AMpThu, 29 May 2014 02:43:55 -040043Thursday 14, 2009 by Grade56neighbourhood blog
PMpWed, 28 May 2014 18:19:42 -040019Wednesday 14, 2009 by Grade56neighbourhood blog
This week is Reconciliation Week, a time when all Australians are encouraged to celebrate Indigenous culture. And a big part of that culture are traditional languages. Did you know hundreds existed in Australia before European settlement? Some are still alive while others are starting to be forgotten.
WHY IS RECONCILIATION WEEK IMPORTANT TO AUSTRALIANS AS A COMMUNITY?
PMpTue, 27 May 2014 20:02:07 -040002Tuesday 14, 2009 by Grade56neighbourhood blog
PMpMon, 26 May 2014 22:07:37 -040007Monday 14, 2009 by Grade56neighbourhood blog
AMpFri, 23 May 2014 02:52:47 -040052Friday 14, 2009 by Grade56neighbourhood blog
PMpWed, 21 May 2014 18:17:53 -040017Wednesday 14, 2009 by Grade56neighbourhood blog
Australia and Japan have had some pretty strong disagreements over whaling. Japan does it and Australia has tried to stop them. And recently it worked. An international court ruled part of Japan’s whaling program illegal. But last week, Japan was back at it just in a different area.
This weeks BTN question is (your response to be posted in your personal e-portfolio):
Should whaling be allowed for cultural reasons?
PMpMon, 19 May 2014 21:44:05 -040044Monday 14, 2009 by Grade56neighbourhood blog
The 5/6 Neighbourhood will be embarking on maths projects individually or in pairs. The following is an outline for these projects with some ideas to get the students thinking about what they might like to investigate and present.
AMpMon, 19 May 2014 03:43:18 -040043Monday 14, 2009 by Grade56neighbourhood blog
AMpSun, 18 May 2014 05:18:09 -040018Sunday 14, 2009 by Grade56neighbourhood blog
AMpWed, 14 May 2014 01:21:39 -040021Wednesday 14, 2009 by Grade56neighbourhood blog
SHOULD CYCLISTS HAVE TO BE LICENSED TO USE THE ROADS?
Melbournians love to cycle and for many people riding their bike is an everyday activity. The idea that cyclists should obtain a license has been put forward recently after a couple of really bad crashes. But this could have a big impact on kids, especially the ones who rely on their bikes to get to and from school.
Write your response and use at least two references to support your idea and show evidence of this by stating where you got your information from. Don’t forget to post it to your ePortfolio
PMpMon, 12 May 2014 18:38:07 -040038Monday 14, 2009 by Grade56neighbourhood blog
This weeks Literacy LA task – Please read the text below a few times.
Then download and complete the corresponding questions. Once you have completed the questions, using your own knowledge of the QAR framework circle one of the four categories for each question.
PMpMon, 12 May 2014 18:19:19 -040019Monday 14, 2009 by Grade56neighbourhood blog
AMpMon, 12 May 2014 03:48:55 -040048Monday 14, 2009 by Grade56neighbourhood blog
PMpSun, 11 May 2014 21:53:50 -040053Sunday 14, 2009 by Grade56neighbourhood blog
Thank you to all those who were able to join us for the maths information night this past Tuesday. The following is a rationale for the experiences that were presented on the evening.
A context for the mathematics information night:
It is a central belief of mathematics education that learning occurs through the construction of ideas, processes and understandings in a social setting rather than by the transfer of pre-formed knowledge from teacher to student. Consequently two factors are important in the development of mathematical understanding
- The use of materials that assist children in the construction of these understandings
- The use of a consistent language that is appropriate to the capabilities and needs of each child.
Sequences of development that build on well understood prior knowledge are necessary. But even well designed games and activities are not enough on their own. Learning situations need to have a context that encourages discussion in order to elicit emerging understandings. Talking about what is happening, and reflecting on the concepts being constructed enables concepts to take shape in the learner’s mind.
Children often have beliefs and methods which can appear very different from accepted mathematical practice. Ill-formed ideas and inappropriate generalisations need to be challenged, using activities that require children to revise former ways of thinking. The challenge is to lead children to understand and accept the new way of thinking as their own rather than to get them to learn another person’s method by rote. Evidence from children who have experienced difficulty in learning mathematics has shown that those who simply acquire teacher-taught techniques by rote are often unable to apply this knowledge outside of the situation it is taught in. By contrast children who participate actively in their own learning are more able to apply knowledge and understanding and to maintain future use and adaption.
At Princes Hill Primary the following four ideas underpin all mathematical learning and these exist at all year levels. It is the complexity and the sophistication of these ideas that develop as children progress in their mathematical learning. Not all children progress at the same pace which is why teachers differentiate the learning.
‘Really big ideas’:
- Representation – numbers can be modelled and represented in many different ways (e.g., materials, diagrams, number charts, partial/open number lines)
- Enumeration – whole numbers are used to count collections, counts can be achieved in multiple ways, and different units can be used to say how many or how much
- Equivalence – numbers can be renamed in many different but equivalent ways, renaming is a special type of representation
- Relationships – numbers can be used to compare and order; relationships between numbers lead to different number sets (e.g. fractions, ratios, per cents, etc)
This evening we are focusing on introducing the concept of place value. Place value is an essential concept to learn because it underpins computation processes. It involves much more than recognising place value parts. Place value is a system of assigning values to digits based on their position (a base 10 system of numeration, positions represent successive powers of 10)
Big Ideas for Place Value
- Whole numbers can be recognised as cardinal numbers as well as composite units, that is, as numbers that tell how many in a set (e.g. 6 ones) or as units in their own right (e.g. 1 six)
- A sense of numbers beyond 10 as ‘a ten and some more’ is necessary to appreciate the two-digit place-value pattern.
