Blog Commenting

Today I commented on Nicole's blog. I commented on her show and tell blog post. In my opinion Nicole did a fabulous job. I also made a show and tell blog post for writing as well. I really enjoyed reading each of her pieces of writing. I also liked how she explained how she had to use more descriptive words and make the "show" more interesting. I really liked her "show" writing because it was more detailed and described much more than the "tell" which is what it is suppose to be. I wanted to know if she always uses "show" in her writing or did she used to use "tell". 

Here is the link to Nicole's blog and my comment below - Show and Tell poster

MRS GREN Cat | Prove It

L.I: To prove that a organism is living by using Mrs Gren.

This week for inquiry we had to create a video presentation proving that an organism is living. The organism we decided to choose was a cat. We created a script to practice what we are going to say and a presentation of photos to go along with the video. We had to show that a cat is a living organism by explaining how it follows the 7 life processes - movement, respiration, sensitivity, growth, reproduction, excretion, and nutrition. The video had to be 3 to 5 minutes long. Our video in total was 5 minutes and 17 seconds. We recorder in a quiet room and took a few tries for us to get a good video. In my group, The Quizzers is Me, Farzana, Lukah, Matthew, and Mojtaba. We used two chromebooks, one for recording and to show the photos and the other for us to see the script. The app we used to record was screen castify.

Fractions | Proper, Improper, Mixed Numbers

 L.I: To show fractions in percentages and decimals.
This week for math we are learning about fractions. We had to create copies of two google draws showing fractions. In the first there was a template with a fraction and we had to show what type of fraction it is like improper, proper and mixed. We also had to show the equivalent of the fraction and showing it using materials. At the bottom we had to write a text explaining fractions as well. In the other google drawing we had to fraction in percentages and decimals. We also had to show it using materials as well.

Show & Tell | Descriptive Writing

L.I: To write a descriptive scene. 
This week for writing we are learning how to make our stories better and more interesting by using descriptive writing. We are talking about show and tell so that we can learn the differences and use show in our writing. We had to create a copy of a google drawing and use a photo to show what the story would be about. We had to show the differences of show and tell by writing two short paragraphs using the photo as a reference to the story. There were two separate boxes for the "tell" description and the "show" description. "Show" is using more detail and using descriptive language and "tell" is telling exactly what is going on or exactly what happened. The photo used was father and his daughter going into the ocean.

Man and Sea | Storyboard & T-Chart

L.I: To infer information from a text.
This week for reading we are learning about the reading strategy inferring. My reading group had to read a text called Man and Sea by Elia Taumata then create a inference t-chart and comic strip. We created the comic strip on storyboard and the t-chart from on a google doc. In the t-chart we had to include our inference from text and the proof. The storyboard had to show how to inference and what inference is. Man and Sea takes place in Samoa and is about a 16 year old boy named Loane. Loane's father passed away and so he dropped out of high school to help his family and get a job even though his only 16. His papa knew about and seen his hard working and gave him a special proposal, the same one he gave his father when he was also forced to become young man just like Loane would be now. Loane had already knew what it was and he smiled at the thought of it. The proposal was to get a traditional tattoo done by a master tattooist. The tattooing was painful for Loane and he made noises and his legs jumped whilst the tapping of the tools. His little brother wanted to look away but his papa turned him and told him the story and tradition of the tattoo that his father used to tell him too. They master tattooist stops finally for a break and Loane gets up to look in the mirror. Loane tells his little brother how some day it will be his turn too as he walks toward the beach. In my story board I used two of my inference examples.

Smart Relationships | Netiquette Rules

L.I: To interact online in a kind, positive, and helpful way.
This week for Cyber smart we have been learning about netiquette. Etiquette is like how you act and your behavior, it is also like the rules. Netiquette is the same thing but the online version. First we watched a video that thought us some do's and don'ts of how we can be netiquette online. Then we discussed some ideas of what we got from the video and shared them. Afterwards we got into small groups of 3 and wrote down the ideas on a google presentation showing do's and don'ts. Then the whole of group B found six rules of how we can netiquette. For the must do we had to create a DLO showing the six rules. I created a google draw and used photos to make it more interesting. From this session of cyber smart I have learnt how I can be netiquette and safe online.

