Marvellous Maths

Welcome back to Term 3 ! 

In Tautoru we continue to build our excitement around Maths.   There are plenty of opportunities for our students to be creative problem solvers that can think flexibly.  Our maths programme has key components that we take into consideration when planning including having our finger on the pulse when it comes to meeting a diverse range of students needs.  We aim to keep maths exciting, creating an environment where maths is always an option or a choice and a priority. 

Developing strong problem-solving abilities is so important. This means teaching a variety of strategies to approach and solve mathematical problems, rather than solely focusing on rote memorization that some of us would be familiar with from our schooling.

Connecting mathematics to real-life contexts helps students see its relevance in their world, fostering greater engagement and motivation to learn.  It is quite interesting once you have your ‘maths eyes’ on how many maths opportunities also present themselves during play.   We have a variety of materials available throughout the day where our students can explore mathematical concepts and practise their maths learning. 

Developing critical thinking skills involves analyzing and evaluating information. This is important  in maths as students learn to assess different approaches and solutions to find the most efficient strategy for a problem. 

We work in a range of different ways in Tautoru.  Our mixed ability groups offer the benefits of collaborative learning.  Students discuss ideas, explain their reasoning, and learn from each other’s perspectives. Communication skills are also vital for communicating mathematical ideas.  We are determined to learn 20 new maths games this term and each of these games builds on maths skills, developing number knowledge and strategy.  

Maths Games are also selected to consolidate and reinforce teaching and learning and something students can choose to do throughout the day.    Here are this week's maths games as examples:

  

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Pests, Predators and Our Precious Place.

 Pests, Predators and Our Precious Place. 

In Tautoru we have branched out of our Innovation and Invention Inquiry to look at inventions that help our environment and all things in it.   We were lucky enough to have had a Zoom session with an Expert - Laura who talked us through her volunteer work with Predator Free Initiatives.  We asked lots of questions and were particularly interested in how pests and predators were introduced.  

We have started off looking at the native creatures we have in our special NZ bush and forests and the impact that introduced predators and pests have had on this unique ecosystem.  As part of our inventions work we have been looking at traps, tracking tunnels and chew cards. We are looking forward to making some of these next term to see what creatures we have in our ‘backyard’ here at Worser Bay School.  We have had some interesting discussions about our pet cats.  

We know that our NZ forest and bush has a unique layer system that requires us to think carefully about different creatures.  We know that kiwi are flightless and spend most of their nocturnal time on the forest floor foraging.  They have a rare chance of fighting off a possum, stoat or feral cat so this is why maintaining predator free environments is so important.  We know that hedgehogs eat native birds eggs too !! 

Our learning will continue next term where we will be designing and creating inventions that help our environment or attract native species back to our place. 

We have been mind mapping all we know so far.  

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Te Whakanuia a Matariki me Puanga 2024

Our Tautoru students have been recapping our knowledge of Matariki and Puanga.  Here is some art we created.  Each segment uses pictures and patterns that represent the different stars. 

• Waitī is associated with all freshwater and their food sources that are sustained by those waters.

• Waitā is associated with the ocean and all life. 

• Tupuānuku is associated with foods grown in the ground such as kūmara.

• If Tupuārangi is hard to see at Matariki - kai from the sky will be scarce. If she is bright – there will be plenty of food from the sky.

• Waipunarangi is associated with the various forms of rain throughout the year as it falls from the sky, nourishing all living things.

• Ururangi connects us to the different winds . 

• Hiwa-i-te-Rangi is the youngest star in the Matariki cluster and is connected to our dreams and aspirations.

• Matariki signifies reflection, hope, the gathering of people, and our connection to the environment.  Matariki is connected to our health and well-being.

• Pōhutukawa connects us to our loved ones that have passed .

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The celebration of Matariki, the Māori New Year is accompanied by all sorts of traditions, some traditional and some contemporary.   Iwi in Te Whanganui a Tara celebrate not just the rising of Matariki, but also Puanga.  

Puanga is a single whetū and is not part of the Matariki cluster but appears in the evening sky shortly before Matariki rises each year. Puanga rises higher in the sky so it’s recognised by iwi and hapū that can’t see Matariki from their location.  The brightness and clarity of the stars was a predictor of how abundant the harvest would be in the coming year.  

Different locations and landscapes mean that in some areas only Puanga can be seen.   Te Whanganui a Tara and our location mean we are surrounded by hills and mountains, making it a great place to view the stars.  The special site where we stand was referred to as Whetūkairangi - Stargazers.   

Creative Writing

 Writing is a very important part of our curriculum. 

