All posts by annakang

Day Out to Explore Change in Gaming

On Friday 21st of October, we attended an excursion to ACMI, to explore the Game Masters Exhibition to support our learning about Change in Gaming. We were very excited, as it was the first time going to the city for some of us. We were worried at the start due to the rain forecast, however the weather looked after us.

img_1846
Interacting with different moving images

The excursion was a great chance to immerse ourselves in different technologies to support our understanding of how technologies have changed over the years. We were able to interact with different moving images on display, which got us wondering and pondering about how they worked.

img_1844
Briefing before entering ACMI

In particular, we really enjoyed the game labs that featured 100+ old and new games that were highly interactive. It showcased some of the most influential games from the arcade era to the latest console. Best part of visiting ACMI was being able to play games from different eras and experiencing old and the new. We were able to play a range of games including Mario, Nintendo and our favourite Minecraft.

img_1845
Exploring features of modern video games
img_1852-1
students immersed in minecraft
img_1849
exploring Game Lab

We gained so many great ideas from ACMI that inspired us to create our own games to inform society of change in gaming. We are ready to take on the challenge!

img_1858
Students predicting the future of gaming

Exploring Patterns in Numbers

We were very excited about numeracy this term! We began looking at multiplication by exploring patterns in skip counting. We started making a special connection and realised skip counting is related to both repeated addition and multiplication!

During numeracy, we always try to discover a pattern.

Today we looked at how we can use algorithms to learn about multiplication.

file_003-8

By the end of the lesson, we were able to represent repeated addition using binary. This helped us to connect our understanding of repeated addition with multiplication.

At the start of the lesson, we were confronted with a challenging task. We had to fold our A4 sheet of paper into 16 rectangles with equal areas. We discussed the language equal and revised our learning about shapes from last term by exploring properties of a rectangle.

file_002-6

We thought about different problem solving strategies on how we can make 16 equal rectangles. Some thought about using the ruler to measure, making sure that they had the same lengths. Some used trial and error and estimation strategies. Students investigated by folding the paper in different ways, dividing the paper into rectangles of equal size. They wondered how we could meet the challenge without the aid of a measuring tool.

file_001-14

We were given the chance to work in teams to create a plan of action. Thinking through the problem together and planning how we will solve the problem helped us arrive at the solution easier.

Here is our discovery: When we folded the A4 paper in half, it created 2 rectangles. When we folded it the opposite way, it created 4. When we continued folding, we noticed that the number of equal rectangles was doubling.

2, 4, 8, 16!

After we reached 16 equal rectangles, we were challenged to create binary cards that contained 48 total numbers of dots in total. We had 16 rectangular templates to create binary cards. We had to think about how much equal number of dots had to be drawn in each rectangle so that all the binary cards add up to 48. Students used skip counting to figure out the solution. They trialed skip counting by twos and realised they only had 16 rectangles to fit the dots into. When they tried using 3s, it worked perfectly.

file_000-22

The open-ended task was perfect for our term’s CBL big idea on CHANGE. We explored how numbers create patterns as they change. It linked really well with our challenge ‘informing society of change in gaming’, as we explored the binary game that we have made to help us develop multiplicative thinking.

2D Olympic Relay

Who watched the Rio Olympics closing ceremony? To celebrate the end of the Rio Olympics, 2D organised and participated in a relay on the school oval, exploring the concept of measurement.

File_003 (3)

Firstly, we looked at how we can make sure that the relay was fair. Students used the idea of fair test to make sure we organised the relay to make it fair for everyone.

Students grouped themselves into teams and created a name for their country. Some chose to represent countries that already exist such as America and some borrowed names of cities and countries to make a new one such as Indaustralia and London.

We thought about how many people had to be in each team and the distance that each person in the team had to run. After asking many questions for the fair test, we all went outside on the oval and used the trundle wheels to measure its perimeter. We noticed that teams ended up with different measurements and discussed how this could have happened. We decided to round off all the measurements to the easiest metre that we can work with and decided that the oval was around 300 m in perimeter.

