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Matua Leo The Most Fascinating Person In The World

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Matua Leo The Most Fascinating Person in the World

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The Most Fascinating Person in the World - Me! Learning Intention We are learning to: Select, form, and communicate ideas on a range of topics.  Success Criteria: understand the purpose for writing.  write content relevant to the task. identify writing processes that are appropriate for t...

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The Most Fascinating Person in the World - Me!

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2018 The Most Fascinating Person in the World - Me

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The Most Fascinating Person in the World - Me! Learning Intention We are learning to: Select, form, and communicate ideas on a range of topics.  Success Criteria: understand the purpose for writing.  write content relevant to the task. identify writing processes that are appropriate for t...

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Link to database

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Watch this to get some information to compliment your drawing (200 - 300 words).

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Why does the leaning tower of Pisa lean? | Sci Guide with Jheni Osman | Head Squeeze

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Believe it or not the Leaning Tower of Pisa was not designed to lean. Construction began in the 1173 and it wasn't completed until 1372! That's a whopping 199 years! Very early on the engineer realised that the tower was beginning to lean, and despite their best efforts the tower continued to tilt as the build continued.

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Steve Wyborney's Blog: I'm on a Learning Mission.

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Welcome to Splat! You are only moments away from a VERY POWERFUL, highly interactive number sense strategy that can be used at any grade level!

This post includes 50 (fifty!) free, downloadable PowerPoint math lessons!

Watch the video, download some (or all) of the lessons, and experience what happens when you unleash this resource in your classroom!

I've been excited to click the Publish button on this post for several weeks! It's time!
UPDATE: The Fraction Splat! Series (with 20 more downloadable lessons) is now available!
After reading this blog post, take a look at THE 12 MOST POPULAR MATH STRATEGIES AND DOWNLOADS ON THIS BLOG.

Splat Through 10
How many dots are under the Splat?

Splat Through 20
How many dots are under the Splat?

Multiple Splats
(Note: Splats that are the same color must cover the same number.)
Splat 3.1 - multiple splats Splat 3.2 - multiple splats Splat 3.3 - multiple splats Splat 3.4 - multiple splats Splat 3.5 - multiple splats
Instant Multiple Splat
(Note: An additional feature of this level is the opportunity to ask, "What could the total be?")

Splat 4.1 - Instant Multiple Splats Splat 4.2 - Instant Multiple Splats Splat 4.3 - Instant Multiple Splats Splat 4.4 - Instant Multiple Splats Splat 4.5 - Instant Multiple Splats
2-Color Splat
(Splats of different colors must have different values.)

Splat 5.1 2-color Splat Splat 5.2 2-color Splat Splat 5.3 2-color Splat Splat 5.4 2-color Splat Splat 5.5 2-color Splat Splat 6.2 Instant 2-color Splat Splat 6.3 Instant 2-color Splat Splat 6.4 Instant 2-color Splat Splat 6.5 Instant 2-color Splat
Instant 2-Variable Splat
(Splats of different colors must have different values. Splats of the same color must have the same value.)
Splat 7.1 Instant 2-variable Splat Splat 7.2 Instant 2-variable Splat Splat 7.3 Instant 2-variable Splat Splat 7.4 Instant 2-variable Splat Splat 7.5 Instant 2-variable Splat
Number Splat
(Note: Only the numbers circled on the screen may be used.)
Splat 8.1 - Number Splat Splat 8.2 - Number Splat Splat 8.3 - Number Splat Splat 8.4 - Number Splat Splat 8.5 - Number Splat Splat 9.1 - Instant Number Splat Splat 9.2 - Instant Number Splat Splat 9.3 - Instant Number Splat Splat 9.4 - Instant Number Splat Splat 9.5 - Instant Number Splat
Instant Number Splat with 2 Variables
(Note: Only the numbers circled on the screen may be used, and Splats of different colors must have different values.)
Splat 10.1 - Instant 2-Variable Number Splat Splat 10.2 - Instant 2-Variable Number Splat Splat 10.3 - Instant 2-Variable Number Splat Splat 10.4 - Instant 2-Variable Number Splat Splat 10.5 - Instant 2-Variable Number Splat
NOTE: I wrote each of these lessons using PowerPoint, so I recommend playing them in PowerPoint. If you do not have PowerPoint, you may want to download the PowerPoint viewer so that you can play the lessons.

