Thank you so much for the amazing letters you have been writing! I am so impressed with all the great ideas, letter formation and finger spaces! Well done!
Phonics: Use the sound air to make the words fair and pair. Say the words, sound them out, write them down and read them. Now use the words in a sentence and remember to write the sentences down!
Maths: Today I would like you to do some sock sorting! Find different pairs of socks, mess them all up and then match as many as you can in 1 minute. Now use the socks to help you count in sets of 2. Say, 1 set of 2 is 2, 2 sets of 2…keep going as far as you can! Or how many pairs of socks you have got!
If you are really good at your 2 times table, why not try your 3 times tables! If you have any clover leaves outside, you could count those, stick or draw them in your book and write down the 3 times tables! I think you will be busy with this one!
Japan:Japanese writing is a form of art using ink and brushwork. Can you use brushes to paint your name? Can you work out what your name might look like in Japanese writing?
I am loving all of the wonderful work you are sending me, so if you have any more examples, please send them across!
Spellings: This week, our spelling rule looks at using hyphens to join a prefix onto a word. A hyphen is often used to join a prefix to a root word when both the prefix ends in a vowel and the root word begins in a vowel. We are going to focus on words that begin with the prefix ‘co’ and ‘re’. Can you create a list of spellings that you find or think of that begin with these prefixes and a hyphen, for example: re-enter.
Your spelling task today: Can you practice some of the words you found yesterday, which fit the rule? You could use the look, say, cover, write check method, or get someone at home to call out a word and you have to write it down as fast as you can and show them!
Arithmetic: This week, linking to our new Maths topic this week of multiplication and division, I would like you to practice your short and long multiplication skills. Can you have a go at the questions below?
43 x 5 =
24 x 8=
67 x 7=
234 x 6=
128 x 8 =
453 x 9=
124 x 23=
745 x 32=
156 x 8=
If you need a recap on long multiplication, the video below will help remind you of the method.
Grammar: This week, we are going be looking at fronted adverbials, another way to add more information to a sentence. Last week, if you can remember, we looked at using parenthesis to expand our sentences. A fronted adverbial is a word, phrase or clause at the beginning of a sentence that gives more details about the time, place, frequency, possibility or manner of the action in the main clause. We always use a comma after a fronted adverbial to mark it from the main clause. Today I would like you to think about adverbials of time. These fronted adverbials show when something happened, for example after dinner, later that afternoon, at night. Your challenge today: Can you add a fronted adverbial of time to the beginning of each of these sentences?
1. _________Sheila ate her breakfast.
2. ___________Jack cleaned his teeth and got ready for bed.
3.____________we went to Spain for a holiday.
4.____________we ate a delicious dessert.
5.____________Ryan did some warm-up exercises.
6._____________Ben and Holly ate popcorn.
7._____________Phoebe started to cry.
8._______________Dad burnt his hand.
English: On Friday we have our chat with the author of Varjak Paw and Phoenix! (See Miss Stanley’s post for more details!)
Therefore, this week we are going to do some work on authors. Today I would like you to write a profile about your favourite author. Research them and find out how they got into writing. Why are they your favourite author?
Maths: Tuesday: We often use our multiplication skills in the kitchen! When using a recipe, it may not always be for the number of people you are cooking or baking for, so in order to make the recipe bigger or smaller, you may need to multiply or divide the amount of each ingredient. Here, you are using something in Maths known as proportion. As the number of people increases, the proportion of each ingredient increases. Can you find a recipe at home that says for 2 or 4? Can you multiply the ingredients for a group of 6, 8 or 12 people? Maybe your recipe is for four and you only need it for two people? If you can, see if you can have a go at the sheet I have attached to the class webpage, which looks at ingredients for different recipes and working out the ratio and proportion of ingredients you need for different amounts of people or number of the bake required. You don’t need to print this off, just have a look at the questions and record your answers. I have attached a bronze, silver and gold activity for you to choose from, which include the answers at the end for you to check back against your own answers.
Topic: This week, we will be looking into Japanese art. Can you research something different today about Japanese art? Or create your own piece of artwork?
Yesterday you should have researched and found the main features of a script. Today, I would like you to have a go at creating a simple script using dialogue from either a book, tv show, film, or conversation you hear in your home. It doesn’t have to be very long, I just want you to try and use the features you identified yesterday in your script research. Here is an example:
Mark: Oh no, there are no bagels left in the cupboard! [Closes cupboard door] I’m mega hungry. I wonder who ate them all?
Martha: I have no idea! [Walking away and looking guilty] It definitely wasn’t me!
Mark: [Realising that it was only him and Martha in the house and so she must have eaten the last bagel] Well I guess it must have been the bagel-monster [said sarcastically].
Maths: LO: to multiply lengths.
Yesterday you worked on multiplying three or four digit numbers. Today I would like you to practise calculating multiples of lengths. Find a ruler or tape measure and go and measure an object in your house. Then, calculate the length you would have if you stacked another of those objects next to it.