Kiwi Can

This week LS1 had kiwi can in room 7 with Mr Matt and Ms Lily. First everyone got into 4 lines. Our theme is integrity and our new topic is accountability. Accountability is having honesty and taking ownership. Accountability also means when someone is able to count on you. First we played our energizer which was snatch the cone. For this game we had to stand up. Line one and two had to face each other and the person who  was in line with you, then that was your partner. Mr Matt set cones in front of each partner and they had to space out away from it, like take 1 step back further. Ms Lily would say some words but cat was the special word. When she said cat, you had to try and be the first one to snatch the cone. If you both got it at the same time and it was a draw, you had to have another round. If you got the cone and your partner didn't, that means they lost and had to sit out then you had to find a new partner to play with and the games would carry on. In the last round there were 3 people left with only one cone for one of them to be the first to get it. The last people standing were Angelica, Sakina, and Sandra. As soon as Ms Lily said "cat," Sandra quickly got it and one the game. We came back on the mat in a circle and talked covered what accountability means and what is taking responsibility for your action and facing the consequences. Consequences is kinda of like facing something after you did something wrong or bad because you deserve it. The game we played this week was hand soccer. This was the same one we played last week as well. For this game Ms Lily numbered us off 1 to 2. Group 1 lined up on one side of the room and group 2 went on the other side. We all numbered our selves and if the groups were uneven then one person from the other team switched. I was in group 1. There were 12 people in each group. When Ms Lily called a or more number/s then they had to run, tap the cone and try to smack and roll the ball into the goal. There were no goalies allowed in this game. In the end, group 2 one with 7 points and were at the bottom with 5 points. We came back and added the scores for this week. Our total was 24 points which is 1 away from 25 which is the maximum amount. We said goodbye to Mr Matt and Ms Lily and headed back to the classroom.

Maori | String Shapes

Today LS1 had maori with Ms. Whaea Odi. Today we were learning to do Whai which is cats cradle. We were given string and looked at a video to help us create different shapes. In the image I created a diamond shape. Some were difficult to learn but I was able to manage shaping others. I also created the parachute shaped one which was also one of the simplest ones but one of my favorites too. 

Cellular Respiration Process | Video

L.I: To create a informational video about the cellular respiration process.
This week for inquiry, my group The Quizzers had to create a presentaion about the cellular respiration process. First we had to learn more so we were taught a lesson on it and then tested our knowledge. We could go for 1 credit, 2 credits, 3 credits, or 4 credits. We wanted to go for 4 credits but we thought it would be to hard so we decided to go or 1 credit. The presentaion is shown above. We talk about important things apart of the cellular respiration and extra info as well. We still have 40 credits and are going to use them for questions in the real quiz.

18 Sentence Narrative | Audiobook

L.I: To write an 18 sentence narrative.
This week for writing we had to write an 18 sentence narrative. First the class voted on 3 photos which one would be what the story we are writing is about. There were most votes on photo 3 which was of a dog in the woods/forest. Then the class filled out a survey to find the what would be in the narrative, like other characters, problem, and etc. The ones with the higher percentage would be the ones used in the narrative. The whole class wrote the same orientation by giving our ideas and having the best ones chosen out. The rest we had to write all by our selves and use the structure of the narrative - T.E.E which stands for topic sentence, explained in order, and ending sentence. Each paragraph had to be 3 sentences. We had to write 6 paragraphs, for the orientation, problem, 3 of the events, and the solution. My title is "Lost Tom". We used a story organiser document to write our narratives on. After the writing and when we checked it with our teacher to make sure it was good, we had to make an audio book like recording of us narrating the story. Mine is linked down below for you to listen.

Here is the link to my audio book recording - Lost Tom

Blog Commenting

Today I decided to comment on Lukah's blog. I commented on his Audio book blog post. I think he did a fantastic job. I have also had to make a audiobook in writing aswell. I really liked his narration of the story he had made and I thought he did a good job for only and 18 sentence narrative. I liked how Lukah included what he learnt from the lesson in the blurb. I wanted to ask him if he thought writing an only 18 sentence narrative was hard and if recording took more than a single try. 

Kiwi Sport | Rippa-Rugby

This week Thursday LS1 had kiwi sport in the hall with coach Hamish. This week we played a few rounds of rippa-rugby. First everyone got a belt. The class was halved into boys and girls then everyone was numbered into 4 groups. I was team 4 with Sakina, Matthew, Alice, Giovanni and Acein. Team 4  and 2 had to put on blue and team 1 and 3 had green belts. Every team got to play each other and play the same amount of rounds. We had to use the info and skills we learnt from the past weeks of practice and use them in the games. I think my group did good because we were passing the ball to everyone and used skills for us to score some points. The first teams that played were 1 vs 2, then 3 vs 4, next was 3 vs 2, and then 1 vs 4. In the end our team won with one draw and a win.

