Learning Week 10 and Photo gallery: 15th of June - 22nd of June
ACTIVITY 1:
This week, we are starting our unit on 'Fractions'. In this first activity, we are looking at 'unit' and 'non-unit fractions'.
We have 2 parts when we right a fraction. The numerator and the denominator. We have talked about these in class on days where we did Big Maths. Look at these fractions:
There are 2 numbers in these fractions . The numerator is the top number and this shows how many parts we have. The denominator is on the bottom number and this shows us how many equal parts the item is divided into. I remember it using a bit of alliteration 'denominator down under' so the numerator has to be the top number. In the above fractions, all the numerators are 1. That means 1 part of the whole and these are called unit-fractions. With unit fractions, the numerator is always 1.
Now take a look at these fractions.
These are all non-unit fractions because all the numerators are more than 1. The link below sends you to a short clip on BBC Bitesize which talks you through it. Towards the end it does mention 'mixed fractions' which we are not working on.
https://www.bbc.co.uk/bitesize/topics/zhdwxnb/articles/zxcfjty
So, all you need to remember is a unit fraction has a numerator of 1 and non-unit fractions have a numerator of more than 1.
Now complete the worksheet on 'unit and non-unit fractions'. On the first sheet, all you need to do to find the fraction is first of all count how many of the item you have . This will give you the denominator. The denominator will stay the same. In this case it is 3 counters. The first task is to find out how many of the counters are yellow. This will give you the numerator:
1 of the counters are yellow
3
In section 5, you are asked to find one third of the counters but there are more than 3 counters there are 9. We need to find out what one third of 9 is and this is how we do it.
To find 1 of 9 you need to 'divide down under'. In other
3
words, divide 9 by the denominator which is 3. This will give you your answer.
To find 2 of 9, you take your answer to 9 divided by 3 and
3
multiply it by the numerator which is 2. This will give you your answer.
ACTIVITY 2:
@ PLEASE EMAIL THIS ACTIVITY SO I CAN SEE HOW YOU ARE FINDING FRACTIONS.
This next activity is about making one whole. When the numerator and denominator are the same number, that represents 1 whole. Like this...
The numerator and denominator are the same. The circle is divided into fifths and all five are coloured which is the whole circle. Part of the worksheet involves adding fractions to make a whole.
For example, 3 + 2 = 5
5 5 5
When the numerator is less than the denominator, the fraction is less than 1 whole.
When the numerator is the same as the denominator the fraction is equal to 1 whole.
Complete the 'Making the Whole' worksheet below. The answers for both worksheets are there for you to check your answers afterwards.
ACTIVITY 3:
Complete your next 'Big Maths' Worksheet. If you have any queries about any of the questions, just email me and I can help out. You should have received your new Big Maths sheets in your packs.
ACTIVITY 4:
This week, complete another 3 Times Tables Rockstars sheets. In your new packs, you will see that each week has three sessions. You will also see that some weeks focus on individual facts such as just the 3, 4 or 8 times tables where as some weeks have a mixed facts focus. I suggest you begin with the individual times table facts so you can build up your confidence to the mixed facts sheets but that is just a suggestion. You can also jump on to the Times Tables Rockstars website where you can practise online and complete the 10 Garage Bands Sessions. At the end of the week, I'll look to see who has been on Rockstars and give more school 360 points out.
ACTIVITY 5:
I know that some of you will have finished or be coming to the end of your Schoffield and Sims maths booklet whereas others will still have plenty to do. If you still have pages to complete then just continue to work through the calculations at your own pace but I will also set a maths assignment on Busy Things too for every one to do. This week's task is called Miner Birds: Fractions. You can find this by going into Key Stage 2, Willow Class and then 'Favourites'. There is also a pinned activity on the Willow Class wall called Fractions. This is on Halves and Quarters. Feel free to do that one too.
