Wednesday is here so we are already half way through the week! YAY I hear you cry!
Look at your common exception words for this week and write a short poem containing these words. Examples of different types of poetry and language features you could use in your poem are on the poster below.
Today there will be a short SPAG focused session all about expanded noun phrases. Have the following sheet ready either on the screen or printed out if you can for this session.
Work through the following Powerpoint about types of letters (formal and informal). Remember that you need to do this in slide show mode.
Below are the sheets mentioned on the Powerpoint.
Read the letters and decide whether they are informal or formal.
Choose one formal and one informal letter. Using the checklists, annotate the letters to prove they are either formal or informal.
A video to help with the main activity (deciding whether the letters are formal or informal) is below:
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 group:
U R Brainy…
Today you will be completing worded problems which involve 2 step addition and subtraction. Remember to highlight the key information and to show all of your working out.
Help video for completing some of the two step addition and subtraction questions. Here I model how to do one and this should help when completing your questions.
Mr Cope’s Maths Group
Children use a variety of informal written methods to multiply a two-digit and a one-digit number. It is important to emphasise when it would be more efficient to use a mental method to multiply and when we need to represent our thinking by showing working.
Why are there not 26 jumps of 8 on the number line? Could you find a more efficient method? Can you calculate the multiplication mentally or do you need to write down your method? Can you partition your number into more than two parts?
There is a video below where I have modelled one of the questions that you have been given today. This will hopefully help you to complete some of the other questions.
Miss Squires Group
Children explore arrays to see the commutativity of multiplication facts e.g. 5 × 2 = 2 × 5. The use of the array could be used to help children calculate multiplication statements. The multiplication symbol and language of ‘lots of’ should be used interchangeably.
Where are the 2 lots of 3?
Where are the 3 lots of 2?
What do you notice?
What can we use to represent the eggs?
Can you draw an image?
Science- Food Chains
Firstly, have a look at the following video which discusses what a food chain is and the Scientific vocabulary that we use when discussing food chains:
Next, have a go at making some of your own food chains using these links:
Now have a look at this powerpoint in slide show mode and see if you can answer some of the questions about food chains.
You can also use the following pictures to make as many different food chains as you can…
Treasure Hunters book for the end of the day-