Class 3
You can email Miss Rapley directly to make contact and submit work.
Miss Rapley's email: rapley.h@trinity.shropshire.sch.uk
Please check your junk folders as my replies sometimes end up in there it would seem!
or use the contact forms below:
Miss Rapley's email: rapley.h@trinity.shropshire.sch.uk
Please check your junk folders as my replies sometimes end up in there it would seem!
or use the contact forms below:
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Zoom Achievement Assemblies
Every Friday morning, we will have an Achievement Assembly via Zoom.
Please find the details of this week's assembly below:
Please find the details of this week's assembly below:
Heather Rapley is inviting you to a scheduled Zoom meeting.
Thursday 1st April 9.30am Join Zoom Meeting https://zoom.us/j/97554173535?pwd=eW9FMy9Sa0htdlVWVWszL0F2ZStZQT09 Meeting ID: 975 5417 3535 Passcode: rJ4uHs |
Zoom Rules:
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Pinned post: Zoom Assembly on Thursday 1st April at 9.30!
See link above.
Please bring: Your African mask if it is finished! We'd love to see it. You can wear it if you want!
I'm looking forward to seeing you all Class 3. Miss Rapley
See link above.
Please bring: Your African mask if it is finished! We'd love to see it. You can wear it if you want!
I'm looking forward to seeing you all Class 3. Miss Rapley
Home Learning Summer Term 2021
Tuesday 20th July (work completed in class on 19.7.20.21)
Today was a journey day linked to our value of being AMBITIOUS.
We discussed what being ambitious meant. In assembly, Mr Pittaway linked it to the England football team in the Euros this year and Mark Cavendish in the Tour de France. You could research either of these stories a bit more, or perhaps you have your own favourite sportsperson who has shown ambition.
Activity 1: In class, we discussed what being ambitious leads us to. We had lots of cards with ideas on them, from earning lots of money, to being a compassionate person. We 'diamond ranked' these cards, with the one at the top of the diamond being the one we most thought being ambitious should lead to. In diamond ranking, you put one in the top row, two in the second, three in the third, four in the fourth, three in the fifth, two in the sixth and one in the seventh, and it forms a diamond shape on the table! So the one at the bottom is the one you consider to be least important. We all had different ideas, and it lead to interesting discussions about ambitions and goals.
Today was a journey day linked to our value of being AMBITIOUS.
We discussed what being ambitious meant. In assembly, Mr Pittaway linked it to the England football team in the Euros this year and Mark Cavendish in the Tour de France. You could research either of these stories a bit more, or perhaps you have your own favourite sportsperson who has shown ambition.
Activity 1: In class, we discussed what being ambitious leads us to. We had lots of cards with ideas on them, from earning lots of money, to being a compassionate person. We 'diamond ranked' these cards, with the one at the top of the diamond being the one we most thought being ambitious should lead to. In diamond ranking, you put one in the top row, two in the second, three in the third, four in the fourth, three in the fifth, two in the sixth and one in the seventh, and it forms a diamond shape on the table! So the one at the bottom is the one you consider to be least important. We all had different ideas, and it lead to interesting discussions about ambitions and goals.
| diamond_ranking_for_ambitious_journey_day.pdf |
Activity 2: Making a Vision Board for the next 12 months
We shut our eyes and thought about the following:
Imagine you are sitting in school on the last day of term next year.
SCHOOL: What do you hope to have achieved? - think about reading, Writing, Maths, but also other subjects - art, music, sport, and also friendships.
HOBBIES: Think about out-of-school also - do you have dreams of trying something new this year, or achieving a new stage or badge in a hobby you already do?
PERSONAL: What would you like to be different about you? Think about your qualities. Would you like to be more confident at speaking up / meeting new people? Would you like to be more tolerant of others? Would you like to be better at keeping your temper? Would you like to be better at persevering?
FAMILY: What are your ambitions for your family life? Perhaps you’d like to spend more time together, perhaps you’d like to be more helpful, perhaps you’d like to spend less time on a screen and more time outside with your family?
On a piece of black card, we made vision boards. We looked for pictures and words/phrases that will help us to achieve our ambitions. Also, are there any famous people, or people that you know locally, who inspire you? Find pictures of them, or just write their names. Your vision board needs to be put in a place that you will see it often, to keep these goals in the front of your mind and then you will be more likely to achieve them!
We started with a large coloured star in the centre of which we put our photo.
Tomorrow, we will make a vision board for the long term future, not just the next 12 months. :)
We shut our eyes and thought about the following:
Imagine you are sitting in school on the last day of term next year.
SCHOOL: What do you hope to have achieved? - think about reading, Writing, Maths, but also other subjects - art, music, sport, and also friendships.
HOBBIES: Think about out-of-school also - do you have dreams of trying something new this year, or achieving a new stage or badge in a hobby you already do?
PERSONAL: What would you like to be different about you? Think about your qualities. Would you like to be more confident at speaking up / meeting new people? Would you like to be more tolerant of others? Would you like to be better at keeping your temper? Would you like to be better at persevering?
FAMILY: What are your ambitions for your family life? Perhaps you’d like to spend more time together, perhaps you’d like to be more helpful, perhaps you’d like to spend less time on a screen and more time outside with your family?
On a piece of black card, we made vision boards. We looked for pictures and words/phrases that will help us to achieve our ambitions. Also, are there any famous people, or people that you know locally, who inspire you? Find pictures of them, or just write their names. Your vision board needs to be put in a place that you will see it often, to keep these goals in the front of your mind and then you will be more likely to achieve them!
We started with a large coloured star in the centre of which we put our photo.
Tomorrow, we will make a vision board for the long term future, not just the next 12 months. :)
(Monday 19th July (work completed in class on 16.7.2021) Apologies for the delay in posting this.
History: WALT: know about Boudicca's Revolt.
Recap what we already know about Boudicca. (We did a reading comprehension a few weeks ago for homework).
Watch this video: www.bbc.co.uk/bitesize/topics/zkrkscw/articles/zhn6cqt and read the information on the rest of the page.
Complete a storyboard of Boudicca's revolt using the template below (Worksheet 5A of the pdf). We then added thought bubbles to each box to show how Boudicca might have been feeling at each point. Alternatively, you might want to show this by writing diary entries, as shown in Worksheet 5C.
History: WALT: know about Boudicca's Revolt.
Recap what we already know about Boudicca. (We did a reading comprehension a few weeks ago for homework).
Watch this video: www.bbc.co.uk/bitesize/topics/zkrkscw/articles/zhn6cqt and read the information on the rest of the page.
Complete a storyboard of Boudicca's revolt using the template below (Worksheet 5A of the pdf). We then added thought bubbles to each box to show how Boudicca might have been feeling at each point. Alternatively, you might want to show this by writing diary entries, as shown in Worksheet 5C.
| invaders_and_settlers_romans_work5.pdf |
Friday 16th July 2021 (work completed in class on 15.7.2021)
First session: Assembly - we said Goodbye to the Y6 Leavers. There is an amazing video on this link for you to enjoy.
DT: Testing our catapults - we went onto the playground and tested our catapults by firing Haribo sweets (The shop had run out of marshmallow!).
We ended with a competition of whose catapult threw the furthest. It went to a final. We then had a Champion Catapult Designer.
During testing, we had to make alterations to the design. For example, some people had to get a longer spindle, some people needed a stronger rubber band and some people needed to adjust where the band was attached to the firing arm. Have a practice with your catapult. How far can you make it fire? Are there things about it that you could improve? This is a process that real designers would go through to make their product as good as it can be.
DT: Evaluating our catapults - We discussed at length what we liked about our design and what we think could have gone better. We considered whether we had met the Design Criteria. We discussed how the lengths of the parts (eg the frame, the stop bar and the throwing arm in our wooden design) were all really important in deciding when the catapult released the missile, and therefore how high and far the missile flew.
We completed the final pages of our DT project booklets, including the Evaluation and sticking in photos of our project at different stages.
PE: Make sure you have an active hour today. You could practise some throwing and catching skills.
PS The planned battle for today was postponed - apparently the Celts changed their attack plans at the last minute - perhaps they are scared of the Class 3 Army and wanted more practice. We have spies watching their every move and we predict that they will now attack early next week.
First session: Assembly - we said Goodbye to the Y6 Leavers. There is an amazing video on this link for you to enjoy.
DT: Testing our catapults - we went onto the playground and tested our catapults by firing Haribo sweets (The shop had run out of marshmallow!).
We ended with a competition of whose catapult threw the furthest. It went to a final. We then had a Champion Catapult Designer.
