Year: 2026

Cube and Cube Roots

LI: How to calculate cubes and cube roots of numbers.

In maths, my group created a DLO about cubes and cube roots. We learned that cubing a number means multiplying it by itself three times, and a cube root is finding the number that was multiplied to make the cube number. For example, 3×3×3=273 \times 3 \times 3 = 273×3×3=27, so the cube root of 27 is 3. While making our DLO, we used examples and diagrams to help explain our thinking clearly. It was interesting learning how cube numbers connect to the edge lengths of cubes and how maths can be shown visually as well as with numbers. This task helped me understand cubes and cube roots more confidently. It also helped me practise explaining maths ideas in a simple and organised way while working together as a group.

Learning conversation

LI: To have learning conversations to strengthen you connections to characters and events in the text.

This week for Reading, LS2 explored the Holocaust story and looked at how the author creates mood and atmosphere throughout the story. We noticed that the language used helps build tension and shows how different characters see events in different ways.

We also discussed contrast between the characters and how their experiences are not the same, which helped us understand the deeper meaning behind the story. By sharing ideas in our group, we were able to make stronger connections to the text and think more carefully about what the author was trying to show. This activity helped me understand how writers use words and description to create mood and shape how readers feel about characters and events.

 

Algorithm addition with decimal

 

In maths, my group created a DLO about algorithm addition with decimals. We learned how to line numbers up correctly using place value and decimal points so the equation stays accurate. We also learned that adding a zero as a placeholder can help make decimals easier to solve.

In our example, we added 51.40, 80.60, and 38.75 together using the vertical algorithm method. First, we lined up the decimal points and place values carefully. Then we added each column one at a time, starting from the right. When the total was more than 10, we carried the extra number to the next column. Our final answer was 169.75. This activity helped me understand how important place value is when working with decimals. It also helped me become more confident solving decimal equations and explaining my maths thinking clearly.

Sentence structure

LI: To vary our sentence lengths to create pace and impact.

In reading, my group created a DLO about sentence structures while learning about The Boy in the Striped Pyjamas. We looked at simple, compound, and complex sentences, and how different sentence lengths can change the mood and feeling of a piece of writing.

As part of this task, we made our own examples and explained how each sentence type works. We also created AI images to match the scenes and atmosphere in our writing, which helped make our DLO more detailed and interesting. I liked seeing how different sentence styles can make writing feel more tense, emotional, or dramatic.

This activity helped me improve my understanding of sentence structure and how authors use language to create impact for the reader.

Tech at Tamaki College

At Tech this Friday, LS2 went back for another session of learning with Matua Adrien. My group continued working on our Te Reo Māori and weaving projects. We used string and wooden boards with holes to carry on our weaving patterns and focus on making our designs symmetrical.

This session helped me think carefully about my pattern, spacing, and colour choices so both sides would match properly. It took patience and concentration to keep the weaving neat and follow the correct pattern, but it was satisfying seeing the final design come together after working on it over multiple sessions.

I enjoyed continuing my weaving and improving it from last time. It was interesting seeing how all the different colours and patterns connected to create one final piece. This activity also helped me practise being focused, creative, and careful with my work.

How to take notes like a caveman

LI: To learn extract only the most critical information from a text.

In this task for Inquiry, we learned how to take notes like a caveman. This means focusing on short notes using keywords, symbols, and quick phrases instead of full sentences.

We practised picking out the most important information and leaving out the extra details. This made our notes faster to write and easier to understand when we look back at them later. We also used things like arrows and short forms to link ideas and keep things simple. It helped us focus on the main ideas instead of writing too much. Overall, this task helped me learn how to take clear, simple notes by focusing on the key points and keeping everything short and easy to read.

Significant Figures

LI: To understand how to identify and round significant figures.

This week in maths, My group has been learning about significant figures. These are the digits in a number that show how accurate it is. I learned how to identify which numbers count, especially when zeros are involved, as they can sometimes be tricky depending on where they are in the number. We also practised rounding numbers to a certain number of significant figures. To do this, I had to look at the next digit and decide whether to round up or keep it the same. At first, it was a bit confusing, but after practising, I started to understand the patterns and rules more clearly. This learning helped me improve my accuracy when working with numbers and made me more confident in rounding and identifying significant figures.

Highest Common Factors

LI: To understand how to identify the highest common factor.

In maths, we have been learning about highest common factors (HCF). This is the largest number that can divide into two or more numbers without leaving a remainder. To work this out, I found all the factors of each number and then compared them to see which one was the highest they both shared. At first, it was a bit challenging to keep track of all the factors, but as I practised more, I started to notice patterns and became quicker at solving the problems. This helped me understand how numbers are connected and how it works. I now feel more confident finding the HCF and explaining my thinking clearly.

Summer Learning Journey

LI: To celebrate our success and reflect on our Summer Learning Journey.

At the end of last week, PBS celebrated the Summer Learning Journey with a special assembly. Mrs Grant joined us to give out certificates and prizes, and I was proud to receive one for taking part. I liked doing the SLJ because it made the holidays more interesting and gave me chances to keep learning new things. One activity I really enjoyed was creating a pick-a-path quiz about the wildlife of Aotearoa. I researched native animals and invasive predators and learned how they survive and interact with each other. Looking at images and videos helped me understand what makes each animal unique. Which gave me lots of fun and interesting activities to complete. It was a great way to stay engaged and keep learning instead of getting bored. I liked how the tasks were creative and allowed me to explore different topics in my own way.

Painting The Town Mural

LI: To design a mural for our community that connects to my culture.

In reading, we read and learned about the text called Painting the Town by Renata Hopkins. The text showed how murals were painted around Christchurch after the 2011 earthquake, which destroyed a large part of the city. These artworks helped make the environment feel brighter and more positive while the city was being rebuilt. As part of this, we designed my our mural. My mural represents where I am from and what my community means to me. I included ideas that show what my area means to me and how it looks from my perspective. This task helped me understand that art is not just for decoration. It can also share messages and bring people together. I think the murals in Christchurch were important because they helped lift people’s moods and made the city feel more alive again.

Something interesting about this activity was how the murals in Christchurch were used to bring hope and positivity after the earthquake. And for me being able to show where I am from and what my community means to me through creating my own mural design.