ENGLISH
ACTIVITY 1:
READING ACTIVITY:
Reading is such an important life skill so it's crucial to set some time aside in your day to enjoy reading; whether it be by yourself, with an adult, your dog or even reading to a favourite cuddly toy! Reading can take so many forms - magazines, comics, newspapers, recipes, stories, non-fiction books... the list could go on! Listening to stories can be great fun too. I've been listening to more stories on 'Elevenses with the World of David Walliams'. As well as building up reading fluency, reading can help us learn more about the world we live in, stories take us to different places and imaginary worlds and what’s more...reading makes you an even better writer!
This reading activity is based on whatever story book you are reading at the minute or have read recently. Choose one activity, two or all three. Feel free to send any of it to me.
WRITE 5 QUESTIONS YOU COULD ASK SOMEONE TO MAKE SURE THEY HAVE READ THIS BOOK CAREFULLY.
DESIGN A POSTER FOR THE BOOK YOU HAVE READ TO PERSUADE OTHER PEOPLE TO READ IT.
DOES A CHARACTER FROM YOUR BOOK HAVE A PROBLEM? WHAT ADVICE WOULD YOU GIVE THAT CHARACTER TO HELP TRY AND SOLVE THE PROBLEM?
ACTIVITY 2
This week’s spelling, punctuation and grammar focus is 'Punctuating sentences correctly using full stops, exclamation marks and question marks'. First read the snippet of text 'Left To Rot' (p.81) and then complete the activity sheet which goes with it. The activity sheet you need is number 82 or 83 depending on which one you have in your pack.
ACTIVITY 3:
Spellings: Think about the spelling group you were in when at school. These are the spellings you are focusing on this week. As well as doing the 'look, say, cover, write, approach', why not write them in different colours, in different letter styles (wobbly, bubble), small letters, big letter or why not time yourself to see how quickly you can write them all or how many times you can write one word in 30 seconds!
| Group 1 | Group 2 | group 3 |
| difficult | improve | cue |
| disappear | could | due |
| eight | would | glue |
| eighth | should | blue |
| enough | who | true |
| exercise | whole | fuel |
| experience | any | cruel |
| experiment | many | duel |
| extreme | clothes | argue |
| favourite | people | tissue |
Set 1 spellings are statutory spellings for Year 3. These are words we should become confident in spelling within Year 3 and 4.
Set 2 spellings are common exception words. They are not words for which phonics 'doesn't work', but they may be exceptions to spelling rules, or words which use a particular combination of letters to represent sound patterns in a unique way.
Set 3 spellings
|
When two vowels go out walking the first one does the talking, so ‘ue’ makes a long ‘u’ sound. |
Activity 4
THIS IS THE ONGOING ACTIVITY WHICH WAS SET LAST WEEK. I HAVE LEFT THIS EXPLANATION THE SAME AS LAST WEEK AS A REMINDER OF THE TASK.ONCE FINISHED, CHECK THROUGH YOUR WRITING USING THE CHECKLIST BELOW.
Now you have improved some of your ideas, you are now going to put those ideas into full sentences so you can describe and 'sell'each feature to your reader. In a nutshell, you are persuading your reader that where you live is the best place to live. Don't worry about about the style and size of your writing, layout or images at the minute as you will concentrate on that once you are happy with what you have written. You should now have 3 or 4 outstanding features of where you live with detail and description about each one. Here is how I have taken my ideas for The Farmhouse Bakery and put them into full sentences.
** Use the attached word bank on last week's page to help you.
The Alnwick Bakery
Feeling peckish? This bakery is set in the historic heart of Alnwick and is open every day of the week. The enticing smells of all their heavenly foods greets you before you even set foot through doorway. Once inside, the friendly and attentive staff, who will do anything to help all of their customers, make you feel welcome from the moment you step through the door until the moment you leave. The bakery's delectably delicious cakes and perfect pastries will leave you spoilt for choice but if it's something different you're after, they also offer the widest variety of temptingly tasty breads to suit all taste buds! I can guarantee you will find the perfect bite to fill any hungry tum!
I have highlighted my initial ideas so you can see how I have built them into full sentences. In doing this I have used the following:
A variety of sentence starters.
Punctuation (full stops, a question to attract the attention of the reader and exclamation marks to make my sentences stronger and apostrophes for contracted words or to show belonging)
I've built on my 'appealing adjectives' such as 'enticing smells' and 'heavenly foods'. I used an online thesaurus to help me find better and more interesting word choices.