During testing, we had to make alterations to the design. For example, some people had to get a longer spindle, some people needed a stronger rubber band and some people needed to adjust where the band was attached to the firing arm. Have a practice with your catapult. How far can you make it fire? Are there things about it that you could improve? This is a process that real designers would go through to make their product as good as it can be.
DT: Evaluating our catapults - We discussed at length what we liked about our design and what we think could have gone better. We considered whether we had met the Design Criteria. We discussed how the lengths of the parts (eg the frame, the stop bar and the throwing arm in our wooden design) were all really important in deciding when the catapult released the missile, and therefore how high and far the missile flew.
We completed the final pages of our DT project booklets, including the Evaluation and sticking in photos of our project at different stages.
PE: Make sure you have an active hour today. You could practise some throwing and catching skills.
PS The planned battle for today was postponed - apparently the Celts changed their attack plans at the last minute - perhaps they are scared of the Class 3 Army and wanted more practice. We have spies watching their every move and we predict that they will now attack early next week.
Thursday 15th July (work completed in class on 14.7.2021)
DT: This morning during the first session we checked our catapults and repaired as necessary (the glue had been drying overnight). We then added the finishing touches and put them together. We couldn't test them yet as today's glue was still wet, so we are looking forward to testing them tomorrow!
History:
WALT: know about Hadrian's Wall
We used watched the video on this BBC website but ON MUTE. We discussed what we thought the commentator was saying during the film. It showed us how much we had learnt about the Romans! We then looked at facts on this website from Britannica.
Today's task was to write a script to accompany the video. (We did have a sneaky listen to the actual script by unmuting once, just to give us ideas).
We then read our own scripts out at the same time as playing the muted video, to see if our ideas fitted with the timing.
RE: WALT: know the story of the Baptism of Jesus by John.
Last week we discussed water and its signficance in our lives.
Today, we reviewed how water can refresh us, calm us, frighten us, cleanse us.
We recalled stories from the Bible that involve water.
We read the story of John the Baptist, and made a story board showing 6 key pictures from the story.
Here is an online version of the story for you, if you don't have a children's Bible at home: Jesus is baptised.
Lastly today, we went out onto the field to practise marching with our shields. We tried the Triple Line formation and the Testudo formation. Can you remember what these are? Research them online to refresh your memory. Miss Rapley was not impressed by Class 3's discipline as soldiers. Lines were wonky and marching was all out of time! Let's hope we get our act together ahead of the big battle that we've heard might be happening today, depending on what those pesky Celts are up to.
DT: This morning during the first session we checked our catapults and repaired as necessary (the glue had been drying overnight). We then added the finishing touches and put them together. We couldn't test them yet as today's glue was still wet, so we are looking forward to testing them tomorrow!
History:
WALT: know about Hadrian's Wall
We used watched the video on this BBC website but ON MUTE. We discussed what we thought the commentator was saying during the film. It showed us how much we had learnt about the Romans! We then looked at facts on this website from Britannica.
Today's task was to write a script to accompany the video. (We did have a sneaky listen to the actual script by unmuting once, just to give us ideas).
We then read our own scripts out at the same time as playing the muted video, to see if our ideas fitted with the timing.
RE: WALT: know the story of the Baptism of Jesus by John.
Last week we discussed water and its signficance in our lives.
Today, we reviewed how water can refresh us, calm us, frighten us, cleanse us.
We recalled stories from the Bible that involve water.
We read the story of John the Baptist, and made a story board showing 6 key pictures from the story.
Here is an online version of the story for you, if you don't have a children's Bible at home: Jesus is baptised.
Lastly today, we went out onto the field to practise marching with our shields. We tried the Triple Line formation and the Testudo formation. Can you remember what these are? Research them online to refresh your memory. Miss Rapley was not impressed by Class 3's discipline as soldiers. Lines were wonky and marching was all out of time! Let's hope we get our act together ahead of the big battle that we've heard might be happening today, depending on what those pesky Celts are up to.
Wednesday 14th July 2021 (work completed in class on 13.7.2021)
Today was DT making day! We discussed at length the design of our catapults. We all chose to make the wooden frame design, as it was sturdy but didn't use too much wood and had excellent firing power.
We looked at the Design Criteria and discussed how to make sure our design met them. We drew a picture of what we wanted the final design to look like.
We then discussed in more detail about the joints and the measurements, before drawing the second diagram which had all the lengths needed, so it was all clear in our heads.
After that, we made our catapults. It took us a long time as we had to learn techniques such as how to saw safely and how to make holes through cardboard safely.
By the end of the day, the main frames of our catapults were glued together. Tomorrow, we will make the spindles (pivots) and attached the firing arms and evaluate our designs.
Could you make your own catapult today? You can make it out of items from your recycling box. A sturdy, small box would make a good frame. Or, if you choose the pyramid design, you could use colouring pencils as the long pieces of wood, or maybe some garden canes if you have them. There are lots of designs on the internet to follow. Have a go and see what you can come up with. Make sure you ask an adult to help you with the tricky bits like making holes.
Today was DT making day! We discussed at length the design of our catapults. We all chose to make the wooden frame design, as it was sturdy but didn't use too much wood and had excellent firing power.
We looked at the Design Criteria and discussed how to make sure our design met them. We drew a picture of what we wanted the final design to look like.
We then discussed in more detail about the joints and the measurements, before drawing the second diagram which had all the lengths needed, so it was all clear in our heads.
After that, we made our catapults. It took us a long time as we had to learn techniques such as how to saw safely and how to make holes through cardboard safely.
By the end of the day, the main frames of our catapults were glued together. Tomorrow, we will make the spindles (pivots) and attached the firing arms and evaluate our designs.
Could you make your own catapult today? You can make it out of items from your recycling box. A sturdy, small box would make a good frame. Or, if you choose the pyramid design, you could use colouring pencils as the long pieces of wood, or maybe some garden canes if you have them. There are lots of designs on the internet to follow. Have a go and see what you can come up with. Make sure you ask an adult to help you with the tricky bits like making holes.
Tuesday 13th July 2021 (work completed in class on 12.7.2021)
This week is Design Technology week!
This morning, we started our catapults project.
Find out about Onagers, a type of catapults that the Romans used.
Complete the first page of the booklet.
Have a play at making two simple catapults using what ever you have to hand at home - the lollystick catapult and the cardboard flap design (also known as the lever catapult - instructions below). If you don't have lolly sticks, perhaps you could use two rulers or you could ask an adult to cut some strips of plastic from a tub in your recycling. Strips of cardboard might even work.
We made a rule in class for safety- the only missile we are allowed to fire are tiny balls of screwed up scrap paper.
Have a look at the different designs on the next two pages of the booklet. We tested all of these. We wrote positive and negative points about each design. It will be hard for you to do that, but you just need to look closely at the designs and think about the following questions:
Does it look complicated to make?
Are the materials expensive? (We decided that wood was quite expensive, whereas carboard is cheap as we can use recycled materials).
Does it look like it'd be powerful?
That's as far as we got today - tomorrow we will start making our own designs.
This week is Design Technology week!
This morning, we started our catapults project.
Find out about Onagers, a type of catapults that the Romans used.
Complete the first page of the booklet.
Have a play at making two simple catapults using what ever you have to hand at home - the lollystick catapult and the cardboard flap design (also known as the lever catapult - instructions below). If you don't have lolly sticks, perhaps you could use two rulers or you could ask an adult to cut some strips of plastic from a tub in your recycling. Strips of cardboard might even work.
We made a rule in class for safety- the only missile we are allowed to fire are tiny balls of screwed up scrap paper.
Have a look at the different designs on the next two pages of the booklet. We tested all of these. We wrote positive and negative points about each design. It will be hard for you to do that, but you just need to look closely at the designs and think about the following questions:
Does it look complicated to make?
Are the materials expensive? (We decided that wood was quite expensive, whereas carboard is cheap as we can use recycled materials).
Does it look like it'd be powerful?
That's as far as we got today - tomorrow we will start making our own designs.
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Afternoon: PE - cricket. Practise some ball skills.
French - find out a bit about Bastille Day. Have a look at this website to help. www.euroclub-schools.org/bastille-day
French - find out a bit about Bastille Day. Have a look at this website to help. www.euroclub-schools.org/bastille-day
Monday 12th July 2021 (work completed in class on 9.7.2021)
English: WALT Edit and re-draft our dragonfly descriptions.
We printed out our first drafts and then read them through, checking and correcting with purple pen.
We checked the basics first: CL/FS, sense, spellings.
We then thought about what else we could improve: Variety of openers? Using some subordinating conjunctions? Improving our vocabulary (bearing in mind that this is English not science, so weird and wonderful descriptions were encouraged!).
