Thursday, September 2, 2021

Imagine there are five houses of different colors next to each other on the same street. There are also five children who each live in one of these houses (with each child not living with the other four). Every child has a single favorite drink, a single favorite food, and also has one pet.

The street is straight. The houses are numbered left to right.

1. Peter lives in the red house.
2. Mary has a dog.
3. Linus drinks tea.
4. The green house is just to the left of the white one.
5. The child in the green house drinks lemonade.
6. The child who likes cookies has birds.
7. The child in the yellow house likes chocolate.
8. The child in the middle house drinks milk.
9. Emma lives in the first house.
10. The child who likes sweets has a neighbor with a cat.
11. The child who likes chewing-gum drinks apple juice.
12. The child who has a horse lives next to the child who likes chocolate.
13. Anna likes cake.
14. Emma lives next to the blue house.
15. The child who likes sweets lives next to the child who drinks water.

QUESTION: Who has fish?

So far one student has finished this riddle.

Short Maths Challenges

November 1

We are looking at measurement as part of our Lockdown Kitchen projects.

Maybe some of you will have come across the unit "ounces". T

This is an old unit as the Imperial system which comes from Britain, but is still used in North America.

1 ounce is approximatey 28 grams. Here is maths challenge that uses ounces:

October 21

October 18

How many square can you see?

September 7

September 6

September 3

From www.mathematicshed.com/

September 2

How many blocks are in the picture above?

August 31

Using 4 straight lines, can you cut this pizza into 11 slices?

August 30

Here is another Roald Dahl maths challenge. You need to work out the value of the characters: Matilda (the girl), Enormous Crocodile, George (the boy), Willy Wonka (the man with the cane) and the Twits (the older couple).

August 27

August 26

Warm-ups

September 7

September 6

September 3

September 2

August 31

August 30

August 27

August 26

August 25

Long Maths Challenges

August 26 (The Stolen Dragon Head)

August 25 (The Mystery of the Unspinning Spinners Game)

Numbers of the Day

You can choose any of these numbers to complete the numbers of the day:

And you can also generate your own numbers if you would like more practice! Remember, I would like you to share your number of the day with the class. You can send me your work by email (gparkinson@hameast.school.nz) or move it into your Maths folder on your Hamilton East School account.

September 7: 18, 38, 382, 8511

September 6: 13, 89, 462, 7127

September 3: 17, 29, 876, 6382

September 2: 15, 38, 491, 9390

August 31: 14, 49, 745, 9292

August 30: 14, 49, 745, 9292

August 27: 11, 56, 872, 7828

August 26: 12, 86, 972, 5762

August 25: 10, 67, 928, 4632

Tuesday, August 31, 2021

Well-being Wednesdays

Wednesday, September 1

Kia ora Room 9 and whānau,

If you didn’t see the message on Hero, Wednesdays are screen-free days. Here is the message again:

On Wednesday, 1st September, we enter Alert Level 3. We hope that you have been able to adjust to the different challenges of lockdown, and that you have had opportunities to enjoy the very special moments of family time.

As a school, we have made the decision to join many schools across New Zealand in having a Wellbeing Wednesday. On this day, there will be no new digital learning set.

This will be a day away from more formal digital learning. Students will have an opportunity to learn offline and engage in a range of non-digital activities. They might be tasks that your children would like to do together or alone, or they might want to do something else entirely. Suggested activities will be posted on the class blogs.

This day is an opportunity to support students and teacher wellbeing. It is a time to recognise and focus on emotional wellbeing in these challenging situations. We can all do this by providing opportunities to connect, be active, notice, keep learning and give.

Staff will use this time for marking work and to prepare and organise resources for the next few weeks of online working ahead.

An example of what you could do at this time.

Wellbeing bingo pdf

I would like to offer some other screen-free ideas as well:

Pāngarau

Here are some maths-themed games that you can play with a regular pack of cards:

Maths Snap (from https://nzmaths.co.nz/content/snap)

Race to 100

Flip a card and add its value to a running total. Jack = 11, Queen = 12, King = 13, Ace = 0). The first person to 100, without going over, wins!

Pyramid Solitaire

Tens Go Fish

Each player gets five cards. The remaining cards face down in the middle as the "Go Fish" pile.

Now each player looks for pairs of cards in their hand with a sum of 10. Each player places all pairs with a sum of 10 face up on the table in front of them. Next, each player draws from the “Go Fish” pile to make sure they still have five cards in their hand.

To begin, like in the regular Go Fish game, players take turns asking each other for a card that they want. However, instead of seeking out pairs of the same card, players want pairs to make the sum of 10. For example, if a player has a 5, 3, 2, 4, 9, they might ask for a 5 so they can "make 10."