Kiwi Can

This week LS1 had kiwi can with Mr Matt and Ms Lily in room 7. This week our theme is integrity and our new topic is accountability. Accountability is when someone can count on you. Honesty and responsibility all fits into accountability. Responsibility is taking ownership of something and honesty is telling the truth. First we played our energizer which was shark attack. I thought this game was very fun. There were two people that were the "sharks" and had to hold a pool noodle stick. Everyone else were the fishes. Sometimes Mr Matt would tell you to do something like hope on one leg. There were 4 hula-hoops that we had to go into when Mr Matt yelled "SHARK ATTACK". If you went in before that you were automatically out. If you got tagged with the pool noodle from one of the sharks then you had to sit out. You couldn't push anybody already in the hula-hoop and if there was not enough space you had to go somewhere else. After shark attack we came back on the mat and talked about responsibility, owner ship, and honesty. Then we played the activity which was hand soccer. There was a ball that was set in the middle. We would be playing in boys vs girls. The girls went on one said of the room and the boys went on the other. Then we had to number our selves. In each team there were 14. There were two cones on each side that were the goals. When Ms Lily called out a number, the number from each group of the boys and girls had to run and tap the cone on their side and use one hand to hit the ball into the goal. This game was really fun and after a few rounds Ms Lily started to say multiple numbers to go at a time. In the end we had GKQ which is general knowledge questions. In the end of the day we added up the points at got 25 which is the most we could get and 5 for each box.

Inference | Looking for clues

L.I: To infer information from a text.
This week for Reading we are learning about one of the reading strategies, inferring. Inferring is reading between the lines. To infer, you take clues and hints from the words of the author and make something up out of it. You need to be able to use your prior knowledge when inferring. First we practiced inferring in our reading groups. Mr Wong read out a sentence then the groups had write some infers that we made on a white board with a whiteboard marker. Then for the task we had to make a copy of a google document that had 3 short texts and an empty box below for each one. We had to read the text and make a list of bullet points for each inference we mad. We had to think about - who the character might be, What type of person the character is, how the character feels, and where or when the event is happening. I was able to make at least 3 or 4 inferences in each box for the texts.

Think Board | Math Fractions

L.I: To count in fractions forwards and backwards to a named whole number.
L.I: To recognize the whole of an object, part of an object and equal parts and their names.
This week for Math we have been learning to do fractions. First we went on a site that tested our knowledge on fractions. Fractions are made up of the numerator and the denominator. The numerator is the top number of the fraction that shows you how much you have out of the parts of the whole, and the denominator is the bottom number that shows how much the whole was split into. Then we had to create a think board and pick a fraction to do. I decided to go with 5 eighths. We had to work individually because we had to show our work and understanding of fractions. There was also a example to look at. The D.L.O was separated in 4 individual spaces for different things. I had to show the fraction with a picture, using equipment, in a story, and also other ways I could show it. 

Circulatory System | Compulsory Tasks

L.I: To describe the structures and respective functions in the human respiration system and circulatory system.
This week for inquiry we had been working on the respiratory system which the system that pumps blood the through body. Our focus is this week is the circulatory system which is apart of the respiratory system. This week my group and I, The Quizzers which is - Me, Farzana, Lukah, Mojtaba and Matthew, have completed two compulsory tasks. The ones this week are Explanation, Fishbone, Poetry/Prose, and Sculpture. The ones we have completed are the Fishbone which we got 1 credit for and Poetry/Prose which we got 2 credits for. We also bought a Q&A session for 5 credits so we have 40 credits now. We asked some questions to give us some Ideas for questions and some questions for help with the tasks.

Kiwi Sport | Rippa-rugby

This week Thursday we had kiwi sport with Mr Hamish. For rippa-rugby we have been learning skills and strategy when playing rippa-rugby. First we had to get a belt and two tags. The activity we played was rippa-rush, it is like bull rush but the rippa-rugby version. Two taggers stood in the center and everyone else stood at the end of the court. The taggers had to try and rip peoples tags from off their belt. If your tag was ripped then you had to become one of the taggers too. Once everyone got out, Mr Hamish split us into 4 groups. Two groups sat out while the other two played. One team on the courts were the taggers and the other were the runners. Each team got to play some rounds and versed different people. Mr Hamish gave advice to the team that was the taggers. It was to line up on the line and then move forward slowly so that they we could get them. In the end we took off the tags and belts to put them away. We said thank you to Mr Hamish for teaching us and went back to LS1 for morning tea.

