Learning Week 9 and Photo Gallery: 8th of June - 15th of June
ACTIVITY 1:
This week brings us to the end of our unit on 'Money'. Following on from the last activity you completed which was 'Adding Money', you are now going to look at 'Subtracting Money'. In some challenges, you will need to complete Part-Whole Models and Bar Models to find the amount which makes the total. Some challenges provide number lines and number statements and for some you will need to carefully read a word problem. You are still recording money amounts in pounds and pence like this:
£4 and 55p - £2 and 20p = £2 and 35p
ACTIVITY 2:
@EMAIL THIS ACTIVITY TO ME SO I CAN CHECK I'M GETTING THE RIGHT CHANGE!
This last activity on 'money' involves giving change. The first challenge involves working out the change from £10 when buying each item. The word problems must be read carefully so you can work out what answer is needed. For example, Question 4 tells you how much change was given but you must work out how much the milkshake cost. This one will really get those brains working!
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 a 'Money Quiz' which again, you can find by going into Key Stage 2, Willow Class and then My Assignments.
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.
READ THE CHALLENGE CARDS WHICH ARE ATTACHED THEN THINK ABOUT EACH QUESTION TO SEE WHAT YOU UNDERSTAND OF THE TEXT YOU HAVE READ.
WHICH CHAPTER OR PART OF THE STORY DO YOU FEEL IS THE MOST IMPORTANT AND WHY? TELL ME WHAT HAPPENS IN THAT PART OF THE STORY. IF YOU WANT TO DO THIS ACTIVITY FOR NON-FICTION, TELL ME WHICH BOOK YOU HAVE READ, THE FACTS YOU FOUND MOST INTERESTING AND WHY?
DRAW A CARTOON STRIP FOR THE MAIN EVENTS IN THE STORY YOU HAVE READ.
ACTIVITY 2
This week’s spelling, punctuation and grammar focus is 'Identifying and using the irregular past tense'. First read the snippet of text 'Captured' (p.65) and then complete the activity sheet which goes with it. The activity sheet you need is number 66 or 67 depending on which one you have in your pack. Read the sentences carefully and then select the correct word which is needed for the sentence to make sense.
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 |
| caught | wild | new |
| centre | climb | chew |
| century | most | grew |
| circle | only | flew |
| certain | both | blew |
| complete | move | stew |
| consider | prove | threw |
| continue | sure | drew |
| describe | sugar | crew |
| different | eye | screw |
Set 1 Spelling Rule
‘ew’ together make a long ‘u’ sound.
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.
Activity 4:
Last week, you chose 3 or 4 things that you think are great features of where you live. You then used what you know or did some research so that you could begin to give some description about each feature. I gave you some examples last week about how you could begin to describe using different and interesting adjectives. Your first activity this week, is to look back on those ideas and use alliteration and exaggeration to try and really 'sell' where you live to people who are going to read your leaflets.
For example, here are some of my ideas from last week for The Alnwick Bakery/Cakery. Look at how I have tried to improve and extend my ideas as well as using more appealing description and exaggeration (in this case, making something sound even better or the best) and alliteration (words beginning with the same letter sound)
| Before | Now becomes.... |
| delicious cakes and pastries |
delectably delicious cakes and perfect pastries
|
| a wide variety of tasty breads |
the widest variety of temptingly tasty breads for all tastebuds |
|
friendly and helpful staff
|
friendly and attentive staff who do anything to help all of their customers and make you feel welcome from the moment you step through the door until the moment you leave |
Activity 5:
@ PLEASE EMAIL THIS ACTIVITY TO ME SO I CAN SEE HOW YOU HAVE BUILT UP YOUR IDEAS. I AM GIVING 2 WEEKS FOR THIS ACTIVITY AS I KNOW THIS WOULD TAKE MORE THAN ONE LESSON. I WILL INCLUDE THIS ONGOING ACTIVITY ON NEXT WEEK'S LEARNING PAGE AS WELL SO DON'T FEEL YOU HAVE TO EMAIL THIS WEEK. IT WILL BE MORE LIKELY YOU SEND FINISHED IDEAS TOWARDS THE END OF NEXT WEEK. HOPE THAT MAKES SENSE!
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 over the next couple of weeks. 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.
** Attached below is a word bank with some words and phrases you might use.
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.
SCIENCE
This week, we are going to do an evaporation investigation which looks at how different liquids evaporate in different conditions. For this experiment, we are going to cover some liquids and leave some uncovered. The question is 'Will different liquids evaporate at different rates if left uncovered?' Remember that evaporation happens when a liquid turns into a gas. You can often see water evaporate on a hot day. For example, a puddle on a hot day will become smaller or dry up because the water has evaporated. However, a liquid doesn't always need to be hot to turn to gas.
For this experiment you will need the following liquids in equal amounts to make it a fair test. Use bowls or jars - whatever you have to hand and you can use foil for the lids:
lemon juice - one covered and one uncovered
vinegar - one covered and one uncovered
salty water - one covered and one uncovered
water - one covered and one uncovered
** Make sure you put an equal amount of salt in each of the 'salt water' dishes. Again, this adds to making the experiment fair.
Leave these liquids together and in the same place for a week. You could make a prediction on which liquid you think will evaporate the fastest? Use the table which is attached below to record the amount of liquid left in each container each day. The attached table is labelled Monday to Friday but you could make your own from Tuesday to Saturday or however you want to do it. What happens to the uncovered liquids?
If you can't do the above experiment, here are some others you could try...
Jars
Fill two identical jars with water. Leaving one of the jars uncovered, cover the other one with an improvised aluminium foil lid. Make the lid as secure as possible. Then, take the jars outside and place them both in an equally sunny spot. Draw a picture of the jars, noting the current water levels. Return to the experiment every day for the next week to observe and draw the current state of the water jars.
Experiment With Sun and Shade
After filling up two identical bowls with water, take them outside and locate a spot where direct sunlight and shadow stand side by side. Place one water bowl in the direct sunlight, and the other beside it in the shade. Observe both bowls and use pencil and paper to illustrate current water levels in each bowl. Return to the experiment every hour for the rest of the day, continuing to make observations and illustrations of the water levels.
Experiment With Wet Cloth
Wet two identical pieces of cloth and wring the excess water out. Place one of the pieces of cloth in an airtight plastic bag. Place the other piece of cloth in an open tray. Position both items near a window with plenty of sunlight. Make predictions regarding which item will dry up first: the cloth in the sealed bag, or the one exposed to the air. Leave the items by the window overnight and look at what has happened to them the next day.
Have fun,
Mrs Smith