Tech at Tamaki College

LI: To create a symmetrical design using weaving techniques.

At Tech this Friday, LS2 went back for another session of learning. My group had Te Reo Māori and weaving, but our usual teacher, Matua Adrien, was away. Instead, we had a substitute teacher who organised different activities for us, such as word searches and colouring in. Even though we didn’t get to continue our Māori weaving projects, we still had the opportunity to stay focused and complete the tasks we were given. The activities were a bit different from our normal routine, which made the session feel new and interesting. It also gave us a chance to practise working independently and managing our time. Although it felt unusual not working on our weaving, I still made sure to stay on task and do my best. I’m looking forward to getting back to our weaving next time and continuing my design.

Prime and Composite Numbers

LI: How to identify Prime and Composite numbers.

This week in maths, my group and I learned about prime and composite numbers. We practiced how to tell if a number is prime, which only has two factors, or composite, which has more than two. We looked at examples like 43, which is prime because it can only be divided by 1 and itself, and 60, which is composite because it can be divided by many numbers like 2, 3, 4, 5, 6, 10, 12, 15, 20, and 30. Doing this helped me understand how numbers are made and see patterns in their factors. I also feel more confident now in recognising whether numbers are prime or composite, which will help me in future maths problems.

Lowest Common Multiples

LI: Understanding how to identify the lowest common multiple. 

This week in maths, my group and I learned about the lowest common multiple (LCM). We focused on finding the smallest number that two or more numbers can divide into evenly. We explored different ways to work it out, like listing the multiples of each number and then finding the smallest one they have in common. Doing this helped me understand how multiples work and how to spot patterns more easily. We also looked at examples to help explain our thinking clearly, which made it easier to understand how the method works step by step. I improved my understanding of how to find the LCM and feel more confident solving problems using multiples.

Rounding Numbers

LI : Understanding how to round numbers up to billions’ places and three decimal places.

This week in math, my group and I created a DLO about rounding numbers. We focused on how to round numbers to large place values like billions, as well as to decimal places. We worked together to explain the steps clearly, like finding the place value, looking at the digit next to it, and deciding whether to round up or stay the same. We also included an example to help others understand how rounding works. I got better at rounding numbers and understanding when to round up or keep the number the same. It also helped me practise working with my group and explaining math clearly.

 

 

Leap of Curiosity Narrative Recording

LI: To understand how to create and share a story using our own ideas and digital tools.

This week in reading, my partner and I created our own story inspired by Fly by Night. Our story was about a young owl getting ready for its first flight and learning to be brave.We used our ideas to plan the story, then used AI with Gemini to help turn it into a storybook. We then put our story into a Google Slides and recorded ourselves reading it aloud. My partner and I took turns reading, which helped us practise our expression and confidence.

Once we finished, we shared our work with our principal, Mr Johnston. He asked us questions about how we used Gemini and how we created our story. It made me think more about how AI can help support our ideas, but also how the story was mostly our own thinking.This activity helped me improve my storytelling and teamwork skills. I’m getting more confident at sharing my ideas and trying new things, just like the owl in our story.

Ah Sum Letter

LI: To understand how characters can change their thinking and actions.

This week in reading, we read a text called Bok Choy. It was about a boy named Jacob and a man called Ah Sum, who helped him after he fell into a river. Our task was to write a letter to Ah Sum to thank him properly. In my letter, I thanked him for rescuing Jacob and for giving him hot tea to warm up. I also included an apology for how Jacob acted when William was being mean, because he didn’t stand up or do the right thing. I also wrote about the ancestors paintings in Ah Sum’s hut and how they made Jacob feel calm and safe. It helped me understand how important family and culture are, especially since Ah Sum’s family lives far away in Canton.

This task helped me get better at writing letters and explaining thoughts and feelings more clearly. I’m getting more confident at adding detail to my writing.

Dear Ah Sum,

I am writing to sincerely thank you for saving me from the river last week. I am very grateful for what you did, and I know that without your help, things could have turned out much worse for me. I also want to thank you for the hot tea you gave me. It helped warm me up when I was freezing and made me feel safe and cared for.

I would also like to apologise for the way I acted earlier when William was being unkind. I did not stand up for what was right, and I regret that now. I should have shown more courage and respect, especially towards you.

While I was in your hut, I noticed the Ancestors paintings. They made me feel calm, and I could see how important your family and culture are to you. It made me think more deeply about respect and understanding others, and how important it is to appreciate people’s backgrounds and beliefs.

Thank you again for your kindness and for helping me. I will remember this experience and try to be a better person because of it.

Yours sincerely,
Jacob

Tech at Tamaki College

LI: To create a symmetrical design using weaving techniques.

At Tech, my group and I went back to continue our Māori weaving patterns using string and wood. We used the wooden boards with holes and followed the same pattern to keep our design going. This time, I was able to finish my first weaving, which was impressive to see all completed. For those who finished first, we started a second piece that had to match the first. The goal was to make it symmetrical so that when both pieces are together, they create a full picture and tell a story.

It was a bit tricky making sure the second weaving lined up properly with the first, but it helped me think more carefully about my pattern and colour choices. Each colour still added to the story, and I had to plan how both pieces would connect. I really enjoyed seeing my work come together and how the two weavings can form one bigger design. I’m excited to improve it even more next time we go to Tech.

AI Reverse Challenge

LI: To improve prompts by reviewing and adjusting results.

This week in class, we learned how to use AI with Gemini. I learned that you need to give clear instructions to get a good image. We used something called SDS, which stands for Subject, Description, and Style. The subject is what is in the image. The description is what is happening and where it is. The style is how the image looks, like cartoon or realistic. Using this helped me make better images.

We also did a challenge where we looked at a picture and tried to write a prompt to match it. It took me 3 tries to get my image close to the example, which showed me I needed to improve my prompt each time. This helped me notice small details like colours and the setting. This is the prompt I used: A spotted leopard relaxing on the right with its head facing towards the viewer on a thick tree branch in a tropical forest with palm trees and green foliage around it, created on a white background with a mix of soft sunset yellow and green watercolor art style. Learning this has helped me understand how AI works and how to be more clear with my ideas. I’m getting better at writing prompts and creating images.

Building our class culture

LI: To collaborate to create a piece of art.

For this task, we worked in groups, and each of us got a part of our leader to draw. At first, I didn’t really know who we were going to draw, but the rest of my group already knew about our leader, Jonah Lomu, so they helped me understand why he was important. The task was about working together and learning how to collaborate with people you didn’t really know. We had to share our ideas, listen to each other, and sometimes compromise so everyone could be part of the project. It was cool to see how everyone had different ways of thinking about the drawing and how we could bring those ideas together to make it better. Something I learned from this task was that working with more people can help you get new ideas and do a better job as a team.

The Lady who said “Kia ora”

For reading, we learned about Dame Naida Glavish. She is a woman who helped make a difference in New Zealand. She worked as a telephone operator, and when she answered calls, she greeted people by saying “Kia ora.” Her managers told her to stop saying it, but she kept doing it anyway. She did this because she believed the Māori language is an official language of New Zealand and that people should know about it. Because she kept saying “Kia ora,” the situation got a lot of attention, and even the prime minister at the time heard about it. One thing I found interesting was how Dame Naida Glavish led by example. She showed people how important culture is and how they should respect the land and others.