File_000 (12)

Afterwards, we problem solved as a team to find out how many metres each person had to run. Some students decided that we needed to divide the 300m by four people in each team, while others used estimation and trial and error to add four of the same numbers to 300 using repeated addition.

2D Olympic Relay

When we watched the women’s relay, we noticed that the starting position for each runner was different. They didn’t start on the same line. We investigated why this was the case and realised it was because you would have a bigger advantage of winning if you ran closer to the inner circle. This is because the circles closer to the center had smaller perimeter compared to the outer circles and that’s why the runners veered towards the center during the relay.

File_001 (6)

After we did the fair test, we finally went out side to do the relay. We had so much fun that we wanted to repeat the relay. Greer and Harjas recorded the times each team took to arrive at the finishing line.

File_002 from Anna Tiffany Kang on Vimeo.

When we returned to class, we wanted compare the results of each team but our data was all over the place. Using our knowledge about data, we decided to use table and graph to organise our messy data so that we can compare our results easier. Bar graph was used to represent our data and it helped us compare the seconds each team took to complete the relay. We asked questions about our data using the languages ‘how many more’ and ‘difference between’, which we have on our maths wall as synonyms for subtraction. We created worded problems such as ‘what is the difference between fastest team and the slowest team’ to interpret and understand our data through problem solving.

This was a fun and authentic way that helped us develop our problem solving and number skills while teaching us about measurement. We would love to do this relay again!

Learning about Volume through Problem Solving

In 2D, we are exploring the concept of volume and capacity. We deconstructed the word volume and came up with our own definition after brainstorming words that we associated with volume: Measuring the amount of space taken up by 3D objects.

 To develop our understanding of volume, we applied our knowledge of 3D objects and problem solving strategies to solve the following problem:

 Make a range of different prisms that uses exactly 24 cubes.

We used our problem solving steps to identify key words to help analyse the problem, plan our action and explore different problem solving strategies.

We were baffled at the start because we weren’t told what type of prisms we needed to make. We had to apply what we knew about prisms to solve the problem. We used colourful and tactile unifix cubes to construct our prisms. We realised that we could only make rectangular prisms with these unifix cubes due to the limited properties of the cubes that we had to work with.

13902596_10154521703673689_5060136145615401717_n 14067525_10154521703553689_4433798716614678214_n14067724_10154521703563689_545265932979171834_n13934930_10154521703573689_7338306077924333032_n

We worked as a team to make a range of different rectangular prisms using only 24 cubes. We were curious as to why we were restricted to 24 cubes. We arranged it one way then the other and started wondering how many possible arrangements there could be.

Screen Shot 2016-08-18 at 8.56.29 pmScreen Shot 2016-08-18 at 8.56.35 pmScreen Shot 2016-08-18 at 8.56.42 pm

This was a great way for students to begin developing the concept of multiplication through arrays. Students who have already developed multiplicative concept were able to use their understanding of factors to find out the number of possibilities. Other students used grouping and skip counting when making their prisms.

Screen Shot 2016-08-18 at 8.57.26 pm Screen Shot 2016-08-18 at 8.57.58 pmScreen Shot 2016-08-18 at 8.57.11 pm

Students decided which learning app to choose to record, organise and represent their learning. We noticed that Piccollage, Popplet and Bookcreator were most popular apps that most students chose to display their learning: It gave us the most freedom to manipulate the pictures and words to suit our thinking.

The task was extremely helpful in helping us understand the concept of volume. By the end of the lesson, we realised that the volume stayed the same for all the different prisms we made. This is because the space taken up by the unifix cubes did not change because we always used exactly 24 cubes to build the different prisms.

Home Learning Week 6 & 7

Cuboid Challenge

From a square sheet of paper 20cm by 20cm, we can make a box without a lid by cutting a square from each corner and folding up the flaps.


