Maths Continue Data Handling

Misleading? – Look through the newspaper or a news website together and find articles displaying data or statistics of any sort.  Consider or discuss together how accurate this data is, and whether or not it has been presented in such a way as to mislead or influence the reader.  If a good example is found, ask your child to bring it into school for discussion.

Switch It!  – Look online or in the newspapers to find information that has been presented as a table, pie chart, bar graph or line graph.  Challenge your child to take the information and change it to a different form (e.g. from a pie chart into a table).  How does this affect the way we think about the information?  Bring an example into class to discuss with the teacher.

Website 1 – http://www.skysports.com A rich source of tables to analyse and interpret.

Website 2 – http://www.mathsisfun.com/data/data-graph.php A simple tool for creating bar graphs, line graphs and pie charts.

Website 3 – http://www.bbc.co.uk/bitesize/ks3/maths/handling_data/representing_data/revision/1/ An excellent website for rehearsing and extending knowledge and skills linked to displaying and interpreting data.

Website 4 – http://www.topmarks.co.uk/maths-games/7-11-years/data-handling A range of interactive data analysis activities.

Probability

http://www.bbc.co.uk/schools/mathsfile/shockwave/games/fish.html

Play Who Wants to be a Millionaire Probability          http://www.primaryresources.co.uk/maths/mathsF2.htm

http://www.primaryresources.co.uk/maths/pdfs/probability.pdf

 

Literacy

AN ADVERB IS A WORD THAT GIVES MORE MEANING TO A VERB. MANY ADVERBS TELL US HOW SOMETHING HAPPENED. MANY ADVERBS END IN THE LETTERS -LY. Task one. Look at this list of adverbs. CAREFULLY QUIETLY CROSSLY SOUNDLY NOISILY QUICKLY SILENTLY CLUMSILY Copy each sentence down and fill in the space with one of these adverbs. (Read it and make sure it makes sense first!) 1. I eat crisps ———-. 2.In class I listen ——–. 3. At night I sleep ———–. 4. When I am working I whisper ———— to my friends. 5. I run ——— to escape from Julie. 6. I spoke ———– to my brother Lee after he had broken my toy. 7. The rabbit passed ———— past the fox’s den. 8. Hilda walked ———- in her new high-heeled shoes. Task Two. Copy these sentences into your books. Underline the adverb in each sentence. 1. The rain fell heavily throughout the night. 2. The boy spoke rudely to his mum. 3. The time passed slowly as Tim waited for his friends. 4. The girl sang loudly during hymn practice. 5. The river flowed rapidly after the storm. 6. Shelly was dressed smartly for the party. 7. We must always cross the road safely. 8. The nurse treated me gently after my fall.

Health and Well Being

How many times can you Beat the Street?  Will you walk, cycle or run?   Don’t forget 2 hits = 1 point.  Make sure an adult knows where you are going and who you are going with!

 

Science

• Mixing solids with water. Find out what happens to solids when they are added to water.  You could try coffee, tea, sugar, salt, rice, flour etc.  Record your results in a table with the headings

 

Name of Solid	What I think will happen	What happened

 

• Here are some scientific words to help you describe what happened but be careful because not all of them are useful:

Solid liquid dissolve solution melt undissolved dissolved mixed water solidified solidify freeze

• Now group the solids into sets according to what happened when you mixed them with water. Did you get any surprises?