Morning P6/7 🙂

Today we are going to focus practising the method of rounding and adjusting to solve addition and subtraction calculations.

Starter:

Watch the video and read the section below the video, which explains how to round a number:

https://www.bbc.co.uk/bitesize/topics/zh8dmp3/articles/zpx2qty 

Then, watch this second video and read the explanation below it on how to round decimal numbers:

https://www.bbc.co.uk/bitesize/topics/zh8dmp3/articles/zsvt97h 

Activity:

I can round and adjust the numbers to make it easier to solve mentally.

Remember, round the trickier number to the nearest 10, solve your calculation and don’t forget to either add on, or take away the extra part you did at the start to make the easier number.

Eg. a) 59 is the trickier number so I added 1 to round it to 60, which is an easier number to work with. I then solved the calculation and at the end adjusted it back, as I added an extra 1, I had to remember to take the 1 away.

Challenge:

I can apply rounding and adjusting method to solve a word calculation.

• Firstly, decide is it asking you to add or subtract.
• Secondly, choose the trickier number and round it.
• Thirdly, solve it and adjust.

1. Jessica grew 674 watermelons and 122 cantaloupes. Mary grew 537 watermelons. How many watermelons did they grow in total?
2. Nancy had £651 in her bank. She spent £398. How much money does she have now?
3. Chloe had 95 Pokémon cards, and 7 were torn. Phil bought 36 of Chloe’s Pokémon cards. How many Pokémon cards does Chloe have now?
4. Miss Smith ordered some pizzas for a party, she order 57 pepperoni and 36 Hawaiian. How many pizzas did she order

There is also an activity up on Sumdog to continue practising your multiplication and division.

Finisher:

Create a couple of Qs for someone at home or a friend over the phone.

Ask them to round a given number to the nearest 10, 100 and 1000.

Create a couple of addition and subtractions Qs if you can too.

Good Morning everyone!

Hope you’re keeping in contact through messages and calls with family and friends 🙂

Today, you are going to listen to Ch 15. Yesterday’s chapter was sad. Can you recap through discussion, written explanation or through illustrations, what had happened in Ch 14?

Activity: 

I can make notes about the changes of weather throughout the Ch. (drawings, verbally or written or all 3)

(Was it light/ dark? what colours could they see? when? why did the author do this? What does light symbolise? what does darkness symbolise?)

Listen to Ch 15:

https://www.youtube.com/watch?v=pcXrCNuDmh0

Challenge: I can compare and contrast the events in this chapter with the religious stories of Christianity. (Hint- think about Jesus).

This can be done as a table, written passage, drawings, handwriting piece and you can copy it out and annotate it- remember letter size and joins. 

In the section below, I would like you highlight key words which link to the story of Jesus (think about Easter).

_______________________________________________________________________

The rising of the sun had made everything look so different – all colours and shadows were changed – that for a moment they didn’t see the important thing. Then they did. The Stone Table was broken into two pieces by a great crack that ran down it from end to end; and there was no Aslan.

“Oh, oh, oh!” cried the two girls, rushing back to the Table.

“Oh, it’s too bad,” sobbed Lucy; “they might have left the body alone.”

“Who’s done it?” cried Susan. “What does it mean? Is it magic?”

“Yes!” said a great voice behind their backs. “It is more mgic.” They looked round. There, shining in the sunrise, larger than they had seen him before, shaking his mane (for it had apparently grown again) stood Aslan himself.

“Oh, Aslan!” cried both the children, staring up at him, almost as much frightened as they were glad.

“Aren’t you dead then, dear Aslan?” said Lucy.

“Not now,” said Aslan.

“You’re not a – not a – ?” asked Susan in a shaky voice. She couldn’t bring herself to say the word ghost. Aslan stooped his golden head and licked her forehead. The warmth of his breath and a rich sort of smell that seemed to hang about his hair came all over her.

“Do I look it?” he said.