Get an A4 paper and make a box with the largest volume by cutting out square corners of different size.
Find the different volumes of box it is possible to make by varying the size of the cut-out squares.

Extension
What is the maximum possible volume?
What is the size of the square cut-out that produces it?

Can you find a relationship between the size of paper and the size of the square cut-out that produces the maximum volume?

 

Compare Cups and Containers in your house

Stage: 1 Challenge Level:1

For this challenge, you will need lots of different cups.  This picture shows some:

Which might you choose if you wanted a lot to drink?  Why?
Which one would you choose if you did not want a lot to drink?  Why?
Could you arrange the cups in a line from the one that holds the most liquid to the one that holds the least liquid?
How will you test whether you are right?

No Pens Wednesday!

No Pens Wednesday was full of fun filled activities!

File_000 (9)

We learnt how to code using body algorithms and program our human walking machine using movements and directions (North, South, East and West). We took this learning further by challenging ourselves and creating our own powerful algorithm to prevent others from hacking our program.

File_001 (4)File_003 (1)

A yellow crayon visited our classroom and told us the story about ‘The Day the Crayons Quit’. First, we empathised with the colours of the crayons and used powerful words to describe the different feelings felt by the crayons. It was a great chance to explore synonyms to help us use a variety of feeling words.

We were all able to relate with the crayons feelings of wanting to quit when faced with tough situations. We shared stories of the times when we wanted to quit and thought about what would happen if we persisted.

 

IMG_4806[3]

IMG_4802

I wanted to quit when I was folding a 3D box. It was really hard at the start but I kept on going and I made it at the end”.

We realised that the crayons all had fixed mindset about their roles and needed some encouragement and advice from us about the importance of having growth mindset. We watched a video about what it means to have a growth mindset and learnt that our brain muscles grow stronger and bigger the more we challenge ourselves and persist.

In the afternoon, we decided to have a go at folding an origami, applying our learning about 2D shapes. We used procedural text to learn how to fold a paper crane. We learnt about the power of hope that paper cranes had for a girl named Sadako who was exposed to an evil power. This helped us explore how power can be used for good and bad.

Folding a paper crane was a big challenge for us but we wanted to practise and develop our growth mindset. We encouraged each other and persisted. We couldn’t make the perfect paper crane as it was our first time, but that’s okay. We will get there eventually!

 

 

 

Learning Maths through Problem Solving

2D has been developing our numeracy skills through the big idea of power. We have been exploring the power of shapes while immersing ourselves in real-life problem solving.

File_006 (1)

We were faced with a challenge of building the strongest and largest beehive using different resources including toothpicks, marshmallows, clays, and straws. We were grouped into teams and had to collaborate to complete this mission. Each resource was assigned a value and we only had $100 to spend. It was a huge challenge for us but we were confident we could tackle the problem if we work as a team.

File_000 (9)

This was a great opportunity for us to apply our problem solving strategies and steps that we have been developing throughout the year, in an authentic context. The task was designed so that every student in the team had an important role to play and demanded higher-order thinking.

Each material was assigned a value that allowed Grade 2s to practice their number fluency while exploring the concept of money. Cents were eliminated at the beginning to avoid confusion with decimals. The materials were assigned with numbers that students were able to skip count in such as 2, 3, 4, 5 and 10. This allowed multiple entry points for all levels of learners: Students were able to apply skip counting as well as the four operations (addition, subtraction, multiplication and division).

File_002 (1)File_001 (4)

At the start, students had to carefully plan which shape they will choose to build a beehive. The shapes chosen by the students included square, rectangle, triangle, pentagon, and hexagon. By physically building and connecting them using concrete materials such as toothpicks and clays, students consolidated their understanding their properties by manipulating the edges and vertices (corners).

