Day: June 21, 2022

Ratios to Percentages

LI: To solve word problems that involve moving between fractions, ratios, decimals and percentages.

For this task, we have been learning to solve equations where we convert ratios to decimals, fractions then percentages. We completed multiple tasks that help us understand the process of conversion starting from ratios. Our finishing challenge was to create a DLO that explains the process of converting these areas of maths and how to find the percentage of an amount using ratios.

To complete this process, first identify the ratio in the equation. Then, add both numbers of the ratio to find the denominator of the fraction. Next, mutliply or simplify the numbers of the fraction until you get the denominator to a common multiple of 100 or 10. Then, the numerator divided by 10 or 100 becomes the decimal. Multiply the decimal by 100 to get the percentage. An example is shown on the slide so that it is clearer for the audiece to understand and be able to solve similar equations in the future.

Exploring Mood and Atmosphere in WW1

We have been exploring the ways writers use words to create mood and atmosphere in a text. Our group used a text we read in class called ‘The Soldier Who Never Returned.’ You can see the ways the author used different langauge features to create mood and atmosphere in this text by looking at the examples we have highlighted and explained in our DLO.

My favourite example in the text we read was ‘As it waits for the soldier who never came hom’ because the author had used personification, which is giving an object a human like reference to the bottle, which still waits for its owner till this very day.  

I found this activity enjoying, because it helped me to learn new language features, which also helped me to identify them in the texts that my group read. 

Kapa Haka Performance | Library

Today, the senior Kapa Haka group performed at the Panmure Library, to celebrate Matariki (Maori New Year). The audiences that we presented it to where different kindergartens, parents, librarians, and other public pupils as they also came to celebrate Matariki.

The first song we performed was E te Ariki. This is a traditional Maori hymn, and we performed as a waiata.

The second dance we presented was Tamaki E. This action song is a traditional welcoming song for the people. It reminds the audience to come onto our school grounds bringing the memories of their tipuna (ancestors).

The third dance we carried out was Rona. This dance is a poi and a taiaha item. It is an item about the moon, and how Rona is lonely up in the night sky.

The fourth item we performed was Tuia. Tuia is our second action dance. This is about the birds flying above the high sky. 

The last item we presented was the Haka. The haka we performed was our school haka and was the first time we have presented it in public

I enjoyed doing this performance because this allowed all of our performers to build up their confidence to perform, and also work as a team. 


LI: To make an informed opinion.

A provocation is an action or speech that triggers strong feelings about a topic. Over the last few weeks we have been learning about the experiences of the men of Te Hokowhitu – a – tu, the first Maori Battalion in WW1. These men had very different experiences to the men who sign up today. Our challenge throughout this unit has been to answer the question: Should the men of the native contingent have had the right to prove their mettle at the front? After completing the tasks and reading a wide variety of texts our group’s response to the provocation was our overall opinions on the activities that were set for us.