Good morning everyone, I hope that you are all well!  Have you made your bed this morning or taken part in P.E. with Joe?

Today at 12:00 Blair Drummond Safari Park will be broadcasting live on Facebook to teach us all about meerkats.  Why don’t you tune in?

 

Literacy:

Today for our literacy task we will be practising using commas to separate items in a list!

 

Thursday 2^nd April

Commas

I can use commas accurately to separate items in a list.

 

Warm Up:

Watch this video to remind yourself how to separate items in a list with commas. https://www.bbc.co.uk/bitesize/topics/z8x6cj6/articles/zxvcrdm

Main Task:

Activity 1: Missing Commas

Rewrite the sentences into your jotters, adding the missing commas.

1. You will need eggs flour jam butter and water to make a Victoria sponge cake.
2. I enjoy baking painting running and swimming.
3. My mum’s favourite desserts are cake jelly yoghurt and fruit.
4. We had cake pizza jelly ice-cream and popcorn at the cinema and pizza party.
5. On Friday we have maths literacy art and geography.
6. My cousins names are Nicola John Laura Colin and Mark.

 

Activity 2: Comma Detectives 🔎

Two of these sentences are punctuated correctly, two are not.  Identify the two sentences which are not punctuated correctly and correct them in your jotter.

1. My sister bought a drink, a Galaxy, crisps and skittles from the shop.
2. The football fans shouted, cheered, clapped, and celebrated at the match.
3. I live with my mum, dad, brother, sister, and pet dog Goldie.
4. We ordered rice, curry, samosas and bhajis from the Indian take away for dinner.

 

Activity 3: Which Comma?

Identify the comma that is in the incorrect place and write the sentence correctly.

1. My best friend has, a cat, a dog, a rabbit and a snake.
2. My favourite subjects in school are maths, P.E., music, history, and English.

 

Extension:

Use the given words to write a sentence with a list.

Complete the quiz at the bottom of the BBC Bitesize clip you watched for the warm up task. https://www.bbc.co.uk/bitesize/topics/z8x6cj6/articles/zxvcrdm

🌶🌶  Too easy?  Try this one: https://www.educationquizzes.com/ks1/english/commas-for-a-list/

 

Remember to check out the BBC Teach School Radio site.  Why don’t you expand your knowledge in the Vikings by listening to a Viking Saga: https://www.bbc.co.uk/teach/school-radio/english-ks1-english-viking-sagas/zkyqd6f

 

Maths

Warm Up: Mental Maths

1. Write down any 3 odd numbers that add up to 15
2. ______ – 11 = 294
3. Write down the number sixty-four thousand, three hundred and eleven
4. 55 ÷ ______ = 5
5. Round 41,305 to the nearest hundred
6. What is the next number in the sequence?   711    708    705    702    _______
7. Write down a multiple of 7 between 29 and 39
8. I started with £5.  I spent £2.31.  How much do I have left?
9. How many 10p’s are in £3.40?
10. What number comes halfway between 124 and 128?
11. How many legs are there on 8 tigers?
12. Half of 234 = ?
13. The date is 2^nd April.  What will be the date in a fortnight?
14. What is ¼ of 16?
15. In Sweden the temperature in the morning was -1°C.  Throughout the day the temperature rose by 7°C.  What was the temperature by the end of the day?
16. A flight flying to Singapore leaves Glasgow at 06:45am.  The flight lasts 8 hours.  What time does the flight arrive?

 

Main Task: Multiplying by a Multiple of 10

02.04.20         Multiplying by a Multiple of 10

I can use my knowledge of table facts and multiplying by ten, a hundred or a thousand to work out new facts.

 

Activity 1: Times Tables

I have set a Sumdog Times Table Challenge for you all.  Your target is 50 correct answers but you only have 1 day to complete it!

Activity 2: Multiply by a multiple of 10

https://www.bbc.co.uk/bitesize/topics/znj7hyc/articles/zntc7nb

Let’s use what we practised last week to help us multiply by a multiple of 10.

e.g.         4×5 = 20

so 40x 5 = 200 because it is ten times more.