For example: One box of cheerios is 35cm in length. If I were to stack another box next to it and then measure the length of the two boxes, I would have 35cm X 2. I don’t need to measure this twice, I can simply multiply 35 by 2 using either mental or written maths (the grid method). To make this more challenging you can change the number you multiply by, or find longer objects. How long would 2 of your cars be if they were parked one in front of the other? How long would your garden be if you tripled it in length?
Spellings – when words end in a silent e, drop the e before adding an ing (like move=moving, hide=hiding, chase=chasing). Try these words, and put into sentences:
Love, change, hope, store, drive, stare
English – this week we will be revising word classes, and starting today with nouns. What is a noun? Can you write a simple definition to explain it to someone who doesn’t know? Can you find 5 nouns in your bedroom? Can you draw 5 nouns in your kitchen? Can you list 5 nouns found in the bathroom?
Maths – this week we will be recalling all our multiplication and division knowledge. Today, visit Purple Mash – Mathematics – 2 Simple Table Toons and rehearse those times tables you feel less confident with. Focus on 2x, 3x, 5x and 10x first, then you can challenge yourself with the other times tables after.
Theme – this week we will be learning all about some Japanese arts and crafts. Below is a suggested list of activities to choose from, maybe pick one a day to explore.
Can you draw, paint or collage a Japanese blossom tree?
Can you make a Japanese Zen garden? A Japanese Zen garden is traditionally a rock garden made up of just rocks and sand, although plants may be used. Patterns are made in the sand to represent rippling water. To make your own miniature garden you will need:
A small box (we used a chocolate box)
Sand (playpit sand is perfect) or fine gravel
Pebbles
A fork
Fill your box halfway to the rim with sand. Use your fork to draw a pattern in the sand. Arrange your pebbles. (Fine gravel can be used instead of sand).
Each week, I will post lots of suggestions for home learning. You aren’t expected to do everything. Please pick out the things that will work best for your family. We are covering similar topics across all classes so that siblings can work together – feel free to also have a go at activities set by other class teachers or help your younger brothers and sisters with their learning too.
For those of you who prefer to print work for the children to complete offline, you will find downloads below. For those who like online activities, there are suggested weblinks.
Spellings: more prefixes
This week we are learning some more prefixes and how they change the meaning of the root word they are added to. We are specifically focussing on: sub (meaning below or nearly), anti (against), re (again), pre (before), semi (half or partly) and auto (by itself). Explanation & example words can be found in the powerpoint below. How many words of your own words can you collect? Can you use them in both the root word and the word with the prefix added to show the different meanings?
You can also find more activities on letterjoin if you click on ‘Rowan’ after logging in.
Arithmetic: finding fractions of amounts
Multiplying & dividing decimals by 10, 100 or 1000. You can do this quickly by moving the digits along and putting 0s in any empty places. Write yourself a list of 10 questions and see how quickly you can answer them all. Can you improve your time each day?
Japan: Arts & Crafts
This week we are going to get crafty. The pictures give you a few ideas, but if you research Japanese crafts you will find lots of other ideas. Check out the gallery too – there are lots of photos of what others in the class have done throughout the Japan project that might inspire you.
Katsushika Hokusai is a Japanese artist and The Wave is one of his most famous pieces. You can find out more about him here or watch a video tutorial of how to recreate the wave here. Can you have a go at creating your own wave picture? You could draw, paint or even make a collage. Hokusai’s was actually a wood block print, so perhaps you might like to try some printing this week. Printing can be done by dipping any objects in paint and then using them to create patterns on the paper. You could try using the ends of toilet rolls or scrunched up plastic bags. You can make your own print blocks by gluing wool onto cardboard or cutting shapes into potatoes (please ask an adult for help before you try this).
English
This week’s English is all linked to The Wave above.
Download the reading comprehension below, or answer these questions about the picture:
– Why do you think the artist made the painting?
– Imagine you are in the picture somewhere: describe what you can see, hear, smell & feel.
– If the picture has sounds to go with it, what would they be?
– How does the picture make you feel? Why?
– What shapes and colours can you see in the picture?
Writing Challenge for the Week: Write a poem inspired by the picture. Here is one approach to get you started or try downloading and using the poem generator below: which has different ways of creating poetry:
1) Make a list of words associated with the picture under the following headings: nouns, adjectives (including colours, shapes and feelings), verbs, adverbs.
2) Organise the words into lines of three.
3) Play around with the order until the poem has a good rhythm.
An example:
Blue triangle sea
White cloud calm
Grey sea spray
Three wooden boats
Great crashing destruction
Immense wave power
Wash ancient Japan.
Other English Activities:
– Write a story set in the picture.
– Research the artist Hokusai, practising your note making skills from last week and deciding how to present what you find out (e.g. through a poster, factfile, biography).
Grammar Activities:
– Use a thesaurus to find synonyms for words you have listed when creating your poems. I recommend Collins for an online dictionary & thesaurus suitable for children. (e.g. big: large, immense, grand, colossal)
– Sort the words from least to most powerful. (e.g. big, large, grand, immense, colossal). NB: There is not right or wrong to this, it’s your opinions but it’s a good way to get you thinking about the effect of using slightly different words.
