Emily's+Journal

__ 10 March __
Today I've been about time from the FIO books. Remember Emily - a journal entry needs to explain what you have learnt in your lessons, not what you have done. Have a read of the guidelines on the 'Learning Journals' page.

__ 19 March __ //WALT about the difference between celcius and farenheit for temperature//. To convert from farenheit to celcius the formular is: C= (F-32) x 5 / 9 For example: 73 degrees farenheit to celcius you go 73-32 which is 41, x5 which is 205, /9 which is 22.77 so we round that to about 23. The reason why we have two measurements is because farenheit was used way back though some countries like America still use it. Celcius is like a simplified version of farenheit. You have a good explanation and demonstration of how to use the formula we'd discussed Emily. You are correct in saying that Fahrenheit is the 'old' temperature measurement, but your last sentence is incorrect. Celsius and Fahrenheit are completely different measures of temperature! This is a much better journal entry though.

__25th March__ //WALT use algerbaric thinking to solve decimal subtraction problems.// Today and yesterday we learnt how to simplify subtraction problems by adding or subtracting to the number that's subtracting to make it a whole number, and doing the same to the other number. For example: 22.233-11.298? You want to make the subtracting number a whole number, so you could either go: 11.298+.702=12 or 11.298-.298=11. Say you subtract .298 from 11.298 to get 11, you have to do the same to the number that is being subtracted. So it's 22.233-.298=21.935. So know the equation is, 21.935-11=10.935 I am pleased that you have learnt how to do this. How do you feel about using this strategy? I think it is a very useful strategy for long numbers and I find it a simple strategy that I would use for (like I said,) long numbers.

__29th March__ //WALT use temperature as a stratergy to help us add and subtract integers (positive and negitive numbers).// Today we learnt a stratergy to help us add and subtract integers, which I learnt today are positive and negative numbers. We used temperature to help us. For example: -5+-10=? To help, we used temperature. -5 equals -5 degrees, and -10 equals -10 degrees. Please let me know if this is a strategy that is useful or not? I am glad you have learnt it but would love to know whether you will use it. I probably would use it but takes time for me to get my head around it.

__27th April__ Last week we learnt how to use different graphs. I learnt what a: Histogram (a type of bar graph that shows continuous data), Stem and Leaf graph (a graph that shows discrete data), Dot Plot ( is a graph -sort of similar to a bar graph but dots- and shows discrete data), Scatterplot (a graph with dots that show continuous data) was. I find that the scatterplot is the hardest for me because you need to measure the data very acurately. That is a lot of learning in a week Emily. Do you feel confident in using all of these and feel confident that you can choose the right graph for the data you are displaying? I __4th May__ //WALT Evaluate statements about graphs.// Over the past few days we have been looking at surveys or questionaires. We've been looking at different questions to make a good survey. The first question is the most important, though it won't give you much information. The other questions make the survey and need to be very specific. You also needed to make sure if you have repeated the same question but using a different way of saying it. I think this activity will help me make a better survey/questionaire for our statistical investigation. I hope so Emily. I am not sure what you mean about asking the same question in a diffferent way - can you explain this to me? //eg. Do you eat junk food often? never often always// //Do you eat alot of junk food? no yes maybe// //How many times do you eat junk food in a month? 0-3 4-6 8-10 11 and over//

__14th May__ //WALT make a survey/questionaire for our statistical investigation// I found writing my survey was a slighty hard only because I couldn't think of any questions. But instead of wasting paper and printing hundreds of copies, I now have to go round all the classes in the school and survey them personally, which I will find very nerve-racking I think you will be fine Emily. You have a great idea and hopefully with teacher co-operation will get some interesting data. See me about a good time to do this. What about testing your questions and technique on friends and family - it will give you confidence through practice and you will be able to refine your questions before you start your investigation? Mr C

__20th May__ //WALT use excel to display data in pairs// We went on to a excel tutorial on the internet. For me I don't think it helped much but if your not very good with computers it probably would. Yesterday we did ou maths Olympiad, I got 4/5. I would've got 5 if I calculated the first question properly because I added too much. What skill/strategy could have ensured that you got that question correct? Did you estimate? No, I didn't estimate (but I should of).

__24th May__ Most of my time in maths today was helping count surveys into piles of thirty. It took about half an hour to do that. What I might of slightly improved on in maths was probably counting up to thirty! I was going to go round to each class to survey them, but I didn't get time.

__31st May__ I probably need to check my answers in problem solving, using different strategies. I also need to manage my time wisely (I am mostly always late for everything) so I can finish tasks on time (or finish a test). Thats all I can think of but I'm pretty sure there's more. A very good Habit of Mind to work on Emily - persisting.