🌶

1) 80 x 2 =
2) 90 x 3=
3) 50 x 8 =
4) 90 x 5 =
5) 20 x 6 =

🌶🌶

6) 80 x __ =320
7) __ x 70 =350
8) __ x 60 = 180
9) 70 x __ = 560
10) __ x 70 = 210

Activity 3: Multiply by a multiple of 100

Well done now let’s get a bit harder:

e.g          4×5 = 20

so…        400 x5 = 2,000 because you multiply 4×5 by 100.

🌶

1. 3 x 200 =
2. 400 x 6 =
3. 600 x 9 =
4. 4 x 800 =
5. 700 x5 =

🌶🌶

6. 3 x ______ = 2,100
7. __ x 400 = 2,000
8. _____ x 9 = 7,200
9. 400 x ___ = 1,200
10. 600 x ___ = 1,800

Traffic Light today’s work and leave a comment to say how you found multiplying by a multiple of 10.

 

Extension:

🌶🌶🌶

Got it? Try these questions which are a mix of multiplying by 10, 100 and 1,000.  Remember when you multiply by 1,000 all your digits move 3 places to the left on your place value chart.

e.g. 4,000 x 5

4 x 5 = 20

So…        4,000 x 5 = 20,000.

 

Mrs McLeod sent me a message yesterday to say that J.K.Rowling has launched a new ‘Harry Potter at Home’ site to keep everyone busy whilst we are staying home.  There are lots of activities from art lessons, news articles, quizzes and puzzles.  For example, there is a quiz all about The Philosopher’s Stone.  Since we have all read this why don’t you take the quiz and see how much you remember about the story (not to boast but I scored 10/10!). 🧙🏼‍♂️✨

 

Miss Donaldson 🦄

Good morning everyone!  I hope that you are all well and are keeping busy at home. Have you played any tricks for April Fools yet?  I haven’t but I’m on guard in case anyone tries to play one on me! 🃏

Literacy:

Today we will be continuing to work on the skill of making inferences! 📖

 

Wednesday 1^st April

Comprehension

I can demonstrate my understanding of a text by making inferences and justifying them with evidence.

 

Warm Up:

Reminder: Making an inference is all about using what you have read in the text to make an educated guess.  Watch this clip: https://www.youtube.com/watch?v=1oqdI5JMJnM.  The actress in the video was not told that her character was feeling unhappy but she used what she had learned about her character’s day to guess that was how she was probably feeling.

Main Task:

Excerpt taken from ‘How to Train Your Dragon’ by Cressida Cowell, Chapter 10, p.134-7. 🐉

Eventually Stoick came out of the Huddle and stood before the boys, who were hanging their heads in shame, their dragons at their feet.

If Hiccup had been able to look at his father, he would have seen that Stoick was not his normal, merry, violent self. He looked very solemn indeed.

“Novices of the Tribes,” he bellowed grimly, “this is a very bad day for all of you. You have FAILED the Final Test of the Initiation Program. By the fierce Law of the Inner Isles this means that you should be cast out from the Tribes into exile FOREVER. I do not want to do this, not only because my own son is among you, but also because it will mean that a whole generation of warriors is lost from the Tribes. But we cannot ignore our Law. Only the strong can belong, in case the blood of the Tribes should be weakened. Only Heroes can be Hooligans and Meatheads.”

“Under normal circumstances,” said Stoick, “the ceremony of exile would start now. But going to sea in weather like this would mean certain death for all concerned. As an act of mercy, I will allow you one more night of shelter under my roof, and first thing tomorrow morning you will be set ashore on the Mainland to fend for yourselves. From this moment forth, you are all banished and may not talk to any other member of your Tribe.”

The thunder crashed all around the boys as they stood, heads bowed, in the rain.

“Pity me, for this is saddest thing I have ever had to do, to banish my own son,” said Stoick sadly.  “A Chief cannot live like other people,” said Stoick, looking almost pleadingly at Hiccup. “He has to decide what is for the good of the Tribe.”

Suddenly Hiccup was very angry.