We then corrected/ added to the original copy on the computers, then re-printed.
Send me a copy of your work via email if you wish!
Maths: Mental maths test. I'll try to upload this first thing on Monday morning for you. - see below! When you have finished it, go over the answers and revise methods for the ones you got wrong.
Computing: Isle of Tune. (visit the website isleoftune.com)
WALT: attempt to create a well-known tune.
We tried to make Three Lions on Isle of Tune. It was hard! We got the first two lines: 'It's coming home, it's coming home' quite well, by changing the notes and also the timing.
Other people had a go at other simple tunes eg Twinkle Twinkle Little Star.
Have a play and see what you can come up with! Send it to me by pressing the SHARE button, copying the link and pasting it into an email if you wish!
English: WALT Edit and re-draft our dragonfly descriptions.
We printed out our first drafts and then read them through, checking and correcting with purple pen.
We checked the basics first: CL/FS, sense, spellings.
We then thought about what else we could improve: Variety of openers? Using some subordinating conjunctions? Improving our vocabulary (bearing in mind that this is English not science, so weird and wonderful descriptions were encouraged!).
We then corrected/ added to the original copy on the computers, then re-printed.
Send me a copy of your work via email if you wish!
Maths: Mental maths test. I'll try to upload this first thing on Monday morning for you. - see below! When you have finished it, go over the answers and revise methods for the ones you got wrong.
Computing: Isle of Tune. (visit the website isleoftune.com)
WALT: attempt to create a well-known tune.
We tried to make Three Lions on Isle of Tune. It was hard! We got the first two lines: 'It's coming home, it's coming home' quite well, by changing the notes and also the timing.
Other people had a go at other simple tunes eg Twinkle Twinkle Little Star.
Have a play and see what you can come up with! Send it to me by pressing the SHARE button, copying the link and pasting it into an email if you wish!
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Friday 9th July 2021 (work completed in class on 8.7.21)
English
Finish your writing from yesterday. We spent another session adding to our work, and tomorrow we will edit and proof-read a printed copy.
Maths
WALT: revise division
Remember that for division, we can use our times tables to help us.
Alternatively, we can draw an ARRAY, with the number in a ROW being the number we are dividing by. (ie if we are doing 24 divided by 6, we would draw six in a row, and each column would end up with 4 in it).
Or, we could draw 'plates' (big circles) and split the number between them by sharing it out. This takes a long time for bigger numbers though, and it's easy to miscount!
English
Finish your writing from yesterday. We spent another session adding to our work, and tomorrow we will edit and proof-read a printed copy.
Maths
WALT: revise division
Remember that for division, we can use our times tables to help us.
Alternatively, we can draw an ARRAY, with the number in a ROW being the number we are dividing by. (ie if we are doing 24 divided by 6, we would draw six in a row, and each column would end up with 4 in it).
Or, we could draw 'plates' (big circles) and split the number between them by sharing it out. This takes a long time for bigger numbers though, and it's easy to miscount!
| worksheet__4_.pdf |
WALT: know the significance of water in Christianity and in life in general
We discussed what we know about water - what we use it for (this was a big list!), how it makes us feel (calm sometimes, or scared sometimes) and started to think about what it might symbolize in religion (washing away sins / starting a fresh / new beginnings).
We drew pictures that, for us, represented water. Some people drew a waterfall, there were streams, sailing boats etc.
PE
Go out and get active - practise some ball skills (they did cricket today) and/or go for a run (they practised cross-country).
We discussed what we know about water - what we use it for (this was a big list!), how it makes us feel (calm sometimes, or scared sometimes) and started to think about what it might symbolize in religion (washing away sins / starting a fresh / new beginnings).
We drew pictures that, for us, represented water. Some people drew a waterfall, there were streams, sailing boats etc.
PE
Go out and get active - practise some ball skills (they did cricket today) and/or go for a run (they practised cross-country).
Thursday 8th July 2021
English
WALT: write the first draft of our dragonfly descriptions, inspired by the Lost Word poems
Today we began to type our own dragonfly paragraphs. You can type it or write it, it's up to you!
We typed because we discussed the importance of re-drafting our work as we go, because it's hard to write using your best ideas and vocabulary the first time round.
Can you remember any of the amazing words that we had on the whiteboard on Wednesday? Try to make your own list now, to refresh your mind. Remember that we looked at the dragonfly in all stages of its life cycle.
Remember to write in full sentences (which is different from the poems, as they were just phrases).
Remember that you're writing in English rather than science, so you need to choose amazing vocabulary and create interesting images.
In my writing today, I have:
[ ] written in full sentences, with clear CL and FS
[ ] used imaginative description, like in the Lost Words poems
[ ] included some alliteration
[ ] thought about making my sentence structure interesting by using conjunctions and good openers.
We will continue these tomorrow so don't feel you need to finish your whole description today.
Maths
WALT: order events according to length of time.
This activity involved a lot of discussion first of the events in the pictures. For some, it was easy to guess how long they were. Others were harder and needed some extra maths (with adult support.) We looked up one million seconds - it is 11.5 days!
Choose only 3 of the pictures at a time. Cut them out and stick them in time order (quickest to longest) on a piece of paper.
Choose another set of 3. Order them and stick them in. Continue for your allocated maths time.
English
WALT: write the first draft of our dragonfly descriptions, inspired by the Lost Word poems
Today we began to type our own dragonfly paragraphs. You can type it or write it, it's up to you!
We typed because we discussed the importance of re-drafting our work as we go, because it's hard to write using your best ideas and vocabulary the first time round.
Can you remember any of the amazing words that we had on the whiteboard on Wednesday? Try to make your own list now, to refresh your mind. Remember that we looked at the dragonfly in all stages of its life cycle.
Remember to write in full sentences (which is different from the poems, as they were just phrases).
Remember that you're writing in English rather than science, so you need to choose amazing vocabulary and create interesting images.
In my writing today, I have:
[ ] written in full sentences, with clear CL and FS
[ ] used imaginative description, like in the Lost Words poems
[ ] included some alliteration
[ ] thought about making my sentence structure interesting by using conjunctions and good openers.
We will continue these tomorrow so don't feel you need to finish your whole description today.
Maths
WALT: order events according to length of time.
This activity involved a lot of discussion first of the events in the pictures. For some, it was easy to guess how long they were. Others were harder and needed some extra maths (with adult support.) We looked up one million seconds - it is 11.5 days!
Choose only 3 of the pictures at a time. Cut them out and stick them in time order (quickest to longest) on a piece of paper.
Choose another set of 3. Order them and stick them in. Continue for your allocated maths time.
| Activity: order events by length in groups of 3 |
Humanities
WALT: know about Roman inventions for irrigation
Our lesson involved lots of discussion and we worked together as a class.
Re-cap: what is IRRIGATION? Think back to Wednesday and our activity on the playground with the tubes! Explain it to an adult. What is an AQUEDUCT?
Why was irrigation important? (As Roman towns grew, they couldn't all rely on one well or spring, and the rivers were polluted and caused disease, so they transported water in from outside the towns).
We re-capped how hard it is to make water flow. The channel had to go downhill all the way (refer to playground activity) but that is much harder to do than it might first seem!
We learnt about the Great Chesters aqueduct which is in Northumberland.
Looking at the satellite map, we thought about the sensible place to build the aqueduct - in a straight line from the Caw Beck to the town. This was just over 4km. But it went down into a valley and of course the water wouldn't flow back up the other side! So they had to find a new route. The downhill route was the wiggly line - it's much longer but it made sure that the route always flowed downhill.
Label the pictures on the sheet. Can you see the remains of the aqueduct running along the hill, about two thirds of the way up? Draw an arrow to it and label it on the first set of lines.
For the 'straight line' picture, just write "In a straight line, it's just over 4km, but there was a valley to cross".
For the wiggly picture, write: "The route wiggled for nearly 10km to avoid going uphill at any point".
Weren't the Romans amazing? They were doing this all over the world. They changed irrigation systems for ever.
WALT: know about Roman inventions for irrigation
Our lesson involved lots of discussion and we worked together as a class.
Re-cap: what is IRRIGATION? Think back to Wednesday and our activity on the playground with the tubes! Explain it to an adult. What is an AQUEDUCT?
Why was irrigation important? (As Roman towns grew, they couldn't all rely on one well or spring, and the rivers were polluted and caused disease, so they transported water in from outside the towns).
We re-capped how hard it is to make water flow. The channel had to go downhill all the way (refer to playground activity) but that is much harder to do than it might first seem!
We learnt about the Great Chesters aqueduct which is in Northumberland.