File_005 (1)

File_004 (1)

At the end of the task, students were able to arrive at the understanding of why hexagon is the most powerful shape to be used as beehives: Hexagon yields the largest possible space for storing their nectar, requires the least amount of resources to build yet happens to be the strongest structure that can be packed tightly without leaving gaps in between.

Honeybees are excellent mathematicians who know how to perfect their architectural designs. These honeybees developed this mathematical skill through long periods of trial and error by facing challenging problems and applying their strategies.

http://www.iflscience.com/physics/why-do-honey-bees-make-hexagonal-honeycomb/

Most of all, it was difficult to bring the activity to an end as students were highly absorbed in maths disguised as play. It was only during the reflection time when students realised the amount of maths they were doing.

The Day We Met Mr.Huff

The Grade 2s had an excellent time at the Mr Huff Incursion today! Brendan and Jemima from Meerkat Productions visited this afternoon to perform our much-loved author Anna Walker’s book called Mr Huff. They did an amazing job at retelling the story about a boy named Bill and Mr.Huff who followed him around everywhere. Mr Huff continued growing bigger and bigger as Bill’s mood got worse.

File_005

File_000 (8)

We prepared for the incursion by watching the trailer of Mr. Huff, playing different games such as ‘Freeze Frame’ and ‘And Worse’ to build up our anticipation. We also used our skills in making personal connections and making predictions to predict what the story could be about, before we watched the play.

File_006

File_007

File_003

We thought the play was a huge success. It was interactive because we were invited to participate in the play from time to time and super engaging because there was not one moment that we wanted to miss. Most of all, it helped us become more aware of our grumpy feelings and how we can prevent Mr Huff from growing bigger and bigger.

File_004

Becoming Powerful Learners

Term 3 has started and students in 2D are ready for a big challenge. We are aiming to develop our metacognitive skills (ability to think about our thinking) to help us become powerful and independent learners.

File_001 (3)

Right at the start, we discussed different attributes of a powerful learner and set measurable goals that we would like to achieve by the end of this term. Most of the goals set by our learners involved changing their behaviours and following classroom expectations to help their learning. We wanted to delve deeper and think about strategies that can develop us into powerful learners in different learning areas.

File_000 (7)

To develop our metacognitive skills, we decided to study the powers possessed by different characters in our favourite story books, particularly characters who we were able to make personal connection to. They included Iggy Peck the Architect, Sunday Chutney and The Boy who Loved the Moon. After comparing the similarities and differences between these characters, we discovered a common power that all three of these characters possessed: Resilience. After studying their character traits, we realised that all of these characters succeeded in reaching their goals because they never gave up despite being faced with the odds.

File_002 (1)

This huge lesson inspired us to reflect on ourselves as a powerful learner and think about the individual powers that we possess, that can help us reach our goals:

File_003

2D is ready to bloom, wherever life plants us.

 

Sharing our discoveries

Prep J and 2D were excited to meet up on the last week of Term 2 to share new and amazing discoveries we have made with each other.

IMG_1350

 

Prior to the sharing, 2D learnt about ways to give constructive feedback to our buddies and the importance of whole body listening. They also prepared and brainstormed the methods they would like to present and share their learning with others: These included sharing using variety of digital tools to showcase their discoveries such as Twitter, iMovie, making a book of information using Book Creator, Pic Collage, Green Screen and Explain Everything. Students were given the choice to choose a medium to present their learning.

IMG_1311

News report from Anna Kang on Vimeo.

2D was invited to visit Prep J’s class and we watched Prep’s first attempt at making an iMovie about their discoveries. They did an amazing job at explaining the different science experiments they have conducted in class. Some of the experiments that the Preps have done were familiar to the Grade 2s as we have also conducted them during our discovery unit. This enabled us to discuss our experiences and what we have learnt through our science experiments. We thank our buddies for sharing their discoveries with us and providing us with the perfect opportunity to practise giving  feedback and reflecting on our learning.

IMG_1351

IMG_1353

IMG_1349 (1)