How do you learn ALL of your times tables for quick recall?
Many of Year 6 are meeting before school to play games relating to their tables to fully master them.
When discussing our tables, we found that it is the 6, 7 and 8 ones that cause the most trouble. We are using playing cards to play a speed game which we are enjoying. The game of memory is helpful too. We are also sticking post it notes all over the place with the question on the front and answer underneath so that we can revise them as often as possible.
If you have any great games or ideas for how to master your times tables, please let us know.
Year 6 are working hard on their Passion Projects this term. We have students creating cookery books and redesigning bedrooms. They are learning new skills such as archery. They are building lego creations and sewing leotards. Their blogs are filled with images of wonderful recipes and videos of gymnastic skills. There are reflections on mistakes, paintings that developed holes in them and sewing that just didn’t work.
This week 6MW can recommend the following blogs for you to read this week.
These are our thoughts about how the rights of the characters in our novel study literature have been compromised:
In Nanberry, The aborigines deserved to have the rights to safety that the Europeans had in early settlement such as when they had small pox. I think the sick white settlers were looked after better.
In Nanberry the Europeans blamed/got angry at the Aboriginals for having black skin.
In Who am I, Mary had her order disrupted because they took her from her family.
In Sally’s story, Sally is different to the other people around her so she had trouble making friends because she was different.
In Who am I, the main character wasn’t treated well when she went to her new family in St Ives.
In Poppy’s story, the reverend wants to change the aboriginal boy’s “wandering ways” and make him more “God fearing.” Do they have the right to stop someone following their cultural lifestyle or change their faith?
Today in Library we talked about what a right is. We decided that a right is something everyone should be able to do.
What rights should humans have?
The right to vote. (Annick)
To have clean water (Adelaide)
To have an opinion. (Sophia)
To shelter (Hannah)
Be heard (Amber)
Practice our own beliefs (Sophie)
To influence change (Sophie)
To do anything we like within the norm (Sasha)
To be free (Sally)
To be free from war
To be free from Sexual abuse
To be free from Discrimination
To be free from Slavery – child labour (Adelaide)
To be free from Racism (Phillippa)
Have you ever read “The declaration of human rights?”
This video link about “Everybody – we are all born free” outlines what it states:
We have many questions:
What happens if someone doesn’t want to be a part of the UN? Ashleigh K
What happens if a fight breaks out in the UN? Does this start a war? Jada
What happens if people disagree in the UN meeting? Georgia
Haven’t we signed a treaty to say that we won’t have a war? Adelaide
What if you have to do something that goes against the UN? Jacqui
What happens if no one puts the treaty into place? Phillippa
What if a country in the UN breaks the treaty? Do they get kicked out of the UN? (Annick)
What if a decision is made in the UN and the citizens don’t agree? Elinor
I wonder what life would be like if there was no human rights treaty. Annick
I think the suffrogettes had their human rights affected. Annika
Is there a person from every country in the world in the UN? Lily D
Roseville College were lucky enough to get a visit from Dr Tim Kitchen Adobe’s Senior Education Consulant for the Asia Pacific region and Ben Forta, Adobe’s Senior Director of Education Initiatives based in the USA, from Adobe today.
Ben Forta is known as a powerhouse in the world of digital and visual literacy. He is also fascinated in the future of communication and storytelling. We learned that Ben is a coding celebrity and a super geek. Both Ben and Tim spent time in many of our classes teaching us new skills and learning from us.
Year 6 took part in a quiz and then had a lesson in Adobe Post, a new Adobe online app from Ben Forta. Finally they had ten minutes to create their own Post stories. During the lesson Year 6 students were able to network with an engineer in Seattle in order to problem solve an issue with the software. Real world problem solving at its best. Stay tuned for Post examples to be uploaded soon.
Maths inquiry this week involved looking at circles and their properties and parts. Have you ever considered how to draw a circle using only a ruler and a pencil? We explored this using our knowledge of the radius being the distance from the centre of a circle to the circumference. We also knew that a circle has 360 degrees in it. See if you can work out how to draw one.
Using a protractor, ruler and pencil, we created a circle with 36 holes evenly spaced around the circumference. What patterns could you create within this circle by sewing straight lines? Thinking about the factors of 36 will help you….
We are exploring square and triangular numbers in math groups this morning.
Using the numbers 1-18 the challenge is to add two of these numbers together but use each number only once. Each answer must also equal a square number.
We found this challenging but fun. Some of us even managed to create square numbers using 1-24 once only.
Could you complete this challenge? If you do what patterns did you discover?
Have you ever considered how much you are listening when someone is talking to you and what message you are sending them? We learnt about the importance of considering how we communicate using active listening, body language, tone of voice and gestures. The activities we did during peer support taught us that effective communication helps us to work better within a team and as a leader.
Today, year 6 got to inquire scientifically within a Fizzics education incursion. We investigated non nutonian fluids which are liquids that behave like solids.
We watched a pyroplastic flow like the flow that comes out of a volcano. Gases from volcanos are dense and they flow quickly from a volcano. Scientists believe that there was a pyroplastic flow before the eruption of Pompei which is why the people of Pompei looked like they hadn’t tried to escape. Gases seeped down into Pompei and the very one died before the volcano erupted.
We conducted many experiments about natural disasters.