If a player gets the card they asked for, they put the pair down on the table and pick up a new card from the deck. If they do not get the card they asked for, the player must "Go Fish" and pick a new card from the deck. If the new card from the deck makes 10 with a card in the player's hand, they put the pair of cards down, and get another turn. If they still do not get the card he wanted, play passes to the next player.

If a player runs out of cards, they pick up two new cards. A player's turn is over when they can no longer make 10.

The game is over when there are no more cards, or no more pairs can be made.

Literacy

The reading challenges and writing challenges from previous blog posts are perfect for screen-free Wednesdays.

If you have watched a movie or movies during lockdown, you could do a movie review and share it with me. I will create a blog post for “Room 9 Movie Reviews”:

You don’t need to print this out. You can use the same categories and write it on paper, take a photo of it and email it to me later.

STEAM Challenges

If you can’t open the link in the heading, here are five fun activities that you can try. For these challenges, your group can be people in your bubble, but you could also do them by yourself. You can also take photos of your challenges and share them with me so I can create a blog post for “Room 9 STEAM Challenges”:

From Twinkl.com

Hauora Challenge

Wednesday is also a perfect time to begin the Hauora Challenge, if you haven’t already started it.

Monday, August 30, 2021

4-Digit Columns Subtraction Help

Friday, August 27, 2021

Maths Mystery – August 26 Fractions Help

Wednesday, August 25, 2021

Message from Greg, August 25

KiwiKids News Article: Man balances 101 toilet rolls on his head

Man balances 101 toilet rolls on his head

kiwikidsnews.co.nz/man-balances-1001-toilet-rolls-on-his-head/

A US man has broken the Guinness World Record for balancing toilet paper rolls on his head.

David Rush managed to balance 101 rolls, on a a single roll placed on his forehead.

Rush, who has broken more then 200 Guinness records to promote STEM education, said the toilet paper rolls were more difficult than his previous balancing records.

He explained that because the rolls aren’t rigid, making it more difficult to get an even balance.

Rush took a while to get the record, recoding it on a YouTube video. There were multiple failed attempts before he determined that the best shape for the stack was a pyramid on top of an inverted pyramid.

https://youtu.be/_SdmOWCVXo0

Recall Questions:

1. Who is the main person or group of people in this news article?

2. What was the key event from the news article?

3. Where did this event take place?

4. When did this event take place?

Thinking Questions:

1. Find a quote from the main person in this news article?

2. In your own words describe what happened in this news article.

3. Find out where this event took place and include some information about this place.

4. Tell us when this event happened and explain what might happen in the future.

5. Explain in your own words why this event took place.

Documents:

Current Events Web
Find the Who, What, Where, When, How and Why in the article to complete this worksheet.

I Think Because
Share what you think about the article and explain why.

My Questions
Write a question map about questions that you have after reading the article.

Questions and Answers
Write a set of questions and then their answers after reading the article.

Shem Banbury - Kiwi Kids News Editor

Tuesday, August 24, 2021

Message from Greg, August 24

Monday, August 23, 2021

Independent Reading Group

Stranded

If you can't access the link to the Google Slide, please contact me.

Please write your work on a piece of paper and you can glue this into your Pānui book later. You can also publish your work on your Hamilton East School account. Save it in your Reading Folder.

Background Information

Whales sometimes become stranded and people try to refloat them.
Whales have special importance to tangata whenua.
Whales need to be taken care of while they are waiting to refloat.
Families support each other during difficult times.

Activities

Explain some ways to take care of stranded whales.

What did you learn about whales and family?

How did the author show whales were like people?

What do you think the author wanted us to think about after reading the story?

This reading might have some new vocabulary for you. Complete the chart with any new words or phrases:

Explain how to care for stranded whales. Make a list of the things that Piki and Koro did to help the whales. Look for additional information on the Project Jonah website. You could write about this or even make a Google presentation using your Hamilton East School Account. Please save it in your Reading folder.

Kura Huna – The Art of Reweti Arapere

Activities

How does knowing about Reweti Arapere make you feel? (Does it inspire you? Does it influence you? Does it make you want to try …?)

Ruby Reading Group

Choie Sew Hoy: Otago Pioneer

If you can't access the link to the Google Slide, please contact me.

Please write your work on a piece of paper and you can glue this into your Pānui book later. You can also publish your work on your Hamilton East School account. Save it in your Reading Folder.

Activities

Identify the places where Choie Sew Hoy lived. Draw a map and place them on it.

What would travelling would be like at the time?

Why might people migrate to other countries? Share your own experiences or family stories about migration.

Sew Hoy made money through exporting and importing goods. Draw a flow chart that shows the two-way flow between New Zealand and China. Label the chart with the goods that he exported from New Zealand and those he imported from China.