Looking at the satellite map, we thought about the sensible place to build the aqueduct - in a straight line from the Caw Beck to the town. This was just over 4km. But it went down into a valley and of course the water wouldn't flow back up the other side! So they had to find a new route. The downhill route was the wiggly line - it's much longer but it made sure that the route always flowed downhill.
Label the pictures on the sheet. Can you see the remains of the aqueduct running along the hill, about two thirds of the way up? Draw an arrow to it and label it on the first set of lines.
For the 'straight line' picture, just write "In a straight line, it's just over 4km, but there was a valley to cross".
For the wiggly picture, write: "The route wiggled for nearly 10km to avoid going uphill at any point".
Weren't the Romans amazing? They were doing this all over the world. They changed irrigation systems for ever.
| roman_irrigation_home_learning_version.pdf |
Home Learning Work Spring Term 2021
| PINNED POST: class_3_year_3__spelling_homework_planning_spring_2021_first_half.pdf |
| PINNED POST: class_3_year_3__spelling_homework_planning_spring_2021_second_half_of_term.pdf |
| All English_tasks_for_the_Lion_and_the_Mouse: To end of Spring Term |
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Ophelia: Click here
Week beginning 29th March 2021
Thursday 1st April 2021
- English - see above
- *****Zoom Assembly at 9.30 ***********
- Maths - see below
- Science - see below
- Giant End-of-term quiz - click here for the link
Maths
Y3 WALT: Measure and calculate the perimeter of other shapes
Red: Unit 8 Week 3 Lesson 4 Ch 1 and 2 (You needn’t make each shape first, but you can if you want! You could use square coasters or cut some small squares of card from a cereal box.)
Green: Unit 8 Week 3 Lesson 4 Ch 2 and 3 (You needn’t make each shape first, but you can if you want! You could use square coasters or cut some small squares of card from a cereal box.)
Purple: Unit 8 Week 3 Lesson 4 Ch 2 Part f and g, Ch 3 and then Extension Task. (You needn’t make each shape first, but you can if you want! You could use square coasters or cut some small squares of card from a cereal box.)
Extension task: See attached Extension pdf.
Y3 WALT: Measure and calculate the perimeter of other shapes
Red: Unit 8 Week 3 Lesson 4 Ch 1 and 2 (You needn’t make each shape first, but you can if you want! You could use square coasters or cut some small squares of card from a cereal box.)
Green: Unit 8 Week 3 Lesson 4 Ch 2 and 3 (You needn’t make each shape first, but you can if you want! You could use square coasters or cut some small squares of card from a cereal box.)
Purple: Unit 8 Week 3 Lesson 4 Ch 2 Part f and g, Ch 3 and then Extension Task. (You needn’t make each shape first, but you can if you want! You could use square coasters or cut some small squares of card from a cereal box.)
Extension task: See attached Extension pdf.
| y3_unit_8_week_3_lesson_4_.pdf |
| EXTENSION busyant_y3_u8_w3_pg_e4.pdf |
Y2 WALT: Solve a Friday challenge
I know, I know, its Thursday, not Friday, but this is a good Eastery challenge for you!
Your challenge is to find the volume of an egg. Volume has a similar meaning to capacity. However, while the capacity is how much something will hold, the volume is how much space something takes up.
How could you do it? Have a think for a while…..
You could do it be emptying out the eggy bit and refilling the eggshell with water, then measuring it. But that could get really messy! And it wouldn’t be very accurate as you’d spill bits and the shell would crack and break.
You could do it without harming the egg at all!
Put some water in a measuring jug (half fill it). Record how much you have. Now carefully place the egg in the water. Record the new volume of water. The difference between these two numbers is the volume of your egg!
Now, you can experiment with other things around the house (but choose items carefully and with permission!). You could try: a small rock, a sealed tin of tuna, a sealed chocolate bar (eg Mars bar), a coin, ten coins, a plastic toy animal. Record the volumes of these items. Some might surprise you! If you choose something that floats, does this method for calculating volume still work?
I know, I know, its Thursday, not Friday, but this is a good Eastery challenge for you!
Your challenge is to find the volume of an egg. Volume has a similar meaning to capacity. However, while the capacity is how much something will hold, the volume is how much space something takes up.
How could you do it? Have a think for a while…..
You could do it be emptying out the eggy bit and refilling the eggshell with water, then measuring it. But that could get really messy! And it wouldn’t be very accurate as you’d spill bits and the shell would crack and break.
You could do it without harming the egg at all!
Put some water in a measuring jug (half fill it). Record how much you have. Now carefully place the egg in the water. Record the new volume of water. The difference between these two numbers is the volume of your egg!
Now, you can experiment with other things around the house (but choose items carefully and with permission!). You could try: a small rock, a sealed tin of tuna, a sealed chocolate bar (eg Mars bar), a coin, ten coins, a plastic toy animal. Record the volumes of these items. Some might surprise you! If you choose something that floats, does this method for calculating volume still work?
Science WALT: know how fossils are made
Look at this BBC Bitesize page about fossils. Complete the ordering activity and the quiz.
Only a short science lesson today to give to more time for your GIANT END OF TERM QUIZ!!!
Look at this BBC Bitesize page about fossils. Complete the ordering activity and the quiz.
Only a short science lesson today to give to more time for your GIANT END OF TERM QUIZ!!!
Wednesday 31st March 2021
- English - see above
- Maths - see below
- Science - see below
- Art - finish your African mask project. I'd love to see pictures! :)
Maths
Y3 WALT: Measure and calculate the perimeter of regular 2D shapes
Have a look at this video. (You will need to sign in to BBC iPlayer to access it.)
Red: Unit 8 Week 3 Lesson 3 Ch 1 and 2
Green: Unit 8 Week 3 Lesson 3 Ch 1 and 2
Purple: Unit 8 Week 3 Lesson 3 Ch 2 and 3
Y3 WALT: Measure and calculate the perimeter of regular 2D shapes
Have a look at this video. (You will need to sign in to BBC iPlayer to access it.)
Red: Unit 8 Week 3 Lesson 3 Ch 1 and 2
Green: Unit 8 Week 3 Lesson 3 Ch 1 and 2
Purple: Unit 8 Week 3 Lesson 3 Ch 2 and 3
| Y3 unit_8_week_3_lesson_3.jpg |
Y2: WALT: calculate half of a volume
Put 1000ml of water into a jug. Remember that 1000ml is also called 1 litre.
If I said to you, ‘Pour exactly half away,’ how would you know how much to pour? Half of 1000 is 500, so you would keep pouring until the level got down to 500ml.
Have a go practically. Can you pour away:
Half of 800ml? Half of 600ml? Half of 400ml? Half of 200ml? Half of 100ml?
When you have had a go practically, try these sheets.
Put 1000ml of water into a jug. Remember that 1000ml is also called 1 litre.
If I said to you, ‘Pour exactly half away,’ how would you know how much to pour? Half of 1000 is 500, so you would keep pouring until the level got down to 500ml.
Have a go practically. Can you pour away:
Half of 800ml? Half of 600ml? Half of 400ml? Half of 200ml? Half of 100ml?
When you have had a go practically, try these sheets.
| BASIC LEVEL y2_u8_w3_pg_s4.pdf |
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Only try this next sheet if you found the first one really easy. You need to work out the volume of Liquid 1 by HALVING Liquid 2.
Liquid 3 is DOUBLE liquid 2. Tip: To halve a number like 250, partition it into numbers that are easy to halve. So 250 could be written as 200 + 40 + 10. It's easy to halve all of those. > 100 + 20 + 5 so 125 is the answer. |
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Science WALT: know about how rocks change from one type to another
Click here for another lesson from Oak National Academy. In this video, there is a messy demonstration of rock formation using jelly beans which I think you will enjoy. However, there are lots of technical terms in this video that are a bit above us as Year 2 and Year 3. If you'd like to make the poster as you go along, by all means do, but you could just watch those bits instead!
Click here for another lesson from Oak National Academy. In this video, there is a messy demonstration of rock formation using jelly beans which I think you will enjoy. However, there are lots of technical terms in this video that are a bit above us as Year 2 and Year 3. If you'd like to make the poster as you go along, by all means do, but you could just watch those bits instead!
Tuesday 30th March 2021
- English - see above
- Maths - see below IN PROGRESS
- Science - see below
- Art - Continue your African mask project! (Scroll to Monday for more info)
Maths
Y3 WALT: Draw rectangles with certain perimeters
If I said ‘Draw a square with a perimeter of 4cm’, you’d be able to work out that each side needs to be 1cm long, because 1 + 1 + 1 + 1 = 4.
