Ford's+Journal

__//**Journal entry 10 march**//__ We are learning about time and temperture.I would like to learn more about where the time change lines are. We will be looking more at times zones over the next few days Ford. Mrs Breeds.

W.A.L.T. We are learning about different time zones around the world and how to calculate time differences. GMT:greenich mean time is the centre of time in the world also said as UMT:universal mean time every place in the world has a time zone either behind on or ahead of GMT to the right of the GMT time line are all the areas ahead of GMT to the left everywhere behind GMT. On some world maps you will be able to see the timelines and know where each section of time is. The reason there is a time difference is because of the sun which can't cover the entire world all at once so in some areas they are a whole day behind or ahead of others. Great explanation. You could've also given an example of how far behind NZ a country is because of the time zones.
 * //__15 March journal entry__//**

WALT: we are learning about exchange rates for currency. If I have $400 NZ and exchange it in France when the currency is 0.4935 to NZ you would need to times 400 by 0.4935 and then you will have your exchanged amount:197.4 France currency. A clear explanation.
 * //__18 March journal entry__//**

WALT: we are learning about the difference between celsius and farenheit for tempature. we have 2 different ways to measure tempature celsius and farenheit celsius is the newer and more commonly used measurement though some countries like America still use the older less understood measurement of farenheit. There is a specific formula that gets you from celsius-farenheit and vice versa that formula is= celsius-farenheit (F-32)x5/9=farenheit, farenheit-celsius =F/9x5-32= celsius eg:68d farenheit= 20d celsius. CELSIUS = F-32*5/9 - you've gotten yourself confused!
 * //__19 March journal entry__//**

__**//23 March journal entry//**__ WALT : use albabraic working and thinking to solve decimal subtraction problems. this strategy is great for working out difficult decimal problems like 4.75 - 2.89 all you have to do is add or takeaway the exact same number from each decimal for this equation you would add on .11 so the equation was 4.86 - 3 = 1.86 a lot easier to work out this strategy is always something to remember and I really enjoyed using it. eg: 5.93 - 2.15 -.15 = 5.78 - 2 =3.78 an easy to use strategy made this alot easier. I am please you enjoy using this strategy as it is very useful when doing decimal subtraction in your mind. TC​

WALT: we are learning to use temperture as a tool to help us with interger problems. interger numbers arn't fancy ways to say decimal or fraction they are just plain whole numbers that can be positive or negative e.g -4, +8 etc. tempatures are great ways to practise interger problems e.g +20 degress celcius - -8 degress celcius= 28 because negative is cold and your taking away cold meaning you're adding warm. ​ It is definately a good thing to keep in the back of your mind when working on integer problems. TC
 * //__25 March journal entry__//**

WALT: add don't subtract when working on subtraction problems. This particular strategy is not the simplest way to work out subtraction though it is useful if you struggle with subtraction and are strong with addition. To write a problem with this strategy you first need a subtraction problem e.g: 23.68 - 12.43=? to change this from sub to addition you must look at the problem upside down e.g:12.43 + ? = 23.68 then all you need to do is work out what ? is. e.g: 12.43+ 11.25 =23.68 12.43 + 11=23.43 .43 + .25 =.68
 * //__31 March maths journal__//**

__//**30 April journal entry**//__ On the 26 we learnt how to use a histogram. A histogram is a bit like a colum graph but lists data in a different way e.g the height of tulips was our first practice with histograms, down the Y axis we listed the number of tulips going in 2s 16,14,12... along the X axis we listed the hieghts in CM from 21-29 then we put in collums going from the end of the specific height (21)height to the Y axis number that were that tall. (10 tulips are 21 cm high). How are you feeling about some of the stuff that you may have missed? i'm trying my best to catch up.

Box and whisker graphs Box and whisker graphs are great for fing the average and median in a group of numbers this is because box and whisker graphs record a group of data e.g 12,7,3,13... and form it into several sections the most known are the 'minimum, lower quartile ,median upper quartile and maximum inside the box is where the most common area is and the median outside the box ,on the whiskers, is where the least common or highest lowest data is. Are you confident with the interpreting of this kind of graph? yes.
 * //__6__// //__May journal entry__//**

__//**19 May journal entry**//__ Today we looked at how to do excel graphs with a quick online lesson.

today I was looking into my teaching mobile with a quick draght on some ideas I got Mathew to look at it he says I need to expand it at home
 * //__24 May journal entry__//**

Today we had a knowledge test which covers from stage4-stage8 each stage was placed in a bank of 8 questions which gradually got more difficult. How did you on this - it is important to discuss this within your journal.
 * //__25 May journal entry__//**

__//**31 May journal entry**//__ I need to practice my speed when working out factors because in the IKAN test one of the questions was what are the factors of 81? and I couldn't work all of them out in time. I need to improve my ablity to work out area and perimiter because I usually make a small mistake when working with complicated shapes or if I have little data on what I'm doing. Good goals to look at Ford. We will be doing some more work on factors during the year - but keep your goal in mind and look for opportunities to work on this. There are some great online activities.