For art this term we will be learning about Pop Art. Andy Warhol was one of the pioneers of this new art form or craze and he was responsible for the art works above.
What can you find out about Pop Art and also Andy Warhol's influence?
Friday, March 11, 2011
Pop Art
For art this term we will be learning about Pop Art. Andy Warhol was one of the pioneers of this new art form or craze and he was responsible for the art works above.
What can you find out about Pop Art and also Andy Warhol's influence?
Tuesday, March 8, 2011
Fractions with denominators of 100 and 1000
Purpose:
The purpose of this activity is to help your child to simplify fractions with a denominator of 100 or 1000.
What you need:
Game board and cards. You can print these or make your own.
Cardboard. (Old cereal boxes are good).
What to do:
Glue the cards on to cardboard. Cut the cards, shuffle them and place in a pile between the players. Give each player a game board.
Players take turns to take a card from the pile. If the card is equivalent to a fraction on their game board, they can cross off the fraction and return the card to the bottom of the pile. If not, then the card is just returned to the bottom of the pile. The winner is the first player to cross off all the numbers on their game board.
What you should be able to do:
Over time you should become quicker at recognising the simpler form of the fractions with a denominator of 100 and 1000.
Variation:
Play Snap or Memory with the game cards, 25/100 and 250/1000 would be a pair.
Use the game cards as flash cards and ask your child to name a simpler fraction.
The purpose of this activity is to help your child to simplify fractions with a denominator of 100 or 1000.
What you need:
Game board and cards. You can print these or make your own.
Cardboard. (Old cereal boxes are good).
What to do:
Glue the cards on to cardboard. Cut the cards, shuffle them and place in a pile between the players. Give each player a game board.
Players take turns to take a card from the pile. If the card is equivalent to a fraction on their game board, they can cross off the fraction and return the card to the bottom of the pile. If not, then the card is just returned to the bottom of the pile. The winner is the first player to cross off all the numbers on their game board.
What you should be able to do:
Over time you should become quicker at recognising the simpler form of the fractions with a denominator of 100 and 1000.
Variation:
Play Snap or Memory with the game cards, 25/100 and 250/1000 would be a pair.
Use the game cards as flash cards and ask your child to name a simpler fraction.
Decimal Cards
Purpose:
The purpose of this activity is to help your child understand decimal place value.
Link to Number Framework:
Place Value, Stages 7-8
What you need:
• A deck of cards with the face cards and jokers removed (aces count as 1s and 10s count as 0s).
What to do:
• Choose a target decimal number (eg 4.825).
• Deal each player 6 cards (two more cards than the number of digits in the target number).
• Each player has to construct a number as close as possible to the target number. For example if a player is dealt 3, 4, 4, 5, 7, 9 the closest number they can make is 4.795.
• The player whose number is closest wins a point.
• The winning player chooses the number for the next round.
• You can play either that the first player to get 5 points wins, or whoever wins the most out of 10.
What you should be able to do:
• Use place value to decide which cards to use and in which order.
• Be able to tell you how many ones, tenths, hundredths etc in the number.
• Understand that the cards in the higher ‘places’ make more difference to the overall size of the number than those in the smaller ‘places’.
Variations:
• Change the number of decimal places in the target number.
• Require that the number be the closest possible number less than the target number.
• Require that the number be the closest possible number more than the target number.
• Include the jokers and allow them to be used as a wild card (any digit).
The purpose of this activity is to help your child understand decimal place value.
Link to Number Framework:
Place Value, Stages 7-8
What you need:
• A deck of cards with the face cards and jokers removed (aces count as 1s and 10s count as 0s).
What to do:
• Choose a target decimal number (eg 4.825).
• Deal each player 6 cards (two more cards than the number of digits in the target number).
• Each player has to construct a number as close as possible to the target number. For example if a player is dealt 3, 4, 4, 5, 7, 9 the closest number they can make is 4.795.
• The player whose number is closest wins a point.
• The winning player chooses the number for the next round.
• You can play either that the first player to get 5 points wins, or whoever wins the most out of 10.
What you should be able to do:
• Use place value to decide which cards to use and in which order.
• Be able to tell you how many ones, tenths, hundredths etc in the number.
• Understand that the cards in the higher ‘places’ make more difference to the overall size of the number than those in the smaller ‘places’.
Variations:
• Change the number of decimal places in the target number.
• Require that the number be the closest possible number less than the target number.
• Require that the number be the closest possible number more than the target number.
• Include the jokers and allow them to be used as a wild card (any digit).
Sunday, March 6, 2011
Smallest Number Challenge
Smallest Number Challenge
Purpose:
The purpose of this activity is to help you learn to order decimals with three decimal places.
What you need:
• A set of cards with the face cards and number ten in each suit removed
• 2 small round objects to represent a decimal point, for example buttons
What to do:
Play the Smallest Number Challenge, a game for 2 players.
• Cards are shuffled and placed face down in a pile.