Write questions they would like to ask about Sew Hoy, then listen to one of this audio file to see if they are answered: https://www.rnz.co.nz/national/programmes/ninetonoon/audio/2018752012/merchant-miner-mandarin-extraordinary-story-of-choie-sew-hoy

Here is Brooklyn's flow diagram – great work Brooklyn!

Stung!

If you can't access the link to the Google Slide, please contact me.

Please write your work on a piece of paper and you can glue this into your Pānui book later. You can also publish your work on your Hamilton East School account. Save it in your Reading Folder.

Background to the Story:

Wasps can attack in swarms and that multiple wasp stings (or, if you are allergic, a single sting) can be lethal.

Farms can cover large areas, cellphone coverage can be poor, and emergency services might take longer to arrive than in the city.

Farmers need to check fences on regularly and they often use quad bikes to get around their farm.

Questions

Why did Janet think she wouldn’t get up again if she lay down?

Why did the paramedics race towards Janet as soon as they reached the farmhouse?

Why did Janet hear rather than see the helicopter arrive?

Why does Janet still shiver when she hears an insect buzzing?

Think about the immediate effects that the wasp attack had on Janet. What were they? How do we know?

What were the lasting effects of the wasp attack? What evidence in the text supports your inferences?

Activities

Write about whether the hardest part of the experience for Janet was the attack itself, the walk home, or something else, using descriptions and examples in the text as evidence.

Make comparisons between the physical scars that healed over time and the emotional scars that Janet is left with.

Emerald Reading Group

Getting the Message Across

If you can't access the link to the Google Slide, please contact me.

Please write your work on a piece of paper and you can glue this into your Pānui book later. You can also publish your work on your Hamilton East School account. Save it in your Reading Folder.

Check-up questions

Page 2 – Briefly summarise you have found out about Alan so far.

Page 4 – What skills do interpreters need? What are the challenges of the job?

Pages 4–6 – Why did Alan choose to become an NZSL interpreter? What are his feelings about the role? What level of skill does an NZSL interpreter need? What are some communication challenges for deaf people?

After reading – What skills do you need to be a sign language interpreter? What is Alan is like as a person?

Activities

Find out more about NZSL (see https://www.nzsl.nz/) and the Deaf community.

Use the NZSL alphabet to sign their name or learn a song to share with the rest of the class or school.

Create a chart of some frequently used words and phrases (for example, greetings, “thank you”, “whare paku”, “lunch box”, “drink”) in English, NZSL, te reo Māori, and in the other languages spoken by children in the class.

Monsters

If you can't access the link to the Google Slide, please contact me.

Please write your work on a piece of paper and you can glue this into your Pānui book later. You can also publish your work on your Hamilton East School account. Save it in your Reading Folder.

Activities

Find out and write about monsters in other cultures.

Identify and record the similarities and differences between the monsters in the text.

Complete the chart below: 4 facts you have found out, 3 connections you have made (for example, these could be connections to other stories you know about) and 2 questions you have.

Gold Reading Group

Extraordinary Earthworms

If you can't access the link to the Google Slide, please contact me.

Please write your work on a piece of paper and you can glue this into your Pānui book later. You can also publish your work on your Hamilton East School account. Save it in your Reading Folder.

Check-up questions

Page 2 – What does extraordinary mean? If you are not sure, answer this question after you have read the whole text. Hint: the word “extra” means “more” but when it is used as a prefix, it means “more than” or “beyond”. For example, he word “extraterrestrial” meaning “beyond earth”.

Page 3 – How do the page 3 photo and caption help you to understand the information on these pages?

Page 6 – What paragraph that tells you how an earthworm moves? What does it look like as it stretches and shortens?

After reading – What do you think the author thinks is most important about earthworms? What tells you that the author thinks earthworms are extraordinary and wants you to agree?

Activities

What are some synonyms (words with the same meaning) for “extraordinary”?

Draw a diagram of an earthworm. Add some facts about earthworm in text boxes.

The White-tailed Spider

If you can't access the link to the Google Slide, please contact me.

Please write your work on a piece of paper and you can glue this into your Pānui book later. You can also publish your work on your Hamilton East School account. Save it in your Reading Folder.

Questions

Why do white-tailed spiders have a bad name?

Why does the author think that white-tailed spiders don’t deserve their bad name?

Did this text change your opinion about white-tailed spiders? Why or why not?

Activities

Research another spider and share some facts about it on the blog, in your Pānui book or on your Google Drive. Please move the file to your Reading folder. You can also add pictures to your work.

Purple Reading Group

Māui and the Sun

If you can't access the link to the Google Slide, please contact me.

Please write your work on a piece of paper and you can glue this into your Pānui book later. You can also publish your work on your Hamilton East School account. Save it in your Reading Folder.

Check-up questions

Pages 2 and 3 – Why would short days be such a problem?

Page 4 – What is Māui’s idea? Do you think it could work?

Page 5 – Does the sun really come up out of a hole?

