Making the Titanic ship

Tristan's Fractions Learning Story

Learner: Tristan Learning Coach: T.Dillner           Date: 10.6.16

Learning Area: Maths             Key Competency: Using Language, Symbols & Text, Managing Self

Learning Observed

Tristan was using Mathletics as part of his daily learning. The task that he was completing involved finding a fraction of a group e.g. ¼ of 24 or ⅜ of 32. While he was doing this, Tristan didn’t fully understand what the question was asking him to do. Tristan made a capable learning decision and came to look for help. This shows that he was also curious to know the answer and extend his knowledge. First of all Tristan collected some counters so he could physically move the materials around and understand how to make even groups. Then he practiced his basic facts by completing simple multiplication equations like 3x4, 8x3, 6x4. Afterwards, Tristan was able to complete the set Mathletics tasks on his own without using the counters to help him. Tristan - “I was learning about fractions. When I was learning I was moving the beans to make groups to have the same numbers. I was curious because I was asking questions.”

Evidence of learning

Next Learning Steps

Keep it up with making great responsible learning choices. Practice more fractions based Mathletics tasks at school and at home. Attend some of the opt-in Maths workshops about fractions.

Survival Swimming Narrative

Learner: Kim, Tristan and Zeill                Learning Coach: Mr Hattie          Date: 1 June 2016

Learning Area: Learning Habitat 1 - Survival Swimming Session

Learning Observed

For our Community Swimming Sessions we get at Ormiston Primary School we go through two Survival Swimming Sessions. This is a way to teach those skills that they will need in the event of an emergency around water. For example, if the learners were on a boat knowing to correct way to put on a life jacket and how to enter the water while wearing on so that you do not fall out of it. These are important skills to have. The learners had to put on a life jacket and they learnt how to safely enter the water while wearing a life jacket. This was the first time that they had all learnt this skill and at first they were a bit worried about entering the water backwards but by the end of the session all of them had successfully entered the water and swam themselves to safety. Learners understanding of their learning: Kim: I was excited about falling in and I made sure I held my nose so that water wouldn’t get in it. Tristan: I had to fall into the water backwards and swim to the other side. Zeill: I learnt that I have to go in backwards to the water. It was fun.

Evidence of learning

Kim, Zeill and Tristan about to fall back into the water correctly.

Next Learning Steps

Kim, Tristan and Zeill’s next learning steps are: How to respond when caught in the rip. How to swim to safety while in a life jacket.