“Well, don’t expect ME to pity you!” said Hiccup. “What kind of father thinks his stupid Laws are more important than his own son? And what kind of stupid Tribe is this anyway, that it can’t just have ordinary people in it?”

Stoick stood looking down at his son in surprise and shock for a moment. Then he turned round and trudged off.

“I’ve lost my t-t- tooth,” Toothless complained whinily. “C-c-came out when I hit that F-f-fireworm dragon.” 

Hiccup took no notice.

 

 

Write down as many adjectives as you can for how the Stoick, Hiccup and Toothless are feeling at this moment in the story.  Beside each adjective write a quote from the text to justify your choice.

For example:

Stoick the Vast

Sad – “He looked very solemn indeed”

 

Try to get 3 inferences for Stoick and Hiccup.  1 inference is enough for Toothless as he does not play a big part in this scene.

 

Extension:

Gather as many words from the text as you can find which suggest to the reader how the character is feeling.  You may be able to find more than one word/words from the text that show the same thing (I could find 4 different parts of the text that suggested that Stoick was miserable).

For example you can tell that the boys were feeling embarrassed because it says that they were “hanging their heads in shame”.

 

Yesterday’s short story by David Walliams came from his book ‘The World’s Worst Children 2’ and is entitled ‘Humbert the Hungry Baby’.  It’s really funny – have a listen!

https://www.worldofdavidwalliams.com/elevenses/

 

Maths

Warm Up: Mental Maths

1. 6 x _____ = 42?
2. Write down a multiple of 10 between 37 and 47.
3. 32 ÷ 4 = ?
4. 2,327 = 2,000 + 300 + ____ + 7
5. Write down seventy-six thousand and twenty-nine
6. What is the next number? 13,210    12,210    11,210    10,210    _______
7. How many 3’s make 18?
8. Round 53,865 to the nearest thousand.
9. How much money is 2 twenty pound notes, 3 ten pound notes and 5 five pound notes?
10. 1,112 – 14 = ?
11. The time is 11:35. What time will it be in half an hour?
12. How many 5 pences are in £2.05?
13. A pen costs 70p. How much would 4 pens cost?
14. Which of these numbers can you divide by 9 without getting any remainders? 81    76    45    20    32
15. I set off at 9:30am. My journey takes 1 hour and 25 minutes.  When do I arrive?
16. 8 x 50 = ?

 

Main Task: Halves

01.04.20         Halving

I can separate a number into parts in order to halve it.

 

Activity 1: Simple Halving

Find half of these numbers:

1. 16
2. 20
3. 18
4. 30
5. 40
6. 50

 

Activity 2: Halving by Partitioning

Split the following numbers into tens and units.  Half the tens, half the units then add them both together.

 

Activity 3: Halving 3-digit Numbers

Split the numbers into hundreds, tens and units.  Half the hundreds, half the tens and half the units then add all three numbers together to calculate the answer.

 

Traffic Light today’s work and leave a comment to say how you found halving by partitioning today.  🚦

 

Extension:

If you are up for a challenge try to solve these riddles!

I think of a number. I half it and subtract 10. The answer is 10. What was my number?	I think of a number. I half it and add 5. The answer is 20. What was my number?
I think of a number. I half it and add 3. The answer is 9. What was my number?	I think of a number. I half it and add 10. The answer is 16. What was my number?
I think of a number. I half it and add 10. The answer is 18. What was my number?	I think of a number. I half it and add 5. The answer is 9. What was my number?
I think of a number. I half it and subtract 1. The answer is 11. What was my number?	I think of a number. I half it and add 5. The answer is 20. What was my number?
I think of a number. I half it and add 4. The answer is 12. What was my number?	I think of a number. I half it and subtract 3. The answer is 4. What was my number?
I think of a number. I half it and subtract 15. The answer is 29. What was my number?	I think of a number. I half it and add 12. The answer is 33. What was my number?

 

Create 3 of your own riddles for someone in your house to solve.

 

Lastly, I know we have some lego wizards in our class.  Why don’t you have a go at this 30-day challenge?  I bet you could come up with some really creative designs!

Miss Donaldson 👍🏼