UPDATE: The Fraction Splat! Series (with 20 more downloadable lessons) is now available!
Other Posts and Resources Which May Be of Interest Tiled Area Questions The Maze Hundreds Chart
Introducing Cube Connectors
Provide Massive Space to Notice
Primary Tile Questions
3 Powerful Tile Strategies (and 40 new downloadable pages)
Please take a moment to subscribe to the blog so you'll be notified each time new resources are posted!

I would treasure hearing about your experiences using Splat! to promote number sense in your classroom!

All my best,
Steve

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Splat! - Steve Wyborney's Blog: I'm on a Learning Mission.

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Welcome to Splat! You are only moments away from a VERY POWERFUL, highly interactive number sense strategy that can be used at any grade level!

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An alternative to memorising basic facts without reverting to timed tests

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This tool is designed to help plan a Choral Counting lesson. Pick a starting value and increment, and choose the shape. Use the Reset grid button to transfer changes to the grid.

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Watch this video to help you get some ideas for your own elf writing (200 -300 words).

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маленькая рождественская история об эльфе

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Knowledge Building Activity

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Games provide a fun environment for supporting children in building number fluency. As children learn to play the games, speed should not be the focus. Encourage strategy and ask students to explain their thinking.

If students are experiencing difficulty with their computations they should be encouraged to work out the answer mentally or on paper. They should use whatever methods make sense to
them. At any time you should be able to ask how they know a numerical answer. The importance should be placed on how they communicate their thinking and the strategy that was used for the calculation.

Task Instructions

Player A rolls a die two times. The first roll determines the number of rows and the second roll determines the number of squares in each row. Player A draws a rectangle that corresponds to the rolls in any location on the grid on the recording sheet, then writes the number sentence (for example, 3×4 = 12) in the rectangle.

Player B rolls the die twice. Again, the first roll determines the number of rows and the second roll determines the number of squares in each row. Player B draws the rectangle that corresponds to the rolls in any location on the other grid, then writes the number sentence in the rectangle.

Players take turns. Each rectangle drawn cannot overlap a previous rectangle. Each player continues until he or she is unable to place a rectangle on the grid. At that stage, the player records both the total number of squares covered by rectangles on the grid, as well as the number of uncovered squares.

Variation

After rolling the die twice to determine a product, the player can make any rectangle that covers that number of squares.

Materials

One die

Recording sheet for game (one 10×10 grid for each player)

Reference

From Helping with Math at Home: More Ideas for Parents. 2006. Portsmouth, NH: Heinemann.

Games provide a fun environment for supporting children in building number fluency. As children learn to play the games, speed should not be the focus. Encourage strategy and ask students to explain their thinking.

If students are experiencing difficulty with their computations they should be encouraged to work out the answer mentally or on paper. They should use whatever methods make sense to
them. At any time you should be able to ask how they know a numerical answer. The importance should be placed on how they communicate their thinking and the strategy that was used for the calculation.

Task Instructions

Player A rolls a die two times. The first roll determines the number of rows and the second roll determines the number of squares in each row. Player A draws a rectangle that corresponds to the rolls in any location on the grid on the recording sheet, then writes the number sentence (for example, 3×4 = 12) in the rectangle.

Player B rolls the die twice. Again, the first roll determines the number of rows and the second roll determines the number of squares in each row. Player B draws the rectangle that corresponds to the rolls in any location on the other grid, then writes the number sentence in the rectangle.