If I now said, ‘Draw a rectangle with a perimeter of 6cm’ you’d need to draw a slightly longer shape because 2 + 2 + 1 + 1 = 6.
See the pictures below. Excuse the wobbly lines!
Y3 WALT: Draw rectangles with certain perimeters
If I said ‘Draw a square with a perimeter of 4cm’, you’d be able to work out that each side needs to be 1cm long, because 1 + 1 + 1 + 1 = 4.
If I now said, ‘Draw a rectangle with a perimeter of 6cm’ you’d need to draw a slightly longer shape because 2 + 2 + 1 + 1 = 6.
See the pictures below. Excuse the wobbly lines!
You can imagine that if you keep stretching the rectangle, the perimeter will get longer and longer.
The challenge today is to work out what size the shape has to be to have a certain perimeter.
Start by trying to make a rectangle with a perimeter of 8cm, by stretching the shape above.
Now have a go at the activities in the tasks below.
Red: Unit 8 Week 3 Lesson 2 Ch 1 and 2
Green: Unit 8 Week 3 Lesson 2 Ch 2 and 3
Purple: Unit 8 Week 3 Lesson 2 Ch 2 and 3 and Extension task.
Extension task: On squared paper, draw as many rectangles as you can that have a perimeter of 20cm.
The challenge today is to work out what size the shape has to be to have a certain perimeter.
Start by trying to make a rectangle with a perimeter of 8cm, by stretching the shape above.
Now have a go at the activities in the tasks below.
Red: Unit 8 Week 3 Lesson 2 Ch 1 and 2
Green: Unit 8 Week 3 Lesson 2 Ch 2 and 3
Purple: Unit 8 Week 3 Lesson 2 Ch 2 and 3 and Extension task.
Extension task: On squared paper, draw as many rectangles as you can that have a perimeter of 20cm.
| y3_unit_8_week_3_lesson_2.jpg |
Y2: WALT: read scales on measuring jugs
You can definitely practise this WALT at home if you have a measuring jug in your kitchen!
Find 5 – 10 various water-tight containers (eg an old yoghurt pot, a mug, an eggcup). Make a prediction of which you think will have the greatest capacity (ie hold the most water) and line the containers up in order from greatest to smallest.
Now fill each container with water and pour it into the measuring jug. Can you read the scale in millilitres to work out the capacity of each container?
Which container had the biggest capacity? Was you prediction right? Re-order your containers. Were there any surprises?
You can definitely practise this WALT at home if you have a measuring jug in your kitchen!
Find 5 – 10 various water-tight containers (eg an old yoghurt pot, a mug, an eggcup). Make a prediction of which you think will have the greatest capacity (ie hold the most water) and line the containers up in order from greatest to smallest.
Now fill each container with water and pour it into the measuring jug. Can you read the scale in millilitres to work out the capacity of each container?
Which container had the biggest capacity? Was you prediction right? Re-order your containers. Were there any surprises?
Science: WALT: know how sedimentary rock is formed
Click here for a lesson from Oak National Academy. This is the next lesson in the series, following on from yesterday.
Click here for a lesson from Oak National Academy. This is the next lesson in the series, following on from yesterday.
Monday 29th March 2021
Hello everyone. We've gone a bit off time-table this week in order to fit in our Art and Science (We would have done this in school, too!).
Hello everyone. We've gone a bit off time-table this week in order to fit in our Art and Science (We would have done this in school, too!).
- English - See above
- Maths - See below
- Science - See below
- Art - see below
Maths
Y3 WALT: calculate the perimeter of rectangles
Watch this video as an intro.
Red: Unit 8 Week 3 Lesson 1 Ch1 and 2
Green: Unit 8 Week 3 Lesson 1 Ch2 and 3
Purple: Unit 8 Week 3 Lesson 1 Ch 2 and 3
Extension task for those who whizz through: See attached Extension pdf.
Y3 WALT: calculate the perimeter of rectangles
Watch this video as an intro.
Red: Unit 8 Week 3 Lesson 1 Ch1 and 2
Green: Unit 8 Week 3 Lesson 1 Ch2 and 3
Purple: Unit 8 Week 3 Lesson 1 Ch 2 and 3
Extension task for those who whizz through: See attached Extension pdf.
| y3_unit_8_week_3_lesson_1.pdf |
| EXTENSION TASK busyant_y3_u8_w3_pg_e2.pdf |
Y2: WALT: read different scales of both litres and millilitres.
Watch this video for tips on how to read different scales.
Have a play on this game. You can select various different scales – have a go at as many as you can. Sometimes you have to look very carefully to get it right!
Now, try these sheets. You only need to do the second one if you whizzed through the first!
Watch this video for tips on how to read different scales.
Have a play on this game. You can select various different scales – have a go at as many as you can. Sometimes you have to look very carefully to get it right!
Now, try these sheets. You only need to do the second one if you whizzed through the first!
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Science: WALT: know how metamorphic rock is formed
Click here for a lesson from Oak National Academy. This is the next lesson in the series, following on from last week.
Click here for a lesson from Oak National Academy. This is the next lesson in the series, following on from last week.
Art: WALT: use papier mache modelling to create our own African mask
THIS WILL TIMETABLED FOR THE NEXT 3 AFTERNOONS.
Following on from our introductory session last week, we have now reached the making stage of our projects.
Please view the slides below which take you through the process step-by-step.
I hope that most of you have all the things you need - if this lockdown has taught us anything, it's how to be more resourceful! I'm sure you'll be able to think of alternatives if you don't have the exact thing. If you don't have newspaper, old magazines/junkmail leaflets would work too!
Obviously, you will need to have a break between the steps as things need to dry etc... so leave it somewhere safe and come back to it tomorrow!
THIS WILL TIMETABLED FOR THE NEXT 3 AFTERNOONS.
Following on from our introductory session last week, we have now reached the making stage of our projects.
Please view the slides below which take you through the process step-by-step.
I hope that most of you have all the things you need - if this lockdown has taught us anything, it's how to be more resourceful! I'm sure you'll be able to think of alternatives if you don't have the exact thing. If you don't have newspaper, old magazines/junkmail leaflets would work too!
Obviously, you will need to have a break between the steps as things need to dry etc... so leave it somewhere safe and come back to it tomorrow!
| African_Mask_Making.pdf |
Week beginning 22nd March 2021
Friday 26th March 2021
- *******ZOOM ASSEMBLY 9.30am SEE ABOVE!********
- English - A pdf for the rest of term has now been added above. You should have already done the first two tasks; I just included them in the pdf for completeness!
- Spelling Tests - Y3 Main group see above, Y2 and Y3 booster group see below.
- Maths - See below
- Weekly Quiz - Click here for 26.3.2021
- Computing - see below
- Have a lovely weekend everyone!
Spelling tests:
Y3 Main group: find your spellings for this week in the pdf above (or in your Links Book) and ask an adult to test you. They could put each word into a sentence for you to write down, like we do in class. Remember CL and FS!
Y2 / Y3 Booster (Miss Rapley's group):
Adding -er and -est : a spelling test (sort of!)
You'll need a coin. Heads is for -er and Tails is for -est.
Ask an adult to read an adjective from the list below, then toss the coin and add the suffix the coin chooses. Remember the spelling rules we have been practising, but also think carefully about how to spell the root word! Write it down without help.
When you have completed ten, mark them to give you a score out of 10.
safe, rude, young, weak, strong, kind, cheeky, sticky, hot, sad.
ALSO, get tested on the DAYS OF THE WEEK!
Y3 Main group: find your spellings for this week in the pdf above (or in your Links Book) and ask an adult to test you. They could put each word into a sentence for you to write down, like we do in class. Remember CL and FS!
Y2 / Y3 Booster (Miss Rapley's group):
Adding -er and -est : a spelling test (sort of!)
You'll need a coin. Heads is for -er and Tails is for -est.
Ask an adult to read an adjective from the list below, then toss the coin and add the suffix the coin chooses. Remember the spelling rules we have been practising, but also think carefully about how to spell the root word! Write it down without help.
When you have completed ten, mark them to give you a score out of 10.
safe, rude, young, weak, strong, kind, cheeky, sticky, hot, sad.
ALSO, get tested on the DAYS OF THE WEEK!
Maths WALT: answer reasoning questions linked to fractions.
We've been looking at fractions all week, so you should be experts by now! If you still need some help, have a look at this page. There are activities to try if you scroll down.
Below are some reasoning questions to do with fractions. You don't need to print them out; you can just look at them on-screen and write the answer down on paper. You don't need to do it as a test; your adult can help if you need it, but have a good try by yourself first!
Y2: Practice questions involving fractions: Click here.
Y3: Practice questions involving fractions: Click here.