“Oh, you’re real, you’re real! Oh Aslan!” cried Lucy, and both girls flung themselves upon him and covered him with kisses.

Finisher:

Watch this clip:

C.S. Lewis uses a symbolising throughout the book. In Ch 5 there are a few links to Christianity, Jesus and the Easter story in particular. Can you explain these links verbally to someone. What does the Easter story and CH 15 have in common? Who does Aslan symbolise?

Good Morning everybody:). This week we will be revising addition and subtraction.

Starter:

To warm our brains up we are going to play Top Marks Hit the Button – Number Bonds (choose the option within this that best suits you).

https://www.topmarks.co.uk/maths-games/hit-the-button

Activity: You can answer these verbally to a family member or on a call to a friend or written in your jotter. Try to work these out mentally, in your head, using the knowledge of your number bonds of multiples of 10, 100, 1000.

Challenge:

Can you make up some addition and subtraction word problems, which require knowledge of number bonds for a partner?

Finisher:

https://www.topmarks.co.uk/number-facts/number-fact-families Give this game a go! Click on addition and subtraction and then choose your level of difficulty.

Good Morning boys and girls 🙂 I hope you have all had a lovely weekend!

Today, we are looking at the next Chapter of our class novel: The Lion, the Witch and the Wardrobe.

Starter:

Read the recap I have created about CH 13:

The wolf found the Witch and reported that he had seen Aslan and the human at the Stone Table. The Witch then told the Wolf to gather everyone “as speedily as you can” and stated, “We will fight.”

Edmund rescue party saved Edmund and carried him back to the Stone Table. The Witch had disguised herself and the Dwarf into a stump and boulder to hide themselves.

Aslan reunited the siblings and told them not to talk about the past. Edmund said sorry. Then the Wolf came with a message; the Witch wants to come and speak safely to Aslan.

They spoke and they agreed that the Witch was entitled to a kill because of the deep magic.

Reflect back on these main events and predict what you think might happen next (at least 4).

Activity: (verbally or written)

Listen to Ch 14:

https://www.youtube.com/watch?v=7RYgHePwc64

Think about this readers use of volume, tone and expression. Discuss with someone, or write down what did the reader do to keep your attention? (or not do?)

I can give full answers, using part of the Q.

Challenge: I can use an Action, Description or Dialogue to back each answer up.

1. What did Aslan say about his presence in the battle that was sure to come?
2. What did the girls see when they got up in the middle of the night?
3. What did Aslan say when they asked to go with him?
4. How did the Witch’s followers react to Aslan’s appearance?
5. What did they do to Aslan before he was put on the Stone Table?
6. How did Aslan look just before he was killed?

Challenge:

Inferential Qs:

1. Why do you think Aslan didn’t tell anyone what was going to happen?
2. Why do you think the Witch and her followers humiliated Aslan before killing him?
3. How did you feel hearing this chapter? Why?

Finisher: (Remember, you can always email me your journal entry and I will get back to you J )

Write a journal entry Peter might have written about his conversation with Aslan as they were moving to the new camping place.

I can classify/ sort books in to categories.

Starter:

List as many different books: titles, authors, genres etc as you can in 1 minute. (If possible, you can play against someone or with someone at home).

How many could you name?

Activity: I can classify and sort books in to categories. 

Follow the instructions below.

Challenge:

Can you add books of your own choice that would fit in to the categories?

Plenary:

Which types of books appeal to you most? Why?

Good morning P6/7!

Happy Friday! First week of Lock in complete! Stay safe!

Starter:

Revise the months of the year poem 30 days hath September, April, June and November, all the rest have 31, except February alone which has 28 days clear or 29 in a leap year.

Sort the calendar months below into the correct order.

Then write how many days are in each month.

Which is the shortest month?

What month has 30 days and 4 letters in its name?

If Helen was born in June, and Simon was born three months later, in which month was Simon born?

What is the 7th month of the year?

Which month comes before November?

