Good Morning boys and girls!

Did you prank anyone yesterday? Or did anyone play a joke on you? Comment below and we can make sure there is a smile on  everyone’s face this morning 🙂

Watch this video: it explains how we can use colons and semi-colons can join two sentences.

https://www.youtube.com/watch?v=SnQU2v2kMFA 

Remember: there are other reasons why we use colons and semi-colons.

Activity:

Meet two new types of punctuation ; and :  They can be used to join two sentences but also used for other reasons too. Read these explanations to help you.

Colon:

• Used to introduce a list.
• Or a summary.
• Or an example.
• Or a quotation.
• Introduces a second clause that explains the first.

Semicolon:

• Used to separate two closely linked clauses.
• Shows there is some link between two things it separates.
• Can be used to separate complicated items in a list (where a comma won’t do the job so well).

Exercise A:

Read each of these examples and match them to the explanations above.

1. My teacher always says: “The colon is a funny little mark.”
2. We have learned the following: salt dissolves in water.
3. The water evaporated; I said it would.
4. Salt dissolves in water; sugar does too.
5. Our saucers contained salt; water and sugar; salt and water; sugar and water and water on its own.
6. The water evaporated; it turned into water vapour.
7. For this experiment you will need: a glass of water, a teaspoon of salt.
8. Some materials dissolve, for example: salt in water, sugar in coffee.

You don’t need to write out the sentences again just set your work out like this:

Sentence 1- colon used for quotation

Sentence 2 –colon used for _______.

*Challenge*

Look at these sentences.  Should it have a colon or a semi colon?

Write them out neatly and add in the colon or semicolon:

1. Here is what you need _____ an egg, a candle and a piece of string.
2. I like playtime _____ Josh does too.
3. This story teaches us the lesson _____don’t count your chickens before they hatched.
4. Playtime was cancelled ______ we were not pleased!

Plenary:

Read a book, newspaper, magazine or article online.  Scan your text for colons and semicolons.  Can you explain why they have been used?

Morning all! We are going to try and solve addition and subtraction calculations using the counting on/ back method.

Starter:

Watch this short clip which explains and shows you visually how to jump on/back in your head.

https://www.youtube.com/watch?v=_31lA7wbgTw 

 

Sorry everyone, the activity won’t copy and paste on properly, so I have tried to take pictures of it, let me know if this does not help.

Activity: I can count on and back. 

Fill in the missing numbers into the box (verbally or written)

Challenge: I can create my own Q.

I can use the numbers given to form an addition or subtraction calculation.

I can solve the calculation and show the count on/ count back method.

Finisher: Explain verbally or written, how to use the count on/ back method and why this might be helpful. 

Good Morning everyone!

Be careful this morning for it is April Fools’ Day.

Starter:

On April Fools’ Day in 1957, the BBC showed a short film about people harvesting spaghetti from trees in Switzerland.  They managed to convince a lot of viewers that spaghetti grew on trees and many people phoned to find out how they could grow their own!

Watch this link to find out other ideas for April Fools’ Day:

https://mysteryscience.com/mini-lessons/april-fools

 

Activity: I can write a newspaper report

Write a made-up news story.  Think of a story that is almost believable but is a bit silly too. It could be something other than spaghetti that grows on trees, an idea you watched on the video clip above or your own idea.

 

Success Criteria:

• A headline to capture the reader’s attention and tell what the newspaper report is about.
• An opening paragraph with a more detailed summary of the main happenings (when, where, who, what, why).
• Select important main events and organise these in a chronological order
• These events to be organised into paragraphs (with sub-headings to categorise information where appropriate)
• Use direct speech where appropriate to quote from people who were there,
• A paragraph with concluding statements, comment or summary
• Graphics/photos/illustrations to engage the reader and provide them with further information about the event

Challenge:

Can you count how many WOW words or figurative language you used? (Metaphor, Simile, Personification, alliteration, onomatopoeia)

Can you count how many semi-colons you managed to use?

Plenary:

Read your newspaper report to someone if you can and ask for a star and a wish.

 

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.

Calculation	Rounded calculation and answer	Adjusted	Final answer
Eg. a)   59 + 45	(+1)60 + 45 = 105	105 – 1	104
b)   117 + 66	(+ _)    + 66 =
c)   89 + 55
d)   37 + 18
Eg. e)    92 – 49	92 – 50  (+1) = 42	42 -1 =41	41
f)   66 – 39
g)   104 – 27
h)   52 – 26

 

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:

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.

I can recall number bond facts.	I can apply my number bond facts.
1.     5 + 5= ___ 2.    6 + 4=___ 3.    2 + 8= ___ 4.    9 + ___ = 10 5.    13 + 7= ____ 6.    17 + ___ = 20 7.    30 + 70 = ____ 8.    300 + 700 = ___ 9.    40 + ___ =100 10. 600 + ___ = 1,000 11.  24 + 56= ___ 12. 32 + 46 + 18 = ___ 13. 1.1+ 1.9 = ____ 14. 5,000 + _____ = 10,000	a)    I have 3 pencils in my pot. It fits 10. How many more can fit in the pot? b)   Tom has 40 apples; Jemma has 60. How many apples are there in total? c)    Mary bakes 58 cupcakes, Mandy bakes 42 cupcakes, Lucy bakes 76 and Sarah bakes 24 cupcakes. However, Mary’s dog steals 10! How many cupcakes do they have in total to sell at the Bake Sale?
I can use my number bonds facts.	I can apply my number bond facts.
1.     10 – 4 = 2.    10 – 7= 3.    10 -5 = 4.    100 – 40 = 5.    20 – 16= 6.    40 – ___ = 32 7.    1 -__ = 0.4	a)    There are 10 buttons on my coat. I have fastened 2, how many more are there to do? b)   Shelly has a box of 100 sweets. She gives 40 to Ben and 27 to Simon. How many does Shelly have left?

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:

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.

March
November
December
June
February
August
July
April
October
May
January
September

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 ☺ 🌟