# Reflection-Week 8

Hello this is my weekly reflection.

MATHS

Today during maths we started a new project called my life in numbers. This is a project where we will tell people facts and things about ourselves using many different forms of maths. For example to tell a person my age instead of just saying my age it would be the answer of an equation like, (2 to the power of 3) divided by 2 + (3 to the power of 2) – 1. Some of the things we came up with to have in this project was the amount of days you have lived, your height, when you wake up, your age, how many days to the end of school and the difference between things.

INQUIRY

During inquiry on Monday we were all editing our personal projects. Once I had finished editing the film I showed it to three people who only had one suggestion on what to change or add which was in two of the scenes have the first section of children playing bright and vibrant then when I get excluded have the colour fade away unfortunately I am unable to do that with Corel so I was unable to action that feedback. At the end of the lesson my group got the whole class on the oval and they all acted like it was lunch time everyone was playing games except for me sitting by myself we filmed that shot with the drone from a birds eye view.

WRITING

In writing today I completed a seed and draft about running. I wrote about the heat, pain and breathlessness. I wrote this piece because I recently competed in Run Geelong. One of my favourite lines is the repetitive thud as my feet smack the pavement. I also like the line my pain stricken legs gradually slow and hypnotizing breaths surround me. Next writing session we will be decoration the boxes that our pieces will go home in at the end of the year, we need boxes because some of our pieces have been published in 3D.

# Reflection-Week 7A

Hello this is my weekly reflection.

MATHS

During maths today we completed a problem about a pyramid of blocks. In the question there was a picture of a pyramid shape made from blocks but we could only see one side of the structure, the first question was how many blocks are there in the pyramid. I found the answer to this by counting how many blocks there were on each side of the bottom layer and multiplying them together and so on. After 3 layers I noticed a pattern, the pattern was that if you were six layers down from the top the equation to find the amount of blocks is 6 x 7 and if you are at layer 4 it is 4 x 5. Once you have all the answers to the layer equations you plus them together and you have the answer.

INQUIRY

During Inquiry today we made some more edits to our personal film. First we re-filmed a scene where being bullied (me)was crying and it was a close up of my face, we had to re-film because there was a fake tear drop on my fore head wich made the shot not realistic. We also have planned to tomorrow film a drone shot of the oval with everyone playing games and the drone zooms down on me sitting by myself. Tomorrow we also plan to change a shot where I ask to play but the bullies run away because the bullies were playing rock paper scissors and we will change it to down ball so it is relatable and realistic.

WRITING

In writing today I started writing a piece about a kid who wakes up blind and his dad is acting strange and the child in the story gets more and more suspicious and he wakes up one day and he can see and the man who he thought was his dad the whole time is a stranger. I am writing this piece because I went to a guru session with Mr Panckridge in the session we talked about adding twists to the story to make it more interesting.

# Weekly reflection-Week 6B

Hello this is my weekly reflection

MATHS

During maths this week I attended a maths group on how to find the area of a 2D shape. I learnt that the answer is always in units 2(squared) such as centimeters 2 because there are 2 dimension length and width. To find the area of a 2D shape you multiply the length by the width so if there is a rectangle with the measurements, length=2cm and width=6cm to find the area you do this equation 2cm x 6cm = 12cm (squared) and the area is the answer of the equation but when you write the answer you must write cm 2 for the answer to be correct.

INQUIRY

During inquiry this week we begun our personal project. First we wrote the shotlist to prepare all the shots needed to make the film. While writing the shotlist we made sure to be detailed and include the expressions the actors on screen would have. Once the shotlist was completed and shown to a teacher we begun the filming. Our film was about exclusion so we had shots where the victim looked sad such as a close up of the victims face with fake tears and a really sad expression. I think we might have to re-film the shot where the victim gets pushed over and lots of people walk past and don’t help because the crowd waiting to walk into the shot were already in the shot at the beginning.

WRITING

During writing this week I attended a guru session. The guru session was about making our writing more interesting and adding twists. We all shared our ideas for stories and twists. Then we begun to write the main plot of our story idea onto paper. After the session I continued by starting a seed from my idea, the story is about a boy who wakes up blind and his dad tries to help and takes him to the doctor as the story continues his dad acts stranger and stranger and at the end of the story the boy will wake up and be able to see but the man who he thought was his dad the whole time is a stranger.

# Reflection-Week 5A

Hello this is my weekly reflection.

MATHS

During maths today I attended I maths group that taught me how to find the area of a regular shape. We had 2D shapes so they were made of length and width if the shape was 3D there is also volume. To find the area of the shape you times the length by the width, for example if you had a square that was two cm by two cm, to find the area you would multiply 2 x 2 which equals four but when you write the answer in order for it to be correct you must write cm2 (centimeters squared) this means there is four 1 x 1 centimeters in the square.

INQUIRY

Today in Inquiry we begun the final project for the term. For this project you can make a film about anything but the criteria is

1. Delivers a clear message
2. Is for a specific audience
3. Films to go between 2 and 4 minutes
4. Groups of up to  3

We can make the film using any method we want such as stop motion and many more. My group decided to make a film about bullying, more specifically exclusion. The message in the film will be to make sure you include everyone and the audience could be quite broad but is specifically for years 5 – 6.