Players take turns. Each rectangle drawn cannot overlap a previous rectangle. Each player continues until he or she is unable to place a rectangle on the grid. At that stage, the player records both the total number of squares covered by rectangles on the grid, as well as the number of uncovered squares.

Variation

After rolling the die twice to determine a product, the player can make any rectangle that covers that number of squares.

Materials

One die

Recording sheet for game (one 10×10 grid for each player)

Reference

From Helping with Math at Home: More Ideas for Parents. 2006. Portsmouth, NH: Heinemann.

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How Many Rows? How Many in Each Row? - YouCubed

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Games provide a fun environment for supporting children in building number fluency. As children learn to play the games, speed should not be the focus. Encourage strategy and ask students to explain their thinking. If students are experiencing difficulty with their computations they should be encouraged to work out the answer mentally or on paper.

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Shared Text

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Why Is the Moon Upside Down Teacher Copy

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Why Is The Moon Upside Down?

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Link to database

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Activity Link

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Brainstorm and decide upon a set of words that describe how you want to feel in the classroom each day?  Words:      List your words on the board. Which words are the most common? What particular words you want to advocate for. Explain your reasons for wanting these words included.....

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Link to Meeting Notes

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Activity Link

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This full moon tree painting is a multimedia project using chalk pastel and tempera cake paint. Each media does what they do best - make fuzzy backgrounds and opaque coloring.
MATERIALS
* Multimedia paper
* Old CD for tracing
* Chalk pastels (blue and purple recommended)
* Tempera cake paint, black
* Paint brush, water

DIRECTIONS
1. Students traced a CD on a 9″ x 12″ sheet of paper. The background of the "moon" was colored with blue and purple chalk pastel by shading and then blending with fingers. Take care to not make too much chalk dust so the moon stays clean and white.
2. Black tempera cake worked well for the trees. No need to draw, just start by painting lines and then adding details. With generous brushing with water, the color gets very opaque and flowed from the brush. I had my 1st graders paint centered, straight trees, but 2nd on up distorted them by making them angle up from the corners. Students were encouraged to make a thick trunk with lots of branches that gradually end with pointy tips.

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This full moon tree painting is a multimedia project using chalk pastel and tempera cake paint. Each media does what they do best - make fuzzy backgrounds and opaque coloring. MATERIALS * Multimedia paper * Old CD for tracing * Chalk pastels (blue and purple recommended) * Tempera cake paint, black * Paint brush, water DIRECTIONS 1.

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Link to database

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Greetings

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You are here:

Learning intentions

In this unit students will:

learn the Māori alphabet and the letter sounds

ask and answer the question "Where are you from?" in Māori, and learn why you ask it

use the phrases kia ora - hello, ata mārie - good morning, ka kite anō - see you again, and say them in the correct context.

Success criteria

Before commencing the unit the teacher will discuss the learning intentions with the students and together agree upon appropriate success criteria.

Resources
Downloads Videos
Activity 1

Students will learn correct pronunciation of the Māori alphabet.

Before starting this activity watch He kōrero whakamārama where tohutō (macron) is explained. Introduce the Māori alphabet using the song Te Arapū Māori. Have the students say the letters and sounds after you. Play Audio CD track 1 for the students to listen to the tune, and then ask them to sing along. When students are confident with the tune and lyrics, show them the waiata video, and introduce them to the actions and steps that go with the song. Have the students copy Te Arapū Māori into their Wehi books. This is the book that students will use to copy, record, write notes and complete any written and illustration work related to Ka Mau te Wehi! Language learning is enhanced when students are provided with opportunities to practise writing in the target language. The students' work in the Wehi books can be checked by themselves, their peers or the teacher.

Explain to the students that in Māori the vowel sound is short or long. If a vowel has a tohutō (macron), like in the word "Māori", the vowel sound is long. If not, the vowel sound is short. An alternative to the tohutō is the double vowel: Maaori. Ask the students to find out if the words in their local area are printed with the tohutō or the double vowel. Tell the students that a quick way to remember the word tohutō is: tohu means symbol and tō means to drag or to lengthen.