• The first player draws 4 cards and turns these over. They use these cards, and a button, to make the smallest number possible with three decimal places. For example, if the cards 6,8, 5 and 4 are drawn the number, 4.568, is made:
• The next player takes their turn by drawing four cards and using these to make a number that is smaller than the number made by the previous player. They must use all the cards and the number must have three decimal places.
• Play continues in this way until one of the players is unable to make a number smaller than their opponent’s. Their opponent then wins that round and scores a point.
• The first player to reach 5 points is the winner.
Variations:
• Largest Number Challenge - players have to make a larger number instead of a smaller one.
Purpose:
The purpose of this activity is to help you learn to order decimals with three decimal places.
What you need:
• A set of cards with the face cards and number ten in each suit removed
• 2 small round objects to represent a decimal point, for example buttons
What to do:
Play the Smallest Number Challenge, a game for 2 players.
• Cards are shuffled and placed face down in a pile.
• The first player draws 4 cards and turns these over. They use these cards, and a button, to make the smallest number possible with three decimal places. For example, if the cards 6,8, 5 and 4 are drawn the number, 4.568, is made:
• The next player takes their turn by drawing four cards and using these to make a number that is smaller than the number made by the previous player. They must use all the cards and the number must have three decimal places.
• Play continues in this way until one of the players is unable to make a number smaller than their opponent’s. Their opponent then wins that round and scores a point.
• The first player to reach 5 points is the winner.
Variations:
• Largest Number Challenge - players have to make a larger number instead of a smaller one.
Saturday, March 5, 2011
Where are you?
I know that some of Team One have travelled out of Christchurch. We would love to know where you are and how you are getting on. When you get the chance please add a comment to this post and tell us where you are and what you are enjoying doing.
Friday, March 4, 2011
Where do I start?
I don't know exactly how I'm going to write this.
Firstly I am so pleased that you are all safe and well. I hope that your families and fiends accross Christchurch also find themselves this way. Such an unreal experience with such tragic consequences. It is proving hard to comprehend the devastation. The way neighbours have looked out for each other and strangers have relentlessly given help to others is heartening. So many people are doing such amazing things to help the city and people get through and eventually get stronger from this tragedy.
I have heard that a number of you are making some new friends at schools around the country. Others of you I have seen in Redcliffs and others we will try to contact over the next few days. We are working hard to re-open the school. In the meantime we will post some activities on this blog which you can do.
Look after each other.
Team One Teachers
Monday, February 21, 2011
Wainui Camp
What a great few days we all had at Wainui. All the teachers were very impressed with the positive attitude that you displayed in every challenge and how you looked out for everybody. A huge thanks to the amazing group of parents and the efforts of Mr Ryan in organising the camp.
Wednesday, February 9, 2011
Dick Frizzell - NZ Artist
We are going to be learning about Pop Art and look closely at some of the artworks by New Zealand artist Dick Frizzell.
Click on the link to view some of his work http://www.momentumgallery.co.nz/dick-frizzell-artists.html
Dick Frizzell initially worked as a commercial artist after graduating from the University of Canterbury in 1964. This introduced him to the notion of art making as a profession. It also placed him within the environment from which much of his imagery has evolved. Frizzell’s art is humourous yet touching, with a love for the advertisements, billboards and posters from the 1950s and 1960s, such as the Four-Square Man, that are familiar to many New Zealanders.
This was later followed with an exhibition based upon his appropriation of the Tiki in paintings that reinvented this symbol in Cubist and Art Deco style. Although humorous, these works raised questions about ownership of a culture and who has the right to utilise its icons and symbols. Frizzell has received considerable recognition from the art institutions in New Zealand and in 1997 was the subject of a major retrospective exhibition toured by the City Gallery Wellington.
An interesting statistical website
Here is an amazing website which may interest you somewhat whilst investigating statistics.
www.worldometers.info
www.worldometers.info
Sunday, February 6, 2011
Graph Investigator
Click on the link to go to an interactive learning activity which looks at choosing the appropriate graph to show specific information.
http://digistore.tki.org.nz/ec/viewMetadata.action?id=L5903&from=L2VjL2Zhdi9zaGFyZWQvdmlldz9pZD02Nzc1JmZyb209TDJWakwyWmhkaTltYjJ4a1pYSX5abTlz*WkdWeVNXUTlNamt6T0EhIQ!!
http://digistore.tki.org.nz/ec/viewMetadata.action?id=L5903&from=L2VjL2Zhdi9zaGFyZWQvdmlldz9pZD02Nzc1JmZyb209TDJWakwyWmhkaTltYjJ4a1pYSX5abTlz*WkdWeVNXUTlNamt6T0EhIQ!!
Comic Life Tutorial 1
In Room 1 we are using Comic Life to display our learning goals for the beginning of the year. These tutorials will help you learn about the different features the programme offers. I've learnt some new things already so it is very worthwhile viewing.
Thursday, January 27, 2011
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