We've been looking at fractions all week, so you should be experts by now! If you still need some help, have a look at this page. There are activities to try if you scroll down.
Below are some reasoning questions to do with fractions. You don't need to print them out; you can just look at them on-screen and write the answer down on paper. You don't need to do it as a test; your adult can help if you need it, but have a good try by yourself first!
Y2: Practice questions involving fractions: Click here.
Y3: Practice questions involving fractions: Click here.
Computing - Discovery Coding - Level 3 - CREATE
You need to log on to Discovery Coding using your Wonde magic badge Single Sign-in, or by clicking here. The username and password are student26789 and trinity.
Once on the website, you need to go to Block Coding and click the CREATE button. This is different from last time!!! SEE PICS BELOW.
We have now finished all the lessons in Level 3, so today is your chance to design your own app.
Once on the 'Create' page, you need to select Level 3. Press the + button in the Code window and you will be offered a choice of coding buttons. You should be familiar with most of them!
You can choose your characters and your background etc, but remember that you should spend most time on your CODING, to make your app work how you want it to. Use all the skills you have learnt to create something unique. You can save your App on your device, but unfortunately you can't share it with me.
You need to log on to Discovery Coding using your Wonde magic badge Single Sign-in, or by clicking here. The username and password are student26789 and trinity.
Once on the website, you need to go to Block Coding and click the CREATE button. This is different from last time!!! SEE PICS BELOW.
We have now finished all the lessons in Level 3, so today is your chance to design your own app.
Once on the 'Create' page, you need to select Level 3. Press the + button in the Code window and you will be offered a choice of coding buttons. You should be familiar with most of them!
You can choose your characters and your background etc, but remember that you should spend most time on your CODING, to make your app work how you want it to. Use all the skills you have learnt to create something unique. You can save your App on your device, but unfortunately you can't share it with me.
Thursday 25th March 2021
- English
- Phonics / Spelling
- Maths
- Science - see below
- PE - see the PE pages
English WALT: summarise the story of the Lion and the Mouse
Your task today is to write a summary (sometimes called a synopsis) of the Lion and the Mouse story that you read yesterday. (Scroll down for the link).
This means that you need to re-tell the story, but you need to pick out only the VERY important bits. A summary needs to be short - your word limit is 150 words! When you have a word limit, you are forced to choose your words even more carefully; if you waffle on, you'll not reach the end of the story before your word limit runs out!
If you are able to type your story on a word processor, you'll be able to keep track of your number of words using the word count tool. Alternatively, you could write it by hand and just keep counting them!
UPDATE 9am 25/3/21: Here are some success criteria to help with today's writing: do not worry if you have already done it!
In the lesson today, I have:
[ ] written some sentences that re-tell important parts of the Lion and the Mouse story.
[ ] checked my CL, FS and made sure my sentences make sense!
[ ] retold the story of the Lion and the Mouse in a summary form, keeping within the word limit of 150 words!
[ ] edited and re-drafted my work as I go, making sure I am choosing my words carefully to make my story summary detailed but still within the word limit.
NB We use these colours in class. Children should know which applies to them.
Black or Red is for everybody.
Green is a little bit harder (accessible to some Y2 and most of Y3)
Purple is a bit more of a challenge ( for some Y3s).
Your task today is to write a summary (sometimes called a synopsis) of the Lion and the Mouse story that you read yesterday. (Scroll down for the link).
This means that you need to re-tell the story, but you need to pick out only the VERY important bits. A summary needs to be short - your word limit is 150 words! When you have a word limit, you are forced to choose your words even more carefully; if you waffle on, you'll not reach the end of the story before your word limit runs out!
If you are able to type your story on a word processor, you'll be able to keep track of your number of words using the word count tool. Alternatively, you could write it by hand and just keep counting them!
UPDATE 9am 25/3/21: Here are some success criteria to help with today's writing: do not worry if you have already done it!
In the lesson today, I have:
[ ] written some sentences that re-tell important parts of the Lion and the Mouse story.
[ ] checked my CL, FS and made sure my sentences make sense!
[ ] retold the story of the Lion and the Mouse in a summary form, keeping within the word limit of 150 words!
[ ] edited and re-drafted my work as I go, making sure I am choosing my words carefully to make my story summary detailed but still within the word limit.
NB We use these colours in class. Children should know which applies to them.
Black or Red is for everybody.
Green is a little bit harder (accessible to some Y2 and most of Y3)
Purple is a bit more of a challenge ( for some Y3s).
Phonics / Spelling
Y3 main group - see your spellings above. Learn them ready for your test on Friday.
Y2 and Y3 Booster group (Miss Rapley's) - Adjective Astronauts. Go on the Games tab and choose the last one: Double, Drop, Do nothing, Change the y to i.
Y3 main group - see your spellings above. Learn them ready for your test on Friday.
Y2 and Y3 Booster group (Miss Rapley's) - Adjective Astronauts. Go on the Games tab and choose the last one: Double, Drop, Do nothing, Change the y to i.
Maths:
Y3: WALT: add fractions
Y3: Here is a great activity from Nrich. All you need are some pieces of A4 paper. Work through the steps carefully. It says to work with a partner, but you can do it on your own! By the end you should be able to write some fraction addition statements.
Y2: WALT: Complete fractions designs
Instructions are on the sheet Y2. This follows on well from what we did in Class on Monday and Tuesday this week.
As an extension, could you design some tunics that have different size fractions of each colour? For example, you could have half red, one quarter blue, one eighth yellow and one eighth green. Create 4 new designs using these fractions on a second copy of the sheet.
Y3: WALT: add fractions
Y3: Here is a great activity from Nrich. All you need are some pieces of A4 paper. Work through the steps carefully. It says to work with a partner, but you can do it on your own! By the end you should be able to write some fraction addition statements.
Y2: WALT: Complete fractions designs
Instructions are on the sheet Y2. This follows on well from what we did in Class on Monday and Tuesday this week.
As an extension, could you design some tunics that have different size fractions of each colour? For example, you could have half red, one quarter blue, one eighth yellow and one eighth green. Create 4 new designs using these fractions on a second copy of the sheet.
| y2_unit_8_week_2_lesson_4.jpg |
Science: WALT: know how igneous rock is formed
Click here for a lesson from Oak National Academy. It revises the three types of rocks that we talked about last week, and then focuses on igneous rock.
Click here for a lesson from Oak National Academy. It revises the three types of rocks that we talked about last week, and then focuses on igneous rock.
Wednesday 24th March 2021
Hello everyone! I'm very sad to not be seeing you all this morning. However, we'll be fine doing online learning for the next few days and then we have the Easter holidays to look forward to!
Please bear with me, your work for today will appear here in drips and drabs this morning, as I get it all sorted for going online. Unfortunately, as you know, we were in the midst of our Assessment week and DT projects so I'm having to re-arrange things quite drastically!
Please remember that I am available via email - the address is at the very top of this page!
In the meantime, we can all make a start on this: Adjective Astronauts. Go on the Games tab and choose the last one: Double, Drop, Do nothing, Change the y to i.
For Y2, this is the next step from adding -ing and -ed, as the same rules are followed.
For Y3, this is much-needed revision.
If you are unsure of the rules, go back a step and work through the Demonstrations section.
Today's lessons:
- English
- Maths
- Art
- Reading Hour
English - WALT: know the traditional tale The Lion and the Mouse.
This lovely story will finish off our Spring term with a link to Africa as it involves Lion! You can imagine that it might even be set in Uganda, which we learnt about last week from Gill.
Access the story here on the BBC website. You can read the story yourself or you can listen to it. If you listen, please FOLLOW the text carefully.
Today's task is an online quiz and is available here .
Maths - WALT: show fractions in different ways.
Watch this clip from BBC Bitesize to refresh your memories on fractions.
Look at the pictures that follow. Can you see that they are all different ways of representing one half?
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Y2: choose either one quarter or three quarters as your fraction. On your page, represent the fraction is as many ways as you can: using numbers, in words, as a circle (like a pizza), as rectangles on squared paper (of different sizes - make sure the total number of squares is in the 4x table), as 'loose' items not arranged in any pattern. See pictures above for ideas. Fill your page with as many ways as you can!
Y3: choose your fraction - see below
Red group: one quarter or three quarters
Green group: one third, two thirds, one eighth
Purple group: three eighths, five eighths or seven tenths.
On your page, represent the fraction is as many ways as you can: using numbers, in words, as a circle (like a pizza), as rectangles on squared paper (of different sizes - make sure the total number of squares is in the 3, 8 or 10x table according to your fraction), as 'loose' items not arranged in any pattern. See pictures above for ideas. Fill your page with as many ways as you can!