In pairs, ask the students to check each other's song to ensure that the song title has macrons: Te Arapū Māori.

Activity 2

Students will learn how to greet someone in the morning.

Watch Unit 1 Scene 1 where Sione is invited to breakfast at Haami's house. Have the students practise saying ata mārie (good morning) to each other. Ask them what they think Māmā is saying (Haere mai ki te kai - Come and eat) when it is used by Māmā and Pāpā in Unit 1 Scene 1.

Roleplay

Roleplay 1 (whole class)

Set up a table with a few mock-up breakfast items such as eating utensils and a jam jar with tiamu written on it. Select children to go out of the classroom and come in as if they are arriving for breakfast. Practise using the phrases from Unit 1 Scene 1.

Roleplay 2 (small group)

If there are students who know the words in Unit 1 Scene 1, ask them to make up a roleplay using vocabulary they are familiar with: e.g. one student could pretend to be asleep, and a second student could say E oho! (Wake up) and Haere mai ki te parakuihi (Come to breakfast). They could then combine their roleplay with their classmates at the breakfast table.

Activity 3

Students will learn how to ask where someone is from and why this is important in Māori.

Watch Unit 1 Scene 2 where Nui meets and greets Sione. Explain to the students that Kia ora is a friendly, casual way of saying Hi, and that another way of greeting someone is Tēnā koe (Hello). Ask the students why they think Nui asks Sione where he is from. Show the students He kōrero whakamārama clip 1 to help explain why this question is often asked when meeting someone for the first time. Ask the students to choose a country that they either come from, or can pretend to come from, for the purpose of this activity. Have them move around the classroom asking each other where they come from. This could be a suburb or town in New Zealand, or another country.

Nō hea koe, [person's name]?

Where are you from, [person's name]?

The answer to the question:

Nō [name of place] au.

I'm from [name of place].

Prepare the cards from Unit 1 Worksheet A that show the name of a person and an island in the Pacific region that he or she comes from. Cut out the cards and give one card to each student.

For the purposes of this activity, students will need to assume the name and the country shown on the card. Let the students practise saying the name of the person and the country on their card.

Have some blank cards prepared so that students can also use their own name and country of origin.

Pair each student with someone from a different country. Have the students move around the classroom together, stopping other pairs of students, greeting them in Māori and asking where they are from, who their friend is and where their friend is from.

Activity 4

Students will learn how to say goodbye in Māori.

Watch Unit 1 Scene 3 where Sione and Haami leave for school.

Ask the students to identify the phrase to say goodbye:

Explain that anō means again.

Other ways of saying goodbye are:

E noho rā [is said by the person leaving to the person who is staying].

Haere rā [said by the person staying to the person leaving].

Have the students make up skits, using the words learnt in this unit, to perform to the rest of the class.

Download this unit

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Unit 1: Good morning / Introduction to the units / Ka Mau te Wehi! / Reo Māori resources / Home - Te reo Māori

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In this unit students will: learn the Māori alphabet and the letter sounds ask and answer the question "Where are you from?" in Māori, and learn why you ask it use the phrases kia ora - hello, ata mārie - good morning, ka kite anō - see you again, and say them in the correct context.

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Strategy Game

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This is a great game with lots of strategy. High school students enjoy playing! The game provides a great way to practice and build fluency in single digit multiplication. If […]

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In twos, twenties and two hundreds

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This tool is designed to help plan a Choral Counting lesson. Pick a starting value and increment, and choose the shape. Use the Reset grid button to transfer changes to the grid.

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Algebra Practice

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Explore these patterns with your students and watch their natural tendencies to see patterns morph into powerful algebraic thinking and reasoning. It’s an ideal routine to foster mathematical practice #7 - look for and make use of structure.