Activity:  Square Numbers

Yesterday in our starter we learned to square a number: we multiply it by itself. e.g. 4 squared (written as 4²) = 4 x 4

4²  = 16

So, when a number is multiplied by itself, the answer is a ‘square number’.

Square the following numbers.  If you need to, you can draw arrays to help you:

1. 4
2. 7
3. 9
4. 7
5. 15
6. 18
7. 20
8. 30

Which numbers multiplied by themselves, give the following:

9. 1
10. 64
11. 9
12. 100
13. 25
14. 121
15. 144

A square has four sides which are all the same length. Each angle is a right angle (90°).

What is the area of a square whose side is:

16. 6cm in length
17. 8cm in length
18. 25cm in length
19. 100cm in length

Let’s build on our learning……Now that we know about SQUARE NUMBERS let’s learn the opposite of Square Numbers- SQUARE ROOTS

The square root sign is √ . √16 means the square root of 16.

Challenge:

• How many tiles are there if there are 2 tiles across and 2 tiles up? 5 tiles across and 5 tiles up? 7 tiles across and 7 tiles up?
• If there are 16 tiles altogether, how many tiles are there in each row? 64 tiles altogether? 81 tiles altogether?
• If 3 ² means 3 × 3 and 4 ³ means 4 × 4 × 4, what do you think 6 ⁴ and 7 ⁵ mean?

Plenary:

http://www.math-play.com/square-root-game.html

I would love to read parts of your stories if you’re able to type them or take a picture and upload it. Remember you can send it to my email, or share it with us all and post it through the comments ☺ 🌟

Good morning everyone! Hope everybody is feeling good this morning 🙂

Today’s maths includes looking at square numbers, this is when a number is multiplied by itself.

Good Morning!

Today we are going to look at using some punctuation. Using colons, semi-colons and dashes can be tricky.

We are going to revise semi-colons first.

Watch this starter video below to remind ourselves when is appropriate to use each.

Semi-colon   https://www.bbc.co.uk/bitesize/topics/zvwwxnb/articles/zshfdxs 

Activity:

We use semi colons to connect two RELATED but independent parts of a sentence together:

Miss Park loves chocolate.

Freddos are her favourite.

Can become:

Miss Park loves chocolate ; Freddos are her favourite.

Try writing some of these sentences (in your neatest handwriting).

I can place a semi-colon in the correct place.

Mark fell to his feet. He was exhausted.

Curtis fell into the nettles. The pain was terrible.

Fiona had been working all night the project was due in tomorrow

Sarah studied the creature it studied her in return

Challenge:

I can finish the sentence after the semi-colon.

1. Gemma was furious;
2. Sally enjoyed the football;
3. Marcus was exhausted;
4. Fred slammed the door;

Plenary:

I can explain the use of a semi-colon to someone else and give an example.

Good Morning everyone, Joe Wicks is trying to get to 1 Million viewers this week, have you helped him? If not perhaps tune in tomorrow and give it a go! People from all around the world are! (including me, I am trying it too, if I can do it, so can you!)

Starter:

Remember

Q4. The perimeter is the length of the outline of a shape. To find the perimeter of a rectangle or square you have to add the lengths of all the four sides.

Activity: I can order large numbers.

Write these numbers in order, from smallest to largest:

1. 668 138    875 981    756 343   857 909
2. 674 231   670 321     647 231     607 231
3. 990 741   909 742     990 471      909 472
4. 85 431      85 341      72 853     78 235
5. 278 316   300 265     301 256     287 361
6. 421 791  502 689  503 986  427 119
7. 70 991     57 091    57 099    69 999

Which is the largest number? Which is the smallest number?

*Challenge*:

Let’s have some fun on Sumdog! I have put up a competition! It wont take you long.

I will also be on from 12pm-1pm to play Sumdog with you all.

I will also open the house from 9am -1pm.

Plenary:

Look at each pair of numbers:

3876               1378

1514                 3120

3108                1380

5106                4798

Think of three numbers that are between each two numbers.  Write them in your jotter.