I've made a promise 'I guarantee you find the perfect bite to fill any hungry tum!' If you were describing Alnwick Gardens, you might say 'I promise you will have the time of your life!' Use plenty of positive messages!
I've focused on 'senses'. The tastes, sights and smells. You can do the same thing. You might not always be able to focus on every sense but you might be able to use some!
** When finished, you should have 3 or 4 paragraphs of persuasive writing based on different features of where you live. Make sure you double check your work for correct spellings and punctuation.
Activity 5
@ EMAIL THIS ACTIVITY SO I SEE IF YOU HAVE THE POWER OF PERSUASION!
Once you are happy with your ideas, it's now time to start thinking about how you are going to make an eye-catching leaflet/powerpoint which will attract the reader. Think about how you are going to set your text out. Will you use different fonts, sizes and colours of text? What images might you use? Are you going to have an attractive cover to a leaflet that really stands out? However you decide to put it all together is up to you. Remember, you don't need to use a computer to do this. Designing a leaflet by hand can be just as effective if you take your time with it!
BUSY THINGS EXTRA!
If you need something else, I have set a 'design your own superhero' activity in Busy Things. This can be found in 'My Assignments'.
SCIENCE
MAKE A MINI-WATER WORLD!
This week brings us to the end of our Science unit on 'States of Matter'. Many weeks ago, you looked at The Water Cycle. Some of you made 3D water cycles and some of you did some very detailed diagrams to show the process. To finish this unit off, I thought you might have fun making your own Mini Water Worlds. If you are able to do this, you will need a clear plastic cup, some cress seeds, cling film and some water. There is a work sheet attached for this experiment.
WATER CYCLE WHEEL
Also attached is a water cycle wheel which you can make. This will be particularly useful if you didn't manage to complete the first water cycle project but even if you did, you may still like to complete this.
WALKING RAINBOWS
Just for a bit of fun, you might want to give this experiment a try if you can.
You will need:
- 6 small transparent jars or cups
- Paper towels / kitchen roll
- Liquid watercolour / food colouring
- Water
STEP 1: Get your supplies ready
Before beginning this walking water science experiment make sure that you have all the supplies that you will need to hand. For this experiment it is handy to have all the supplies set up on one tray so that it is easy for children to independently get what they need. Setting the experiment up on a tray means that it can easily be transported if you need to move it overnight too.
STEP 2: Prepare the jars with coloured water
Take 3 jars and fill them with water. Once the jars are about three quarters full add a few drops of liquid watercolour (or food colouring). You will need to add red, blue and yellow colouring to the jars.
STEP 3: Place the jars in a circle
You will now have 3 jars full of coloured water and 3 empty jars. Place all the jars into a circle and alternate them so you have a jar with coloured water and then an empty one.
STEP 4: Predict what will happen
Before you add the paper towels to the coloured water to complete the walking water experiment you might want to take a few minutes to predict what might happen. Tell your child that you will be adding paper towels to the coloured water and ask them what they think will happen? This is a great time to talk about colour mixing and for children to think about what will happen when the primary colours combine.
STEP 5: Add paper towels
We are nearly at the exciting part of this water science project! Take 6 paper towels. Fold each paper towel in half and then in half again so you have created a long strip. Then dip each paper towel strip into one of the colours and the connecting empty jar.
STEP 6: Watch the coloured water walk along the paper towels to create a rainbow!
This is the bit we have been waiting for! Watch closely to see the coloured water being absorbed by the paper towels. The coloured water starts travelling up the paper towels quite quickly and before long you can see the colour starting to go down the paper towels towards the empty jars. After a while the empty jars will start filling with coloured water. If you leave the walking rainbow overnight you will find that in the morning all the jars are filled with coloured water. The primary colours mix to make secondary colours and you can see where the colours have travelled by looking at the paper towels.
It is so much fun to watch the water transferring between the jars, even for adults! Once the rainbow walking water experiment is complete it is fun to put the jars in a row so you can see all the colours together. The resulting rainbow is beautiful!
Have fun,
Mrs Smith