walt Investigate situations that involve elements of chance by comparing experimental distributions with expectations from models of the possible outcomes, acknowledging variation and independence.

Assessment task: Investigate situations that involve elements of chance by comparing experimental distributions with expectations from models of the possible outcomes, acknowledging variation and independence.

Question 1:

Show your working and answer here (you may need to add a photo of a tree diagram you frew on your little whiteboard): Since Aroha did not play connie, that means either beth played connie or  Delsey played connie. But because we know that Beth played Delsey and won. We can conclude that both beth and Delsey won their first games and Beth won the final.

Question 2:

Car number plates in the land of Automobile have two letters and two digits. How many different number plates could be made using two letters and two digits?

Show your working and answers here 26x26x99= 66924

Question 3:

3a:

Show your working and answer here: 5! = 120

3b:

Show your working and answer here: 5!=120

What is you next step?

Finally, add the screenshots from the 3 IXL activities you did here:

Activity One
Activity Two
Activity Three

Games with minimal or no equipment

In PE we have been participating in a variety of games that require little or no equipment.

Below is the Matrix which shows our progression in this unit of learning.

The table below shows my understanding of games with minimal or no equipment.

(Fill this table in, in as much detail as possible. )

Examples of Games that need minimal or no equipment.	What equipment would we usually need to play these games.	Why do we play games with minimal or no equipment?
seaweed stuck in the mud bull rush man hunt tag french cricket soccer football basketball baseball softball	cones ball bat	so we don't wast time setting up and don't have to get the gear

My Strengths.  

Some things that I have done well during this unit of learning are successfully leading some games with minimal or no equipment because I payed attention during Mr Mullers lessons.

My Next Steps.

Some things I could improve on when playing games with minimal or no equipment are choosing a better game Because people seemed to not enjoy them as much as a game that they don't know

In writing I have been learning to:

• use all basic punctuation independently
• attempt more complex punctuation (eg semicolons, colons, parentheses)

I have been especially focusing on using parentheses and commas. I have highlighted these in green where I have used them as well as other punctuation that I changed because it was used incorrectly. Here is a piece of my writing that shows this.

Being motivational is a key leadership trait. This means that you can motivate students to put more effort into your game and feel better when they succeed. Many of the worlds great leaders have displayed this, one of these leaders is Stephen hawking. Stephen hawking stood out to me because even though he has A.L.S. (amyotrophic lateral sclerosis), he still aspires to contribute more to the fields of cosmology, general relativity and quantum gravity, primarily in the context of black holes. I know that I can be motivational like Stephen hawking as a PAL. This is important to my role because we need to motivate students to participate in our games. I´ll accomplish this by by showing people how fun a game, that they already know how to play can be when it´s modified. As well as being motivational, goal focused is equally important.

TITLE: Square numbers to 100 and their matching square roots.

In Maths we have been learning:

Square numbers to 100 and their matching square roots.

This is part of our basic facts knowledge.

It is important to just know these as we can use this knowledge in other areas of maths.

Here is a link to our online modelling book. https://docs.google.com/presentation/d/1J80dauKkaK9_DTW2Vr6ty1cvbSI5MG3TvjyI3EkfccQ/edit#slide=id.g82207cc6b_0_19

Here are the IXL screenshots that show evidence of my learning.  

My next learning step in Maths is…….Know the equivalent decimal and percentage forms for everyday fractions.