In Tautoru at the moment we are learning how to write about something without giving away exactly what it is. We call this "showing not telling", and this is a fun and challenging way to learn how to write a description.

We are all at different stages with personal goals and next steps we are working on. These all demonstrate how we are re-reading our writing to check it makes sense and giving editing a go.

Here are some examples of our draft writing...

We have written about a variety of things, from a secret cave: 

...to something inside the classroom (think whiteboard, clipboard, pencil):

to something outside the classroom (think big slide, tyre, monkey bars).

Computational Thinkers

You've probably heard your tamariki mention that they've been taught to 'think like a scientist' but have you heard our new inquiry goal . . . to think like a computer! 

By this we are referring to computational thinking. Computational thinking involves breaking tasks down into the smallest of steps. The New Zealand Technologies Curriculum at Level 1 defines computational thinking as using "decomposition skills to break down simple non-computerised tasks into precise, unambiguous, step by step instructions (algorithmic thinking)." The instructions created are then tested out to identify and fix any errors. 

To practise thinking like computers we have been creating and following our own codes. We've been creating grid artwork, learning to read a grid maps and learning to give and follow instructions involving turning, left and rights to reach a target. We've also been using codes to make music, which you would have seen at this weeks assembly!

This week we've been putting our computational thinking skills to the test, giving classmates a code to follow to reach an object in the class with their eyes closed. We've also been helping each other complete an obstacle course with step by step instructions. The most important thing about computational thinking is specificity. If we don't tell a classmate to turn left (from their orientation, not our own) or take small steps, the correct outcome will not be reached. 

Check out these photos of what we've done so far, and ask your tamariki at home what it means to think like a computer.

 

The Arts Galore !!

‘The Arts’ are not just about the visual art spread across our colourful classroom walls but also about experiencing dance and movement, drama and music.  The arts nurture creativity and innovation, essential and important skills for today's world.  Our students are able to learn to think outside the box, solve problems creatively, and approach challenges with their imagination.

The arts develop self-expression and self-confidence.  Students learn to communicate their thoughts and feelings and their worlds full of ideas, while enhancing their social and emotional well-being in the process.  Participation in the arts helps us experience our Positive Emotions such as joy, satisfaction, and pride.  While we are creating, singing, listening to or making music, moving and grooving we are able to experience feelings of mindfulness, happiness,  joy and sometimes even an appreciation of beauty and excellence.  

The opportunities keep on coming this term !! 

NZSO Firebird 

We have had our trip to NZSO Firebird.   We got to explore the story of the firebird and see how Stravinsky used the orchestra to bring this tale to life.  There was plenty of learning prior to the trip in preparation and loads of audience participation throughout the show.    There is plenty of inspiration flowing after this trip.  

https://www.nzso.co.nz/the-nzso/learn-and-engage/schools/schools-concerts/the-firebird

Whānau Days 

We have 3 whānau days this term.   Our Whānau Days are opportunities where we can make links across the curriculum to a number of different areas.  Our big focus is ‘The Arts and Te Ao Māori’.  We are connected across the school in whānau groups.   Your child/children and their siblings work together during whānau days  getting  to experience working with all our teaching staff too. 

The children are learning skills in dance and movement, drama and music.  They are also able to deepen their understanding of our pūrākau.  These pūrākau have been passed down to us by Kura Ahurea and have a specific Mana Whenua perspective.  We are grateful for this knowledge and the  beautiful stories that link so closely to our local and unique environment.  The Pou have been instrumental in these whānau days as a catalyst for seeking knowledge and sharing knowledge, inspiring us to tell our stories.   

Hayley, Carl and Suz’s Whānau Group focused on deepening our knowledge of Atua and their importance to our environment through drama - role play and freeze frames.  The students worked in small groups  to portray their knowledge of 10 different Atua Māori.  These Atua were chosen from the Pūrākau of Ranginui and Papatūānuku and Ngā Tamariki a Ranginui rāua ko Papatūānuku.  The students  used their bodies to make sounds, enhancing their role play and freeze frames.    

Tinkering and Exploring the Past

We have thoroughly enjoyed our time tinkering with and learning about gadgets and gizmos from the past.   We know that most inventions have changed over time to meet new needs that emerge.  We went to the Tautoru University to learn about a famous inventor Alexander Graham Bell. We learnt that Alexander Graham Bell invented the telephone as a way of improving communication and how communication was able to happen.

We have been learning to take notes as we watching short learning clips about inventors and their inventions. This is also another opportunity to work on our individual writing goals within Inquiry.

We have been learning to put the information into our own words. This also connects to our reading goals of summarising, retelling and making connections.

Here is an example of the comparisons we have been making.

This week we move on to computational thinking so watch this space.