- Two patterns underpin place-value understanding at this level of schooling: ’10 of these is 1 of those’ and ‘1000 of these is 1 of those’.
- Place value knowledge is developed by making (representing) numbers in terms of their place value parts, naming and recording
- Place value knowledge is consolidated by comparing, ordering, counting forwards and backwards in place value parts, and renaming
Before they are ready to meet the ‘big ideas’ of place value, children need to be able to:
- Count fluently by ones using the number naming sequence to 20 and beyond
- Model, read and write numbers to 10 using materials, diagrams, words and symbols
- Recognise collections to 10 without counting
- Trust the count for each of the numbers to 10 without having to model or count by ones
- Demonstrate a sense of numbers beyond 10 in terms of 1 ten and some more
- Count larger collections by two’s, fives, and tens
Cardinal number – a specific number name for how many in a given collection of objects
Composite unit – a unit made up of other units ( when children understand 6 as one 6 rather than a collection of 6 ones.
Conceptual understanding – understanding that is made between new and existing ideas ( eg: a conceptual understanding of area allows students to apply this knowledge to an unfamiliar problem such as determining the dimensions of a garden given the length of the fencing around it)
Context – the situation or circumstances that require the application of numeracy skills
Renaming – writing a number in an equivalent form, usually in terms of its place value parts (eg 365 is 3 hundreds 6 tens and 5 ones but it can be renamed as 36 tens and 5 ones or 3 hundreds and 65 ones and renaming when adding/multiplying or subtracting/dividing (eg 5 tens and 8 tens is 13 tens, it is regrouped for recording purposes as 1 hundred and 3 tens but when subtracting 28 from 45 the 8 ones can only be taken if 1 of the 4 tens is renamed as 10 ones)
PMpThu, 08 May 2014 18:54:16 -040054Thursday 14, 2009 by Grade56neighbourhood blog
Download this digital copy of the data chart to be able to edit your research on your Macbooks.
AMpThu, 08 May 2014 07:09:27 -040009Thursday 14, 2009 by Grade56neighbourhood blog
Watch the last story from BTN this week, about the reintroduction of Quolls to South Australia and answer the following question:
Why were the quolls reintroduced to Western Australia?
Use at least two references to support your idea and show evidence of this by stating where you got your information from. Don’t forget to post it to your ePortfolio ðŸ™‚
AMpTue, 06 May 2014 02:23:03 -040023Tuesday 14, 2009 by Grade56neighbourhood blog
Which of the following: Health, Education, Welfare, Defence, Aid and Research, Transport and Communication do you think needs the most money? Why?
In around a week, we’ll see just how the federal government is going to spend the country’s money over the next year. They’ve made no surprise of the fact they’re trying to find big savings. But if you were treasurer, what would you spend the most on? And where would you cut back?
PMpSun, 04 May 2014 23:59:19 -040059Sunday 14, 2009 by Grade56neighbourhood blog
Read over the below text a few times. Using the QAR framework that you learnt with Jacinta last week, please write up three question and answers for each of the following categories: Right There, Think and Search, Author and You, On My Own. This can be given to you teacher during conferencing on Friday.
Art of the selfie: Cal State Long Beach student installs iPhone mirror
By Michael Morris
What started as a project just meant to be fun has turned into something bigger than senior graphic design major Gabe Ferreira ever expected.
In Professor Craig Stone’s art and public places class, Ferreira and his classmates were asked to find a problem on campus and figure out a way to fix that problem through public art. Given the digital world we live in, Ferreira had the idea of constructing a seven-foot iPhone mirror that reﬂects how people live on their phones.
“I’m trying to comment on the fact that we live inside our phones now,” Ferreira said. “I just think (CSULB) is a beautiful campus and people shouldn’t be so focused on their phones the whole time.”
“Screen Identity,” as Ferreira calls his artwork that cost $140 in materials and 30 hours in labor, wasn’t meant to be a selfie stop for students, but it certainly turned out that way. More than 150 selfies were uploaded to social media sites such as Twitter, Instagram and Tumblr with the “#ultimateselfie” hashtag that he had assigned after installation.
“Originally I didn’t even expect people to take selfie and put them online,” Ferreira said. “The whole idea was that you’re walking by and it’s big enough that it frames your whole body.”
Before it could be placed on campus, Ferreira had to present the project to a group that oversees the art, including Brett Waterﬁeld, director of Student Life and Development. Waterﬁeld, who looks at about 30 to 50 works of art made by CSULB
students each semester, allowed the piece to stay out longer than planned.
“I facilitate the process here, and sometimes we have to do minor tweaks,” Waterﬁeld said.
“Because we are in the ﬂight path with the airport, we had to make sure there was no reﬂection with incoming planes to the airport.”
But once they knew that wouldn’t be a problem, the iPhone was placed against a tree on upper campus and the selfies began to pour in.
AMpFri, 02 May 2014 02:58:49 -040058Friday 14, 2009 by Grade56neighbourhood blog