understand that  division is

repeated subtraction

• understand the inverse relationship

between multiplication and division

When transferring meaning into

symbols learners:

• describe the rule for a pattern in a

variety of ways

• represent rules for patterns using

words, symbols and tables

• identify a sequence of operations

relating one set of numbers to another

set.

Number

Overall expectations

Phase 3

Learners will develop the understanding that fractions and decimals are ways of representing whole-part relationships and will demonstrate this understanding by modelling equivalent fractions and decimal fractions to hundredths or beyond. They will be able to model, read, write, compare and order fractions, and use them in real-life situations. Learners will have automatic recall of addition, subtraction, multiplication and division facts. They will select, use and describe a range of strategies to solve problems involving addition, subtraction, multiplication and division, using estimation strategies to check the reasonableness of their answers.

Learning outcomes When constructing meaning learners:

• use the language of fractions

• model division of

whole numbers

• use the language of division, for example, factor,

multiple, product, quotient, prime

numbers, composite number

When transferring meaning into

symbols learners:

• develop strategies for memorizing

addition, subtraction, multiplication

and division number facts

• describe mental and written

strategies for multiplication and

division.

When applying with understanding

learners:

• use mental and written strategies for

multiplication and division in real-life

situations

• select an efficient method for

solving a problem, for example,

mental estimation, mental or written

strategies, or by using a calculator

• select an efficient method for

solving a problem, for example,

mental estimation, mental or written

strategies, or by using a calculator

This might look like a large amount to cover in a short time but many of the goals and expectations overlap each other and others (such as problem solving) carry on throughout the school year.

In language we have started looking at Tall Tales. We started by having whole class group reading this week about one of the Legendary figures of American folklore Davy Crockett. We also have homework to write a Tall Tail about one of our parents and finally, we (even the EAL beginners) started to write a Tall Tales book using Story Bird. Story Bird is a great free program online and is worth a look at if you have not seen it before. You can also get your books printed into real books if you want to. You can see the website here

It was good to see the French and Australian rugby teams win on the weekend (sorry Sasha)

Weekly letter: parlez vous francais?

The week we go straight back into the swing of things with our Inquiry, language and maths work. On Monday the Maths and Inquiry projects where given out to a chorus of cheers and a thousand questions. You can view the Inquiry assessment on the blog here. For the maths project the class was split into groups and asked to make a real treasure map for the rest of the class to follow. The instructions where simple; demonstrate what we have learnt about girds and coordinates;

Grid points and coordinates

Data handling

Learning outcomes

• understand that scale can represent different quantities in graphs

Transferring meaning

• identify, read and interpret range and scale on graphs 

They also had to make it complex enough to demonstrate their depth of understanding, have multiple clues and they have to make it fun and challenging for the people who are going on the hunt.

After giving out the two assignments the biggest problem I am facing now is trying to to stop working on them and go home at the end of the day!

In writing, all the students are still enjoying working on their explorers journals so we have continued to work on them.

Have a good weekend!

Because of the lack of time I have been able to spend on the computer of late I have not been able to put everything  we have been doing on the blog. Below  is a bit of a pictorial essay of some of the things we got up to the week before the Autumn break. 

sisters making plates together during International week.

International week morning tea. We had steamed buns, dumplings, rice and egg noodles

we mixed our Chinese Yum Cha with the snacks we brought from home. The best thing I saw was a German student eating a pretzel with chop sticks

more food

Ever Monday we spend half an hour helping year 1 with their reading. We also helped out our Year 1 friends collect bugs, worms and creepy-crawly and at the same time using our exploration skills


On Friday afternoon I played a song as everyone was leaving. I informed the class that I was continually surprised by the great work of some of the students this week and when I though about it I realized most of them are expats from one country.

P.S. I was also planning this Monday to gloat about Australia beating France in rugby again. But after watching the game on Saturday night I think I will keep quiet...

Dear Parents,
sorry for not updating the blog last week. It's amazing how much energy and time needs to go into something so small. This is how I spent most of last week:






Over the next week I will up date you all an the great week we had over week 43 which finished with the best Friday we have had this year! A big thank you needs to go out to all the parents who helped make it happen. Also, please send me photos if you have any!

In brief (I write more about it tomorrow), this week we have started a maths project on mapping, coordinates and grids. We have also been given our projects exploration.

Here is the homework for this week.





Homework week 45

an example of some home made compasses 

Due Thursday:

• Research and make a working compass at home. Keep a small journal of the research that you did, the steps that you took and how it worked. (google it, you will find ample information to help you make one)
• Spelling sheet

• Maths: pick any two activities to complete.

Do each one on a new piece of paper, make it like a mini project (you can take coloured paper from the classroom if you want).
Take your time in doing each. They should be completed to your highest possible standard.

1.  Draw up a chart of the multiplication tables (from 2 x to 12 x). Think of a way to make yours different from other times tables charts. Add any tricks that will help people remember them.

2. Classify multiplications into two groups; 1)groups which are easy to remember and 2) groups that you have trouble remembering

3. Construct a method on how to remember times tables that are hard. Give step-by-step instructions.

4. Make a diagram of (hanging model) with multiplication connections on it (like 3x4=12 : 2x6=12)

5. Produce a sheet of word problems that relies on multiplication to find the answer

6. Argue about the best way to remember times tables and why it is better than any other way. What would be one problem people might find with your way?

Due Friday

• Reading diary

Due in the future

• POI assignment

weekly letter

Firstly I would like to thank all the students and parents for the well wishes and cards that I have received over the last three weeks. As requested, I will post a photo of little Oscar up as soon as I log into the blog on my phone.