– Use a dictionary to explore the subtle differences between the words. (e.g. colossal means something that is very large in size, whereas grand means something that is impressive)
Maths: Multiplication & Division
Suggested Activities:
What objects can you use around your home to create rectangular arrays? Can you record the multiplication & division fact families for each array? Can you surround it with all the related facts that you can work because you know those facts? I made mine with pasta.
Choose one of these statements to investigate. Are they always, sometimes or never true?
– All prime numbers are odd.
– All multiples of three are also multiples of 9.
– Every square number can be made by adding two prime numbers together.
– Division makes a number smaller.
Look at recipes and practise scaling: e.g. if the recipe is for four people, how many of each ingredient would you need for two people? A harder challenge would be to convert a recipe for four people into a recipe for three people.
Find something that comes in a multi-pack (e.g. crisps or cereal bars). Use division to work out how much each individual item costs.
Create a Maths dictionary with definitions, explanation and examples for all these words: factor, multiple, square number, odd, even, remainder, product, prime number.
How many hours did you spend asleep last night? Can you use multiplication to work out how many hours you sleep in … a week? … a month (make sure you specific which month – February would be different to April) … a year?
Printable problem sheets can be downloaded below.
Fun ways to practise your times tables:
Make Waldorf multiplication flowers (see picture above).
Use bottle tops to make a times table game (put the questions on one side and the answers on the other).
Find times table songs on youtube or have a go at making up your own.
Create a times table bingo game: make cards for each player with a mixture of times table questions on then, then make the ‘balls’ with the numbers on.
Multiplication War: using a deck of cards, turn over two at t time, the first player to call out the correct product (made by multiplying the two numbers) wins the cards, the winner has the most cards at the end of the game.
Phonics: Focus sound air. Can you use the word air and hair in a sentence. Say the words, write them down and then write a sentence! I am seeing some really good sentences from Oak Class! Super writing going on at home! Well done!
Literacy: To keep up the good writing, today I would like you to write a letter. I would like you to think about all the things you have done during your time at home and write a letter to a friend telling them how you have been keeping busy. What was the best thing you have done? What have you really missed? You could write it to yourself and open it up in 6 months time! Last week we used the sound ear, now you need to start your letter with the ear sound using the word Dear…
I would love to read some of your letters!
Japan: I thought it might be fun to get some paints out today and we can make our own art gallery! A very famous Japanese painting is called ‘The Great Wave of Kanagawa’ by Katsushika Hokusai. I would love for you to have a go at creating your own version!
Elm Class learning, welcome back to Monday! I hope you enjoyed some of the beautiful sunshine at the weekend!
Spellings: This week, our spelling rule looks at using hyphens to join a prefix onto a word. A hyphen is often used to join a prefix to a root word when both the prefix ends in a vowel and the root word begins in a vowel. We are going to focus on words that begin with the prefix ‘co’ and ‘re’. Can you create a list of spellings that you find or think of that begin with these prefixes and a hyphen, for example: re-enter.
Arithmetic: This week, linking to our new Maths topic this week of multiplication and division, I would like you to practice your short and long multiplication skills. Can you have a go at the questions below?
34 x 9 =
53 x 7 =
65 x 4=
45 x 39=
72 x 26=
243 x 21=
124 x 87 =
If you need a recap on long multiplication, the video below will help remind you of the method.
Grammar: This week, we are going be looking at fronted adverbials, another way to add more information to a sentence. Last week, if you can remember, we looked at using parenthesis to expand our sentences. A fronted adverbial is a word, phrase or clause at the beginning of a sentence that gives more details about the time, place, frequency, possibility or manner of the action in the main clause. We always use a comma after a fronted adverbial to mark it from the main clause. Your challenge today:
Can you add a comma in the correct place of each sentence to mark the fronted adverbial?
a) Baffled by the mathematical problem the professor felt frustrated.
b) Under the bridge the misunderstood troll waited patiently for his goat friends.
c) Once a year the people put on their costumes and partied at the carnival.
d) Before the holidays the Y6 pupils had a farewell celebration at their junior school.
e) Almost certainly Eva’s team would win the upcoming sports day.
English: Read chapter 16 (The Search) and chapter 17 (Rescue) of Goodnight Mister Tom. Again, these chapters are very sad, if you need to read a bit and skip a bit, that is ok.
Maths: Welcome back to Monday! Today our next topic in Maths is multiplication and division! To get your brains straight into your multiplication and division knowledge, I would like you to have a go at playing countdown! (See the picture guide below).
All you’ll need to do, is to create some number cards (2 sets of 1-9) and on a different colour- a 25, 50 and 100. Can you get another member of your family to choose a number for you to make using the numbers they have given you? You may not be able to make the actual answer, but how close could you get?
Or you could play a Maths card game? (See the picture below) Can you make the number you are given with the cards you are dealt, using the different operations- + – x ÷? Can an adult make it harder for you? Can you achieve a 3 digit number or close, using the numbers you are given and the four operations.
Topic: This week, we will be looking into Japanese art. Can you research different forms of art traditions in Japan? Can you create your own Japanese inspired piece of artwork? I have uploaded some ideas to the top of the page.