Page 8 – “Ai-ee!” What do you think this means?

Page 9 – Why does Māui beat the sun?

Pages 10 and 11 – Was this a good solution to the problem?

Activities

Draw your own illustrations of the sun, using the illustrations in the text as a model.

Write about the good points and bad points of the sun moving too slowly. Also, what are the good points and bad points of the sun shining all the time?

The Kiwileles

If you can't access the link to the Google Slide, please contact me.

Please write your work on a piece of paper and you can glue this into your Pānui book later. You can also publish your work on your Hamilton East School account. Save it in your Reading Folder.

Check-up questions

Is this fiction or non-fiction? Why do you think so?

Why did the Kiwileles grew so fast?

What it means to be a Kiwilele school?

What a “Trust” do?

How learning the ukulele can help the brain?

Activities

Identify two facts about the following:

KiwiKids News Article: Lockdown provides space for creativity

Lockdown provides space for creativity

Kiwis are known for a love for DIY. Supposedly, the ‘do it yourself’ attitude is in our DNA. Right along with our taste for pavlova and yearn to play rugby.

I’m sure all of you will have heard the phrase ‘Kiwi ingenuity’. It is the idea that New Zealanders are intrinsically good at coming up with a solution to any problem. Usually, the solutions are creative and unusual, using whatever is at hand.

If you ask me, Kiwi kids have more ingenuity than their parents despite that they both share this creative DNA. Often it’s kids who have both the ideas and the determination to make it a reality. There is a scientific reason for this loss of inventiveness. When we become an adult, our frontal cortex develops more ‘rational’ tendencies and we lose our ability for divergent thinking, stifling our creativity.

In the 2020 lockdown, kids all over New Zealand were stuck at home with nothing to do. Hopefully, many of you used that time to put your natural ingenuity to good use! Swapping out your gaming consoles for a hammer and Netflix binges for adventure.

Stanley Watson, 15 from the Bay of Plenty is a great example of a Kiwi kid who has created something awesome recently. When faced with the problem of not being able to leave his house to go to the mountain biking tracks in lockdown, Stanley came up with a genius solution- to bring the mountain biking tracks to him.

Stanley has designed and built a mountain bike course on the land outside his house. The course is fitted with all the bells and whistles such as both dirt and wooden ramps/ jumps. Check out the picture!

I hope you all put your creative young minds to good use during this current lockdown too. Or if not, use Stanley’s story as inspiration going forward.

Comprehension Questions

Why do you think people are more creative during lockdown?
Write a list about the positive things from being in lockdown?

Recall Questions

1. Who is the main person or group of people in this news article?

2. What was the key event from the news article?

3. Where did this event take place?

4. When did this event take place?

Thinking Questions

1. Find a quote from the main person in this news article?

2. In your own words describe what happened in this news article.

3. Find out where this event took place and include some information about this place.

4. Tell us when this event happened and explain what might happen in the future.

5. Explain in your own words why this event took place.

Current Events Web
Find the Who, What, Where, When, How and Why in the article.

I Think Because
Share what you think about the article and explain why.

My Questions
Write a question map about questions that you have after reading the article.

News Review
Give the news article you have read a review

Questions and Answers

Write a set of questions and then their answers after reading the article.

from https://www.kiwikidsnews.co.nz/lockdown-provides-space-for-creativity/

Room 9 Pepeha

Ko ________ te maunga e rū nei taku ngākau.

________ is the mountain that speaks to my heart

Ko ________ te awa e mahea nei aku māharahara.

________ is the river that alleviates my worries.

Ko Pippa te tumuaki.

Ko Greg tōku kaiako. (my teacher’s name)

Ko _____ tōku mama. (mother)

Ko _____ tōku papa. (father)

Ko _____ tōku tuakana. (girl with older sister)

Ko _____ tōku teina. (girl with younger sister)

Ko _____ tōku tungane. (girl with a brother)

Ko _____ tōku tuahine. (boy with a sister)

Ko _____ tōku tuakana. (boy with older brother)

Ko _____ tōku teina. (boy with younger brother)

Ko _____ tōku ingoa. (my name)

Nō ________ ahau.

I am from ________.

E mihi ana ki ngā tohu o nehe, o ________ e noho nei au.

I recognise the ancestral and spiritual landmarks of ________ where I live.

Nō reira, tēnā koutou katoa.

Thus, my acknowledgement to you all.

Wednesday, August 11, 2021

Coding in Room 9

Kia ora whānau,

Our students have been working on a new project: coding a Te Reo Māori vocabulary game using Scratch. This language teaches the fundamentals of algorithms and is enjoyed by all children in the class.

Friday, August 6, 2021

Cross Country Training

Kia ora whānau,

Room 9 students have started their training for the cross country. They have the option of running or power walking, but it has been refreshing to see so many choosing to run!