Last week was spent going over a few things that needed to be finished from the last two weeks. One thing that we did was to explore the school. To begin with we drew maps of the school and coloured in areas according to how often we visited an area (often, sometimes, never). As a class we then voted on the two areas that we have never been which we most wanted to visit. The two areas that the class picked were the basement opposite the boiler room and a steel door with a big padlock next to the computer room. The students had three tasks, 1. write what they thought was in each room and why 2. write down what they saw, smelt and felt when they when into each room and 3. how can they use their new knowledge in the future.

The class was surprised to find the basement room well lit, fresh and full of cleaning supplies and spare school chairs and tables. The room with the large padlock was dark, musty and looked like a safety room from the 1950's. Everyone had fun drawing maps, remembering places that they have been in the school and exploring new areas.

It was great to see that everyone did a great job on exploring an area in their neighbourhood. I was also pleasantly surprised to hear how many parents took an interest in this homework as well.

Since the start of the year for half an hour each Monday we have been helping PYP 1 with their reading. Each of us has a Year 1 friend that we help. Last Thursday we meet up with our Year 1 friends in the computer room to help with a computer programme for their Inquiry. By the end of the lesson we found that we had just as much fun and learnt as much as the Year 1's did!

Week 43

This week we will be focusing on mapping and coordinates which will help us in our latest Inquiry. We will also continue with writing in our Explorer journals (even if it makes the room smell like old coffee and burnt paper :) ), as well as our Inquiry into Exploration. We will spend some time combining grammar with case studies on Explorers that changed the world.

Week 43 is International week and our floor is the Continent Asia. The class has voted to turn the class room into the city of Shanghai for the week. We will be need to do a lot of research over the week for us to do this. If you have any ideas, knowledge or anything to contribute to our mini Shanghai please let me know. The two things that we have come up with so far have been the dragon festival and dumplings!

Please remember that school will be as normal on Wednesday during developmental talks. (Parents) please turn up to the talks with an idea of what you think your child is good at in school, what you think they need to work on and three goals you think they might like to achieve. Each student has a work sheet where they have filled this out for themselves,  there is also a place for the parents and teacher to do the same. At the end of the talk each student will have three goals that they will try to achieve between now and next developmental talk.

On Friday we will be having snack in the class and all students are encouraged to bring in something that has some cultural significance to them like baklava, short beard, surströmming, etc that they can share with everyone else. In the afternoon we will be having a Halloween party with spooky activities. Some parents have spent a lot of time and energy organising this party and they have my gratitude for doing so, thank you.

Expect loads of photos next news letter.

Finally, week 44 is school holidays!

To boldly go where no man has gone before

Did you know: Shatner did a cover of Pulp's Common People

This week we will be starting our second unit of inquiry. Here is a brief overview of the unit

Transdisciplinary theme: where we are in place and time

The concepts and related concepts that we will be looking at over this unit are; causation, connection, reflection, impact, discovery and exploration

The attitude that has been picked for this unit is communicator

The central idea; Explorers can face a variety of challenges during voyages of discovery

Over the next six weeks we will be looking into and discovering why humans explore, what challenges we face doing it and what are the consequences of our actions. We will be looking into all different types of exploration from Ferdinand Magellan to the new Mars rover. We will also be doing some case studies of explores that have shaped the world (for better or worse), as well as become explores ourselves. This unit ties in very well with both our literacy (journal writing) and Maths (graphing and coordinates).

Here is a sneak-peek of how we will be kicking off the unit. 

At first glance the opening scene to the original movie (1977!) does not have much of a connection to exploration but what the main aim of this is to get students to start to think about what is out there. Where had this ship come from and where was it going? what unexpected surprises await an explorer?

 I remember watching this movie on VHS (or was it Betamax?) at my friends house over and over again each time thinking, 'what really is on a Galaxy far, far away?' If the students start asking these types of questions then we are on the right track.

Maths

As mentioned we will be starting our new unit in Mathematics this week. We will be expanding our knowledge of multiplication as well as learn about grid points and coordinates. Here are all the learning goals for this unit. I have highlighted the one that we will be focusing on over the next two weeks

Multiplication

Number

Learning outcomes

• Model multiplication of whole numbers
• Use language of multiplication

When applying understanding

• Use mental and written strategies for multiplication in real life situations
• Select an efficient method for solving a problem, e.g. mental estimation, metal or written strategies, or by using a calculator.

Pattern and Function

Learning outcomes

• Understand that multiplication is repeated addition
• Understand the inverse relationship between multiplication and division
• Understand the associative and commutative properties of multiplication

Transferring meaning

• Describe the rule for a pattern in a variety of ways
• Represent rules for patterns using words, symbols and tables

When applying understanding

• select appropriate methods for representing patterns, for example using words, symbols and tables

• use number patterns to make predictions and solve problems

Grid points and coordinates

Data handling

Learning outcomes

• understand that scale can represent different quantities in graphs

Transferring meaning

• identify, read and interpret range and scale on graphs

I am not sure when I will be updating the blog again in the next two weeks but I will try to add bits of information as it pops up that I think might help students understand a concept in literacy  Maths or POI. I have a few links on explores and exploration that will be put up when I next have a chance. If you know of any good websites please could you write them in the comments page so I can add them to the list. As much as I am looking forward spending two weeks at home with my newly extended family, I feel a bit sad that I will be missing what is going to be two fun weeks in school. 

See you all in the unknown :)