This term, LS2 created Area and Perimeter art. Our task was to get a coloured paper, then find a partner with a different coloured paper that matches. Then we used math to create squares from 12 centimeters to 1 centimeter. We used a ruler to draw the outline, and then, when we were done with the outlining, we cut it out. Then we exchanged papers that were 11, 9, 7, 5, 3, and 1 centimeters. Then we glued it all together, and it came out like this.
In group 1 maths we’ve been putting together every single maths DLO we’ve done throughout 2026, this includes Addition, subtraction, multiplication, long and short division, rounding numbers, lowest and highest common multiples, prime and composite numbers, significant figures and cubed roots.
Talofa Lava, last week was Samoan language week and then we made a Google video on what some new Samoan talking kids would need to learn to ‘survive’ in a English speaking classroom. For this, we used a translator to help us and have some Samoans fact check our work so that it was ready to publish!
Today LS2 made abstract nouns poems, to do my partner and I picked a abstract noun, and we pick regret. We made an AI image of what regret looks like. Then my patner and I made another one, and the abstract noun we pick was happiness. Then when made another we made an AI image of what happiness looks like. And then we shared it to the class.
We learnt about what caveman notes are and how it can effect our learning more and how it makes it easier to narrow down paragraphs into short filled notes, this helped us recently, when taking notes make sure to always use the keywords but do not write the whole fact down when taking notes and don’t include words like “the” & “and”.
My group and I made a digital learning object (DLO), which is like an online presentation or project, about different kinds of characters in a story. We looked at what roles they play, such as the main character (protagonist), the bad guy (antagonist), characters who change a lot (round characters), and characters who don’t change much (flat characters).
We also talked about how the mood, which is the overall feeling, and the atmosphere, which is the environment or vibe created by the story, are used to make readers feel certain emotions during key moments. Specifically, we focused on these elements in the book “The Boy in the Striped Pyjamas.” These parts of the story affect how readers experience and respond to what happens, making some scenes more intense or emotional depending on the mood and atmosphere created.
Overall, our project helped explain how different character types and the feelings they evoke are important in storytelling, especially in this book.
After reading Diary of Anne Frank and The boy in the striped pyjamas we talked about what people must have felt like having their whole word turned upside down.
cant imagine what if felt like in there shoes in my opinion i think that most people could not last a day in there shoes.
yesterday we discussed how we could put their cloth of dreams back togerther again for this activity was inspierd by the book Teaspoon of Light.
This term LS2 has been reading the book “the boy in the striped pajmas”, and we are up to chapter 19 and 20 and this is when it the main character Bruno dies. Our task was to make a Mood -O- Meter to show what was the mood through out the chapter. For example: if the Mood -O- Meter go’s high that means they are very happy and if it go’s low that means they are very sad and if it go’s at the middle that means that they are happy or sad. And my partner made an AI image with it as well.
This week Group 1 has been learning about dividing decimal numbers the first thing to do is 1st we Check the Divisor: Look at the number doing the dividing (the number outside the division box). If it has a decimal, move it to the right until it is a whole number.Adjust the Dividend: Move the decimal point inside the division box (the dividend) the exact same number of places to the right.Bring the Decimal Up: Place your new decimal point directly above its new spot in the division box.Divide as Usual: Perform your long division steps (divide, multiply, subtract, bring down). If you need to, add trailing zeros to the right of your dividend to finish the problem.
LI: How to multiply decimals using algorithims
This week in class, Group 1 are learning about multiplying decimal numbers. Multiplying decimals is very similar to multiplying regular whole numbers. The main difference is that after you do the multiplication, you need to figure out the correct place for the decimal point in the answer.
Here’s how it works:
First, you ignore the decimal points from the numbers you’re multiplying and just multiply the numbers as if they were whole numbers. When setting up the problem, you don’t need to line up the decimals perfectly; just focus on multiplying the digits as usual.
Next, when you start multiplying, you set everything up normally: line up the numbers to the right and multiply as if they were whole numbers. During the process, if you need to move to the next digit (like moving from ones to tens), you might add a placeholder zero to keep track of places and make sure the multiplication is accurate.
Finally, after you get the full product (the answer), you count how many decimal places there were in the original numbers you’re multiplying. For example, if one number had two decimal places and the other had one, that’s three total decimal places. Then, you take the total number of decimal places you counted and move the decimal point in your answer that many places to the left. This gives you the correct decimal answer for the multiplication.