Happy Thursday everyone…
To revise adding ing, est and er suffixes.
Please complete the following activity with your spellings today…
Today we would like you to write an informal letter using your knowledge of the structure and content of them from yesterday’s lesson. We would like this letter to be written to a friend of your choosing. You need to remember the key language features of an informal letter. You need to use the below format to help you to write it. It allows you to use the following features of an informal letter:
Main discussion using informal style and chatty language
Remember the language you will use can be: chatty, can use slang often uses contractions (it’s rather than it is) and abbreviations (TV instead of television).
Video help about how to write your letter…
EXTENSION: Highlight any words you have used that show a chatty style in one colour, slang words in another colour, abbreviations in another colour and contractions in another. Make a key to show what each colour means.
We would like you to either read a chapter of a book at home or to complete a few chapters of one of the books that you have been assigned on Bug Club. We can see who is on Bug Club and what has been read so you don’t need to record this, but if you are reading a book from home then please write the pages you have read in the back of your yellow home learning book as usual. We will still want to know if you have reached the next achievement on your Reading Challenge so please tell us if you have achieved this so we can celebrate your success. All stickers/certificates will be given out when we return to school.
Mrs Glover’s Maths Group:
Have a got at practising your mixed times tables on Hit the Button and let us know what score you got.
Today we are going to have a look at two step word problems which involve multiplication. Remember to read each question carefully and highlight the key information to help you. The following cards are what we are going to look at in our live session together so if you can have them in front of you that would be great!
Once you have completed the first questions, you might want to challenge yourself with the second set:
Mr Cope’s Maths Group
Children build on their understanding of formal multiplication from Year 3 to move to the formal short multiplication method. Children use their knowledge of exchanging ten ones for one ten in addition and apply this to multiplication, including exchanging multiple groups of tens. They use place value counters to support their understanding.
Which column should we start with, the ones or the tens? How are Ron and Whitney’s methods the same? How are they different? Can we write a list of key things to remember when multiplying using the column method?
The ‘Multiply 2-digits by 1 digit Activity’ below is the one we are doing in our live session today so if you can have it in front of you that would be great.
Miss Squires Group
Children will use the multiplication symbol and work out the total from pictures. They should also be able to interpret a multiplication word problem by drawing images to help them solve it. Coins could be used within this small step too.
What does the 4 represent?
What does the 3 represent?
What does the 12 represent?
Can you think of your own story for 3 × 4 = 12?
What is treasure and what does it look like? Write a brief few sentences/words to answer this question on what they think treasure is.
Look at powerpoint about Treasure and compass points…
How would we find treasure on map? Look at a compass to children and discuss how it helps us to navigate around. We use a compass focusing on the needle direction, compass points and 90 degree turns. There is a compass on most phones and i-pads so children could use these to help them today.
Game: Children walk around the room and when someone says stop children to identify what is North, South, East and West of them.
Task 1 (Written) Help pirate Pete collect his treasure
Task 2 (Practical): Using the map of the room you created earlier in the week, children to follow the given direction of travel to find the hidden treasure around the area.
You can use this chart and example of what we will do at school and adapt it for the room that you are in.
Revisit what is treasure and what does it look like? Record new words phrases to describe this.
Has has your outlook of treasure changed? Is treasure just monetary items or could it be other things? Does it always mean buried treasure? What do you have as treasure?
Discuss and share thoughts.
Treasure Hunters book for the end of the day-