Blog Commenting

Today I commented on Karlos's blog. I commented on his Maori blog post. I thought his work was great. I also had Maori and made a blog post about it. I liked how he explained what Matariki is because that is what we were learning about this week. I also liked how he talked about what we did in maori in a simple description. I wanted to know if he was able to complete the Maori word search and find all the words.

Here is the link to Karlos's blog and my comment below - Maori

Why Do Our Muscles Get Tired? | Flipgrid & Vocabulary List

L.I: To self monitor understanding of words and phrases.
L.I: To research the meaning of unknown words and phrases.
This week for reading we read a new text called Why Do Our Muscles Get Tired?. We had to read the text and find out the words we don't know, then write is on your group vocabulary list. We played a game where you can explain what the words means then you can get a point and also if you could say what a page of the text is about. We also had to make a flipgrid to talk about the text and three new words you learnt. We also learnt about how to find out what a word means by breaking it up and using related words to try and find it out. Afterwards we searched it up and looked to see if we were correct. I thought it was a good strategy and enjoyed doing it.

Here is the link to my flipgrid - Flipgrid Video

Lattice & Japanese Methods

L.I: To develop the "Japanese" and "Chinese" method for multiplication outside the basic facts.
This week for maths we learnt about the lattice or Chinese and Japanese methods. We had to create a DLO showing how to do the lattice & japanese methods using a google slide, screencastify or other. I decided to make a google slide because I could show and talk about each method for separate slides. On the Math slides we were given 3 multiplication we could do, but it was optional. They were - 23 x 25, 37 x 25, and 67 x 34. My group, the math masters, learnt how to do decimal equations as well and we could do that as a challenge. I decided to do one of the multiplications which was 23 x 25 and the other was 28 x 32 which I came up with. I did 28 x 32 for the lattice/Chinese method and 23 x 25 for the Japanese. On the side I talked about what I did and how I got the answer. I think the Japanese method is better for more smaller multiplication because if you do a big number you would have to draw too many lines and I think the lattice could be used for any type of multiplication.

Narrative | Structure & Language

L.I: To identify the structure and language features of a narrative.
This week for writing we are looking at narratives. We had to make a DLO showing the structure and language of a narrative to remind and help us. First we got into groups then discussed about what we know or remember about narratives. We also had a look at the text reminders for narrative to find out more. The writing groups each read two narratives - Kites Tail and The Invasion. These were examples to help us with being able to find the different things of a narrative. For the task I decided to use a google draw for this because it was the best for this kind of task. I added separate boxes to divided the different topics. In the DLO I talked about what a narrative is, the structure, the language, and extra info which were more like tips when writing a narrative. Another word narrative is story which is an imaginary or fictional story made to entertain the reader.

Kiwi Can

This week we had kiwi can with Mr Matt and Ms Lily. Our theme this term is integrity and our new topic is accountability. Accountability includes honesty and honesty is telling the truth. First we had our energizer which was Copy me. For this game everyone was divided into 4 groups. The 4 groups each had to pick one leader. Each leader had to go get a card from the stack that Ms Lily was holding. The goal was for a group to get the most cards. Every card you got meant something. Next we had our real game. This game was called buddy move that Ms Lily made up. We had to get into pairs. My pair was Florence for the first round. One person stood in front and the other partner stood in the back. If Ms Lily said Banana, you and your partner had to switch places. If she said apple the partner at the back had to go under. If she said watermelon you had to pretend to be on the motorbike. If she said pear you had to get into a group of 4 with another pair. If she said fruit salad you had to switch partners. in the end we had GKQ and then said goodbye to Ms Lily and Mr Matt to go back to class.

Maori | Matariki

This week for Maori we have been talking about Matariki. We practiced learning the songs and sang them with Ms Whaea Odi. Then we each got a Maori word search paper. We had to write our names and find all the words. At the back of the paper we had to write of the songs we had learnt. The words are - awa, waka, maunga, moana, tamanuitera, rangi, whare, whanau, rakau, ika, manu, and kumara. We had to find 12 different words. In the end we had to give the paper back. Matariki is a celebration for Maori were whanau come together and eat kai.