Art:
Please note this is the first part of a big art project that we were going to be doing next week. I'll put it all together into a single document for you over the next few days, as I'm sure it can be adapted for Home Learning! In the meantime, here is an activity to get you started on it:
WALT: know that masks are important in traditional celebrations in many countries of Africa
Watch this clip from BBC bitesize to learn about African masks.
Read about the types of patterns seen on African masks on this page. Scroll down and see lots of pictures of masks.
Choose your favourite mask on the page. Look closely at the detail - the overall shape, how the features are shown (eg is the nose added on top to make it 3D?), the patterns used for decoration.
Sketch your favourite mask carefully onto a piece of A4 paper and colour it.
Reading Hour: Read, read, read!
Read your own book, read a non-fiction book, read a poem, read some news reports (eg from BBC Newsround). Remember that you can quiz at home too! (on most story books).
Please note this is the first part of a big art project that we were going to be doing next week. I'll put it all together into a single document for you over the next few days, as I'm sure it can be adapted for Home Learning! In the meantime, here is an activity to get you started on it:
WALT: know that masks are important in traditional celebrations in many countries of Africa
Watch this clip from BBC bitesize to learn about African masks.
Read about the types of patterns seen on African masks on this page. Scroll down and see lots of pictures of masks.
Choose your favourite mask on the page. Look closely at the detail - the overall shape, how the features are shown (eg is the nose added on top to make it 3D?), the patterns used for decoration.
Sketch your favourite mask carefully onto a piece of A4 paper and colour it.
Reading Hour: Read, read, read!
Read your own book, read a non-fiction book, read a poem, read some news reports (eg from BBC Newsround). Remember that you can quiz at home too! (on most story books).
Tuesday 23rd March 2021
English - see below
Spelling - see above for Y3, below for Y2 plus Y3 Booster
Maths - see below
DT - see below
English: We sat our Reading Tests this morning, which we will try to fit in for you when you come back to school! In the meantime, you could:
- read
- practise your handwriting
- complete this reading comprehension on Africa by clicking here. (This is a Y3 paper; Y2 may need a little support). It doesn't need to be printed; you could read it online and then write the answers on a piece of paper.
Maths: WALT: revise fractions of shapes (as yesterday).
We continued and completed yesterday's activity. Scroll to Monday 22nd March for more info. Extension activities:
Y2: Try rectangles of many different shapes and sizes. Count the number of squared-paper-boxes within your shape; if the total is in the 4 times table, it will be possible to quarter the shape easily.
Y3: Draw 4 more pizzas and split them into their own choice of fractions (eg thirds, fifths, twelfths etc), labelling them clearly as yesterday. Write some addition statements for each pizza. Note that they should always total 1. eg Three eighths + Three eighths + 2 eighths = 1 whole (or 8 eighths).
DT: We have spent the afternoon making a start on the making parts our Rags to Bags projects!
If you have the materials to hand and can remember your design, make a start on it at home. If you don't you could:
- design and make a bag/carrier out of things in your recycling bin - eg cardboard boxes, tetrapaks, old textiles. Ask an adult what is safe for you to use.
English - see below
Spelling - see above for Y3, below for Y2 plus Y3 Booster
Maths - see below
DT - see below
English: We sat our Reading Tests this morning, which we will try to fit in for you when you come back to school! In the meantime, you could:
- read
- practise your handwriting
- complete this reading comprehension on Africa by clicking here. (This is a Y3 paper; Y2 may need a little support). It doesn't need to be printed; you could read it online and then write the answers on a piece of paper.
Maths: WALT: revise fractions of shapes (as yesterday).
We continued and completed yesterday's activity. Scroll to Monday 22nd March for more info. Extension activities:
Y2: Try rectangles of many different shapes and sizes. Count the number of squared-paper-boxes within your shape; if the total is in the 4 times table, it will be possible to quarter the shape easily.
Y3: Draw 4 more pizzas and split them into their own choice of fractions (eg thirds, fifths, twelfths etc), labelling them clearly as yesterday. Write some addition statements for each pizza. Note that they should always total 1. eg Three eighths + Three eighths + 2 eighths = 1 whole (or 8 eighths).
DT: We have spent the afternoon making a start on the making parts our Rags to Bags projects!
If you have the materials to hand and can remember your design, make a start on it at home. If you don't you could:
- design and make a bag/carrier out of things in your recycling bin - eg cardboard boxes, tetrapaks, old textiles. Ask an adult what is safe for you to use.
Monday 22nd March 2021
English - see below
Spelling - see above for Y3, below for Y2 plus Y3 Booster
Maths - see below
PE - see the PE pages
French - see the French pages
Music - see the music pages
English
Y2: It's Assessment week, so today we did our Grammar and Spelling tests. You could practise some Grammar questions by looking at this link. You'll need to ask an adult to look at the mark scheme to read out the spellings.
Y3: N/A
Phonics (Miss Rapley's spelling group)
Today we practised spelling the days of the week, not forgetting the capital letter of course!
Maths: WALT: revise fractions of shapes
We revised fractions today.
Y2: On squared paper, draw a square 2 boxes long x 2 boxes wide (to make a 4 box square).
Using 2 or 3 colours, colour the boxes in within the main square. Label it with fractions. eg
English - see below
Spelling - see above for Y3, below for Y2 plus Y3 Booster
Maths - see below
PE - see the PE pages
French - see the French pages
Music - see the music pages
English
Y2: It's Assessment week, so today we did our Grammar and Spelling tests. You could practise some Grammar questions by looking at this link. You'll need to ask an adult to look at the mark scheme to read out the spellings.
Y3: N/A
Phonics (Miss Rapley's spelling group)
Today we practised spelling the days of the week, not forgetting the capital letter of course!
Maths: WALT: revise fractions of shapes
We revised fractions today.
Y2: On squared paper, draw a square 2 boxes long x 2 boxes wide (to make a 4 box square).
Using 2 or 3 colours, colour the boxes in within the main square. Label it with fractions. eg
Try to find six different ways.
Then, try a bigger shape, a rectangle that is 4boxes wide by 3 boxes high (ie containing 12 boxes) Can you do the same thing? Finally, try a 4 x 4 square (16 boxes in total).
Y3: Your activity is all about designing pizzas! You have a choice of 3 toppings, but you can only put one topping in one section of the pizza, never a mixture! Here is an example:
Then, try a bigger shape, a rectangle that is 4boxes wide by 3 boxes high (ie containing 12 boxes) Can you do the same thing? Finally, try a 4 x 4 square (16 boxes in total).
Y3: Your activity is all about designing pizzas! You have a choice of 3 toppings, but you can only put one topping in one section of the pizza, never a mixture! Here is an example:
Draw yourself some pizzas (draw round something circular) and divide them firstly into quarters. When you have designed 4 quarter-style pizzas, divide the next one into eighths and repeat. Only use the 3 toppings as before. Finally, design some pizzas that have been split into tenths. Label each one clearly.
Week beginning 15th March 2021
Monday 15th March 2021
English - see below
Spelling - see above
Maths - see below
French - see below
PE - see PE pages for ideas
English - see below
Spelling - see above
Maths - see below
French - see below
PE - see PE pages for ideas
English: WALT: revise letter formation to improve handwriting
Today we had a revision session on handwriting as it seems to have been forgotten over lockdown! We practised formation of individual letters (we focussed on c, a, d, e) and joining those letters to create a flowing pattern, concentrating on consistency. We looked at our pencil grip to make sure we held the pencil with a relaxed hand and weren't pressing too hard.
We practised some topic-related words (eg Fairtrade, bananas, coffee, cocoa).
Today we had a revision session on handwriting as it seems to have been forgotten over lockdown! We practised formation of individual letters (we focussed on c, a, d, e) and joining those letters to create a flowing pattern, concentrating on consistency. We looked at our pencil grip to make sure we held the pencil with a relaxed hand and weren't pressing too hard.
We practised some topic-related words (eg Fairtrade, bananas, coffee, cocoa).
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French: WALT: know some food vocabulary
Have a look at this lesson as an intro. |
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Week beginning 1st March 2021
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Friday 5th March 2020
- English - see above (pdf for Task 5 now added)
- Weekly Spelling Test for Y3 or Phonics for Y2 ( & Y3 booster group)
- Maths - added daily, see below
- Weekly Quiz - see below
- Computing - see below
- Music - see the music page for this week's work from Mrs AB
Phonics for Y2 ( & Y3 booster group)
Adding -ed and -ing : a spelling test (sort of!)
You'll need a coin. Heads is for -ed and Tails is for -ing.