WRITING

Today in writing Harry, Sam and I wrote a combined piece with a paragraph from each perspective recounting in description an event that had happened recently. We recounted the time that by chance I was able to tape a fly to Sams arm and then it was squashed and Sam stood still frozen with terror. We decided to write it from each perspective because then you get a better view of the story. In addition during the writing session from the same seed I wrote a piece from the flies perspective, here is my favourite line from the draft “a gargantuan strip of translucent material hurtle closer” in this sentence I am describing tape.

# Reflection-Week 4B

Hello this is my weekly reflection.

MATHS

Today during maths we started a problem called “The Ladder Problem”. We started by looking at a “five” ladder made with popsicle sticks on the ground and we had to draw it in our books in the sections we saw it. Next we described how we saw the ladder in words so someone who could not see the ladder could create it. Here is my description. I see two sets of 6 sticks placed in a line vertically with a gap in between each set, get 5 green sticks and place them horizontally touching each connection between the sticks on the vertical lines.

WRITING

Today during writing I published a piece called fear. This piece was a poem using a structure where each line was a sense such as see, smell and feel. Using the structure, you pick an emotion and describe it using five senses. I decided to write a poem because I wanted to challenge my self and I usually write descriptive pieces. I decided to publish the piece on a simple black piece of paper with white writing because I think it matches the piece really well.

INQUIRY

During Inquiry this week we submitted our first drafts for our zoo conservation film. After we had submitted we put our computers out with a feedback sheet for others to watch and write feedback. Some of the areas that people thought were great were the choice of music and that the film captured the “save our species” message. The area I needed to improve on was making the audience care for the animal. I attempted to do this by adding pictures of the baby crocodile.

# Reflection Week 3

Hello this is my weekly reflection.

MATHS

During maths this week I have been learning about angles and how to measure them. I have learnt that if all your sides on the triangle are different you put one dash through one side, two through the next and three through the last to show that they are different. I also learnt that for the triangle to be connected all the angles must equal 180 degrees. The final thing I have learnt during maths sessions this week is that an isosceles triangle is a triangle with two equal sides and to show this in a diagram you put one dash through each of the equal sides.

WRITING

In writing today our class wrote poems. We started by having three minutes to write as many words on a page about apples as we could, once we were done we had the choice to follow three poem structures to write our piece. I chose a structure were a few instruction to describe your apple such as “the topic is a colour” and you write “an apple is a fierce red” and many more. The second poem I wrote was about an emotion. First you picked a emotion and you had to describe it as smells, sounds, colours and a few more. The emotion I picked was fear because this is an emotion that can be described in a lot of ways.

INQUIRY

During inquiry this week I begun editing my zoo project film. The first step in editing was to record my voice overs, I recorded them in several parts so I could have pauses in between sentences. Next I put all the footage onto corel to start editing. After all the video clips were in the right place I lined up the audio tracks to match parts of the film and left a few couple second gaps in the audio every now and then to have more of an impact on the viewer. Next session I will get three pieces of feedback to further improve my film.

# Learning This Year

This year in inquiry we have been learning about introduction to media. In this there are three sections, Photography, Film and Audio. The first Section I completed was photography. In this we learnt the rules of photography such as the rule of thirds where you divide the frame into a tic tac toe board and position the main interest of the photo across the intersections. After we had learnt these rules we took photos following them and wrote a small definition of what they meant. Here is the final product of what I wrote.

In film each group created a how to film. In this section we learnt the different shots and angles like, close up, extreme close up and  mid shot. We also learnt about different audio such as voice over or piece to camera. Unfortunately our group has not completed editing or post production of the film so I am not able to put our how to film. When we have finished the film I will post it here.

The final section is audio where we have learnt how to use the different types of mics such as a shotgun mic and learnt how to edit on corel. We also made a document called My Filmmaker Handbook this is where we wrote everything we had learnt. Here it is.

In English we have learnt about commas and when  to use them. They can be used when listing for example “I need oranges, bananas, tomatoes and cabbages”. They are also used to have a breath in the middle of a huge sentence and separate extra description and information that has been added like “the boy walked past” or “the boy, holding some oranges, walked past”.

During Maths sessions we have recently learnt about roman numerals. Before this I have had no prior knowledge of roman numerals but I have learnt a lot like if the smaller number is placed before the bigger number it will take that much away.

I = 1  V=5  X=10  C=100 Here are a few of the roman numerals I learnt.

The final subject I will talk about is sport. In sport we have focused on our aim. We learnt that there are a lot of things that effecting your throw or kick. The things that are the most important are to follow through in the direction you want the ball to travel, the angle can effect the height the ball reaches and the strength at which you throw effects how far the ball goes.

I have learnt lots the past couple weeks and I am exited to learn more.

# Icecream and Clothes

Over the past few maths sessions we have worked on the same problem set out in different ways, this maths was . The first problem was the number problem. We all chose three numbers and then tried to find all the possible combinations. Everyone had the same strategy, an organised list or a random list. it wasn’t very efficient and I don’t  think anyone actually found the answer.

The second problem was the icecream problem. There were three different flavours and three different size cones and we had to find all the combinations. It was the same problem but it made us think about it differently. Most of us came up with a different strategy for example, the tree diagram, I used an array, it worked much better than the organized list and was much more efficient because if you did it for one cone size you could just times it by three.

The last problem was the holiday clothes problem. There were lots of different clothes and we had to find out all the outfit combinations. For this problem my strategy was the tree diagram, it was definitely the most efficient strategy. But It took me two tries to figure out the answer because the first time I made the mistake of not drawing all the types of clothes on the diagram.