Respiratory System | Compulsory Tasks

L.I: To define respiration.
For the next 2 weeks we will be covering the different sections of breathing body systems which is the Respiratory system, The Cellular Respiration, and Circulatory System. This week the body system we have been doing the Respiratory System. My group and I were able to complete some tasks today and are still working on some for the compulsory tasks. My group name is The Quizzers which includes Me, Farzana, Lukah, Mojtaba, and Matthew. The compulsory tasks this week are Sculpture, Fishbone, Explanation, and Poetry/Pose. I have completed 2 sculptures, and we are working on the explanation, poetry, and the fishbone which all are almost complete. I have shown photos I took of the two sculptures. I did the lungs with some help from Farzana and The windpipe on my own. For the sculpture we have to add labels to show the parts of the organ. We used a pencil, paper, toothpicks, glue, and scissors to make the labels and the play-dough to sculpt the organ. I also have shown the progress of the fish bone so far.

Kiwi Sport | Rippa-Rugby

This week Thursday we had kiwi can on the courts with coach Mr Hamish. Our sport this term is Rippa-Rugby. Today we were learning to step and side step people which is like tricking them because these are skills to use in rippa-rugby to not get your tag pulled. First everyone got a rippa belt from the bag and two rippa tags. Mr Hamish split us into 3 groups and we played a few games of rippa rugby. One team sat off under the hut while the other two teams played and then one team that was playing swapped positions with the people who sat off. After a couple round of this, the groups lined up on the cones. One person who volunteered from each group had to be the ripper and stood on the opposite side of their team behind a cone. Each group had a ball and the person at the front had to run and practice stepping the person without them getting you rippa tag. Stepping which is side stepping is when you put your foot out to the side to make it seem as if you were about to go that direction but trick them and go the other way and keep running. The person had to practice stepping the person behind the cone and then run the ball back to your group and give it to the next person in line. Now and then the person behind the cone had to switch with someone else so that they still get a turn. Next we learnt another skill which is one I already knew about and was using it in the games just like the other skill. For this we had to also put our foot out as if we were going that direction but go the other way by turning you body and keep running. Then we had to get into partners but I got into a small group of 3 with Nicole and Florence. One partner went one side and the other went on the other side. In our case, Nicole went on the other side and Me and Florence stayed. Mr Hamish numbered us off so when he called our number we could run. Me and Florence were both ten but I was ten 1 and she was ten 2. We all had to stand in a line on each side. If Mr Hamish called your partner number then you and your partner ran and one person had to try and rip the tag off while the other gets the ball and tries to get a touch down. When in the little game we had to use one of the skills we learnt. If your number was called you had to go around and up the line to get the ball from Mr Hamish and run to get the goal. After this we came back and took our rippa tags and belt off. We said bye to Mr Hamish and lined up ready to go back to class.

Current Events

L.I: To critically examine a current event using De Bono's thinking hats.
Today for a reading can do I have decided to do the current events task which is the 6 hats - White, Red, Yellow, Black, Green and Blue. For this tasks we had to use an article from one of the news site Kiwi Kids News or Time for kids. I chose to use the Kiwi Kids News since I have had experience using and being on it before. The article I read was "Kiwi students take on Manukau project". We had to make a copy of a google slide where we had to do our work on. The White was about facts and so we had to give information about the article, the Red hat was feelings so we had to write about how people affected by the event feel and if there are any disagreements, the Yellow hat was benefits so we had to write some positive aspects of the event, the Black hat was cautions and so we had to write some negatives aspects of the event, The green hat was creativity so we had to write a possible different outcome, and lastly the blue hat was thinking so we had to write what the author wanted us to learn about the article. You can click through the slides and see my different answers for each hat and questions.

Cyber-Smart | Online & Retail Advantages

L.I: To identify advantages of shopping in-person and online.
This week we had cyber-smart. For cyber-smart we were talking about online and retail shopping advantages. We had to think about advantages about shopping online and in-person and write down our ideas on coggle as a group. Last week we talked about places on were you can get stuff online and in-person. I wasn't able to show all the ideas from on the coggle. Two advantages about shopping online is that sometimes when something isn't available you can buy it online and sometimes the online item is cheaper than the real item. Two advantages of shopping in-person is that if you are at a clothing store you can try on the clothing before you actually buy it and get the right product you want without the worry of being scammed.

