BattleShip Maths Part 2

We evolved our previous game of battleships, trying to create a ‘perfect game’. We thought that there needed to be more player involvement in the game and that it should be designed so that there was always one winner. These are the variations that we came up with

  • all players start on a square.
  • after every five squares are called out, the players who are hit leave the board, and the remaining players can move to any other square on the board that does not have another player in it.
  • this continues until there is a set of five squares called and no players get hit.
  • at this point, remaining players occupy two squares with their legs straddling a divide.
  • squares are now called one at a time until there are two players only remaining.
  • The last two players occupy four squares each and squares are called until both players have all four of their squares hit.

We played this several times and we are confident it is the best variation that we could hink of.

By Chris, 6HU


Battleship Maths

As a follow on from our Zombie Maths activity yesterday, we played class Battleship in Maths today. We got the idea from William Chamberlain who commented on our post and shared his class blog post about his class learning the same type of Maths. As a nod to this international sharing, we decided to give his lesson a go – with a few changes.

Our Battlefield

First, we marked out a 5×5 grid on the carpet and labelled the axis.


We started the activity with the students laying out their ‘ships’ on their own 5×5 grids. We had a 4, 3 and a 2 square ship to lay out on the grid anyway we liked. Then we placed our ‘soldiers’ on the grid squares one by one and the students marked them off, much like a game of Bingo. We decided to award both the first and the last place getters, as the ‘winners’ would be the first to have their ships sink, and the ‘losers’ would be the survivors!

After this first game, we found that most of the class were finishing at the same time. Putting a gamification hat on, I asked the students, how we could change the game to alter the way the results played out. Ideas included fewer players, more squares and a different number of ships.

It’s a hit!

What impressed me the most was an idea that suggested the outcome be altered. There were 25 squares, corresponding with 25 students in the class. The suggestion was to give everybody a square, then there would be only one winner. It was proposed if the fairness of the game could be altered by

Placing the soldiers on the grid

letting players choose their own square or whether the players should announce their square to other players. I was noticing that the game of Battleship had evolved into the design of a fair chance game. This impressed me because it showed the kind nature of my students in wanting the game to give equality to all participants.

The irony of this in a competitive context was not lost on some of my more ‘enthusiastic’ students who

‘complained’ that this wasn’t really a game anymore, as there was no strategy, only pure luck. I pounced on this as an opportunity to have the class define in their own way ‘what is it that makes a game?’ and how we could change the rules and parameters of our ‘Battleship Activity’ to create the best game we could.

I’m looking forward to seeing what they come up with!

One of our brave soldiers


Note: We have updated the rules here.

Zombie Maths

In Maths we have started looking at Location. Our task today was to draw a map on some graph paper, and using grid coordinates, come up with some questions that would test our classmates’ knowledge of plotting a map. We were also told to include a scale on our map so that we could have measurement and converstion questions.

We decided to create a map of a town, including shops, houses and a graveyard. Then we thought that it would be fun to have zombie based questions! Our first idea was ‘How long would it take for a zombie to get to the school if it walks at 5km/h?’ Then we thought about practical zombie considerations such as fences, roads, parks etc that would affect its movement.




These are the questions we have come up with so far…

  • “If the number of the sectors in the cemetery represent the speed in km/h that zombies from that sector can walk, how long would it take for the hospital to be completely overrun?”
  • “If a family member wanted to get a shotgun from the store to kill a zombie, how far would it be from the mansion to the school?”
By Alyshia and Leanne


Experimenting with Electrical Circuits (Science)

In today’s science lesson, we were given the task of experimenting with batteries, lightbulbs, wires, pins, motors, rubbers, digital multimeter and a variety of other things.Some children decided to experiment with resources they had never seen or heard of before. We were told to experiment with any metal objects we could find. A small group of girls specialised in making long circuits, including more than three main objects. Two boys decided they would go with short circuits, but using different resources, such as scissors, paperclips and wood. Everyone managed to make a completed circuit work. Here are some photos of our science lesson.

By Henna Penna







6HU are back with a new line up in 2013. We have our individual student blogs still listed on our class home page, and we are looking forward to sharing our learning with the world.

Our first Unit of Inquiry this year is into Digital Citizenship. We have begun by examining the importance of being secure when we are online. Our student blogs have ‘Password Security Checklists’ that we have designed for our Year 1 Buddies.

We are reading the novel “I left my Mobile at the Mall” by Wendy Harmer. It tells the story of a teenage girl, whose life is turned upside down when she… well, you can guess.

We will be regularly posting entries in the 100 Word Challenge and posting our inquiry reflections on our student blogs. Highlights of class activities will feature on this class blog.

We are all looking forward to a fantastic year in 2013!

Mr Huebl & 6HU

Water Rockets

As part of our ‘Teacher for a Day’ activities, Declan and Matthew ran a Water Rocket lesson. We brought materials for water rockets so that we could get lots of people to make water rockets. the lesson went really well and everyones worked and it was very fun.

Photoshop Santas

As part of our Christmas Inquiry, we are looking at the different types of Christmas Cards people send. We have decided to make our own dress up cards by using Photoshop to make us into Santas. We will be using these images on cards we will make for our families. This is an example of our teacher, Mr Huebl as Santa.

Fake Book

Your Humanities task this week is to make a ‘FakeBook‘ account for your ingenious thinker.

You will need to pick appropriate ‘events’ from your thinker’s life and make them the posts. How others reacted to these events will be comments for these posts.

Think about what sort of information your thinker would want to share with the world if they lived in an era of social networking. What would they keep secret? Who would they be friends with?

Have fun… and post the link to your post as a comment!


Creative Commons

We had a good discussion about copyright and creative commons from watching these videos…

and this one from the Creative Commons website.

Please write a post on your blog under the ‘Digital Citizenship’ category and post the link here. You need to describe what you understand by Creative Commons and include an appropriately sourced image.


In science we have been inquiring into electrical circuits. Today we learned that there are parallel circuits and series circuits. In a series circuit if a light or motor blows, then it stops the whole circuit but in a parallel circuit it would continue. We were doing wet lab, dry lab with circuits when Rohan and I (Brandon) did an extension and attached a rubber to an electrical circuit’s motor. We then made a video of us using our invention to rub out a bit of writing!

Brandon & Rohan


100 Word Challenge Hiatus!

We in Mr Huebl’s Classroom are mourning the UK holiday enforced 100 Word Challenge hiatus. So we are making our own stimulus so we can continue the fun and excitement of micro-writing. We have chosen the stimulus….

“…I’m sorry…”

We will be posting the links to our posts below and we would love to see some other classes do so as well.

Continue reading

Digital Citizenship Reflections – Geo Tagging

Access this site and explore. Consider the benefits and dangers of geo-tagging. Write a reflection on what you discover and post it on your blog. Comment on this post with the URL from your blog. Consider these questions when writing your review;

1. What have you learnt about Geo-tagging? Discuss the benefits ad dangers associated with geo-tagging.

2. Write a response to the Wise Up To It Video: Jeremy’s Friend. What lessons can be learnt from Jeremy’s experience?

3. In your reflection please consider any lessons we have had this week that have added to your understanding or our Unit of Inquiry “Digital Citizenship”.

Happy Blogging!


PS Please note this is a DIFFERENT task from the weekly individual inquiry posts based on this and Lauren’s Ordeal.