Kiwi Can

This week we had kiwi can in room 7 with Ms Lily and Mr Matt. Our theme is still Integrity and
our topic is role models. When we came into the class room, we had to make 5 lines. The first game we played was Mouse and Cat. We had to stand up in our lines and lift our arms out and still looking straight ahead at Ms Lily. There was a Cat and a mouse that Ms Lily chose and that cat had to use a pool noodle to catch the cat and tag them with it. If Ms Lily said "left" we had to turn left, and if she said "right" we had to turn right. The cat would chase the mouse going through everyone, we were like trappers. They could go under us, but not straight through us. Our hands had to be connected and lined up with the people in the next line that was in the same order. We had three or two rounds of this. Then the girls and boys got into separate circles. Ms Lily chose someone from the boys to be the cat or the mouse and someone to from the girls to be the cat or mouse. The boy had to go into the girls circle and the girl had to go into the boys circle. The people in the circle had to hold hands together. The mouse had to go around and try to catch the cat and the people in the circle had to lift their hands up to let them in the circle or out the circle. Next we came back to the mat and talked about role models and some of our role models. We also talked about something good we did and why we did it. Then some people got up and acted like some of their role models. Some people found it very funny. Lastly we played role models. The girls lined up on one side and the boys lined up on the other. Ms Lily or Mr Matt chose 1 person from the boys and girls and we Ms Lily chose a celebrate those two people had to act out. Then Mr Matt played a song and we had to walk to it. Lastly Ms Lily added up the points. In total we got 16. Lastly we said goodbye to the kiwi can leaders and went back to the class.

Maori | Matariki

This week LS1 had maori with Ms Whaea Odi. Today we were learning about the Matariki. We learnt a new song about Matariki and found some videos that told Matariki stories. Here are a few videos I found on YouTube that tell a Matariki story - The Story of Matariki, A Matariki Story, and Matariki. Matariki is the 7 sisters or the 6 sisters and the mother. Their names are Waiti, Waita, Waipunarangi, Tupanuku, Tupuarangi and Ururangi. Matariki is a maori celebration on June 15th to celebrate Maori new year with a feast. The Maori name for Matariki is Pleiades and the Japanese word for Matariki is Subaru.

Here is the song we learnt and the lyrics are above - Matariki Waiata (Song)

Venus Flytrap Explanation | Paragraphs

L.I: To write detailed paragraphs.
This week for writing we learnt how to make proper paragraphs when writing an explanation. We had to make a copy of the 10 sentence Venus flytrap explanation that Mr Wong made and update it to proper paragraphs. We had to make the paragraphs completely different and make it on a new document without the planner. An explanation paragraph is S.E.E which stands for statement, explanation, and ending. I wrote five paragraphs - a paragraph for my introduction, 3 paragraphs for my explanation, and 1 paragraph for my conclusion.

Kiwisport | Rippa-rugby

This week Thursday LS1 had kiwi sport on the netball court with Mr Hamish. First everyone got a belt and two rippa-tags. The first game we played was rippa-rush. This game is like bull rush but the rippa-rugby version. Everyone stayed on one side of the court and there were 2 rippa taggers in the center. If Mr  Hamish said something and someone in the group had it they had to run. The rippa taggers had to stay against the yellow line until the people started running. We played two rounds of this game before moving on. After rippa rush we were split into 3 groups. 2 Groups played at a time and the other group stood under the hut waiting for their turn. Each group had two rounds playing each. After that we played a game to practice backwards passing. The 3 groups lined up and some people of the group split and went on the other side. One person who was in front of the line started running forward and passed down to the next person who passed it down to the next person aswell. The last person with the ball passed it the person in front of them. Lastly we said goodbye to Mr Hamish and went back to class.

Volume & Capacity | Flipgrid

L.I: To measure volume & capacity.
This week for math we did volume and capacity. This week we measured the volume with a liquid as in water. We used the same template as last week but instead estimating in ml and let-res and finding the actual measurement in ml and l because we are using water. We had to take a picture of the item, estimate the measurement, find the actual measurement, and find the capacity. The two items I used were from inside the grey tray which were the tens set box and a container. We also had to make a flipgrid explaining what volume and capacity are using an example from this week and last week. Since I can't directly show you the flipgrid, I have linked it down below and took a screenshot of the cover.

Here is the link to the my flipgrid - Volume & Capacity