Ask an adult to read a verb from the list below, then toss the coin and add the suffix the coin chooses. Remember the spelling rules we have been practising, but also think carefully about how to spell the root word! Write it down without help.
When you have completed ten, mark them to give you a score out of 10.
stay, cook, start, stare, stop, bake, hurry, push, jump, talk
Adding -ed and -ing : a spelling test (sort of!)
You'll need a coin. Heads is for -ed and Tails is for -ing.
Ask an adult to read a verb from the list below, then toss the coin and add the suffix the coin chooses. Remember the spelling rules we have been practising, but also think carefully about how to spell the root word! Write it down without help.
When you have completed ten, mark them to give you a score out of 10.
stay, cook, start, stare, stop, bake, hurry, push, jump, talk
Maths
Complete these independently and then go over them with an adult afterwards. The guidance sheet is just for the answers; you don't need to do the activity above them. If you got any wrong, think about the methods you should have used to reach the correct answer. Spring Test 6.
I hope you whizz through the column addition and subtraction questions this week!
Complete these independently and then go over them with an adult afterwards. The guidance sheet is just for the answers; you don't need to do the activity above them. If you got any wrong, think about the methods you should have used to reach the correct answer. Spring Test 6.
I hope you whizz through the column addition and subtraction questions this week!
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If you finish your Arithmetic Tests with time to spare, have a go at this missing number subtraction challenge. You have to think carefully for some of them, as exchanging might have taken place!
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| YEAR 2_unit_7_week_2_lesson_5 challenge.pdf |
Weekly Quiz - Click here for 5.3.2021
Computing
Discovery Coding Unit - Level 3 - Conditional Events - Hungry Snake
You need to log on to Discovery Coding using your Wonde magic badge Single Sign-in, or by clicking here. The username and password are student26789 and trinity.
Once on the website, you need to go to Block Coding and click the Learn button.
This term we are looking at Level 3; look for the tab on the left. Click on Conditional Events
Now work through the lesson called Hungry Snake ONLY. There is a video to watch first then you can work through the tasks using the green buttons near the top of the screen.
Discovery Coding Unit - Level 3 - Conditional Events - Hungry Snake
You need to log on to Discovery Coding using your Wonde magic badge Single Sign-in, or by clicking here. The username and password are student26789 and trinity.
Once on the website, you need to go to Block Coding and click the Learn button.
This term we are looking at Level 3; look for the tab on the left. Click on Conditional Events
Now work through the lesson called Hungry Snake ONLY. There is a video to watch first then you can work through the tasks using the green buttons near the top of the screen.
Thursday 4th March 2021 - World Book Day!
- First Thing: Reading and Story Sharing - see below.
- 9.30 am Zoom Meeting - see post above.
- 10.20 am Get set up for the Share a Story Live at 10.30am - see below.
- Lesson from the WBD Author and Illustrator Academy: Jess French - Protect the Planet
- Science - See below
- PE - see PE pages
Reading and Story Sharing
This is your time to enjoy some stories! Read your favourite picture book again, read to a sibling, share a book with your parents. Just enjoy stories in whichever way you can!
There are quite a few places online that you can hear authors reading their stories (sometimes just first chapters) aloud. Perhaps you'll hear the start of a new book and be inspired to read the rest yourself!
Here are some links to places that you can hear stories:
Books for Topics Storytime Online: Find the pdf for your age-group and follow the links from there to videos of stories being read aloud.
WBD World of Stories Audiobooks - free Audiobooks to enjoy, updated regularly
The National Literacy Trust Virtual School Library: another place to find videos of extracts from stories being read aloud.
In class, we'll be listening to The Great Chocoplot by Chris Callaghan (From the Books for Topics 7-9 list) plus any others we have time for!
This is your time to enjoy some stories! Read your favourite picture book again, read to a sibling, share a book with your parents. Just enjoy stories in whichever way you can!
There are quite a few places online that you can hear authors reading their stories (sometimes just first chapters) aloud. Perhaps you'll hear the start of a new book and be inspired to read the rest yourself!
Here are some links to places that you can hear stories:
Books for Topics Storytime Online: Find the pdf for your age-group and follow the links from there to videos of stories being read aloud.
WBD World of Stories Audiobooks - free Audiobooks to enjoy, updated regularly
The National Literacy Trust Virtual School Library: another place to find videos of extracts from stories being read aloud.
In class, we'll be listening to The Great Chocoplot by Chris Callaghan (From the Books for Topics 7-9 list) plus any others we have time for!
Share a Story Live - from the World Book Day website at 10.30am
Words and Pictures - Bringing Books to Life - Click here
This is a 30 minute live session but it accessible afterwards if you can't watch it live!
Words and Pictures - Bringing Books to Life - Click here
This is a 30 minute live session but it accessible afterwards if you can't watch it live!
WBD Author and Illustrator Academy: Jess French - Protect the Planet
Click here to go to the right place of the WBD website.
Watch the film by Jess French.
Read the Extract from the book.
Look at the activities on the Resources page and choose some to do!
Click here to go to the right place of the WBD website.
Watch the film by Jess French.
Read the Extract from the book.
Look at the activities on the Resources page and choose some to do!
Science - WALT: know the water cycle
Recap the terms and EVAPORATION, MELTING.
What is CONDENSATION? It is the process of the gas state of water turning back into the liquid state. Perhaps you've seen droplets of water forming on the bathroom mirror when you've had a shower? If an adult can help you, you could try watching condensation in action. Put a metal object (eg a spoon) in the fridge for a little while to cool it. Ask an adult to fill a mug with warm water (warm enough to steam a little but not be dangerously hot). Hold the cold metal object over the warm water. Can you see condensation appearing on the spoon?
Watch this video on the WATER CYCLE. Can you hear the terms EVAPORATE and CONDENSE? Complete the worksheet below.
Recap the terms and EVAPORATION, MELTING.
What is CONDENSATION? It is the process of the gas state of water turning back into the liquid state. Perhaps you've seen droplets of water forming on the bathroom mirror when you've had a shower? If an adult can help you, you could try watching condensation in action. Put a metal object (eg a spoon) in the fridge for a little while to cool it. Ask an adult to fill a mug with warm water (warm enough to steam a little but not be dangerously hot). Hold the cold metal object over the warm water. Can you see condensation appearing on the spoon?
Watch this video on the WATER CYCLE. Can you hear the terms EVAPORATE and CONDENSE? Complete the worksheet below.
| the-water-cycle-diagram.pdf |
Wednesday 3rd March 2021
- English - added for the whole week -see above
- Spelling / Phonics - Y3 (main group) see above, Y2 (and Y3 Miss Rapley's phonics booster group) see below
- Maths - added daily, see below
- Humanities
- RE
Phonics (All Y2 & Y3 Booster Group - Miss Rapley's spelling group): Start by playing the Verb Vikings game again to rehearse adding -ed and -ing. Next, have a go at the sheet below.
| suffix__-ing_to_accompany_verb_vikings_game.pdf |
Maths
Both year groups: WALT: use column subtraction (next level)
Here is a video for you.
Y2: If you'd like more practice at yesterday's level, feel free to carry on with that. Otherwise, have a go at the sheet below!
Y3: You have a page from your textbook. Again, choose your level according to how confident you are feeling. Do not worry about doing the estimates first.
Ch 1 is more practice like yesterday.
Ch 2 needs you to exchange tens or ones.
Ch 3 needs you to exchange tens or ones, or sometimes both!
Both year groups: WALT: use column subtraction (next level)
Here is a video for you.
Y2: If you'd like more practice at yesterday's level, feel free to carry on with that. Otherwise, have a go at the sheet below!
Y3: You have a page from your textbook. Again, choose your level according to how confident you are feeling. Do not worry about doing the estimates first.
Ch 1 is more practice like yesterday.
Ch 2 needs you to exchange tens or ones.
Ch 3 needs you to exchange tens or ones, or sometimes both!
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Humanities
Today we are going to hear an inspiring story about a group of farmers who are working together to farm cocoa in a forest-friendly way. We're going to be thinking about Fairtrade not just from the point of view of improving people's lives, but also about how it can help the planet.
Think about the following questions:
What do you think is meant by forest friendly farming?
What do you think farming looks like that is not forest friendly?
Why do you think this type of farming might be important?
Discuss the reasons for the global importance of forests. There's loads of info online, for example this page of the Rainforest Concern website.
The video below is about a country called Sierra Leone. Before you watch it, find Sierra Leone on a map. You can use the whizzy map from a few lessons ago if you'd like! Can you find out: What is the capital city? What is the climate? What countries does it border? How far is it from the capital city of Sierra Leone to Shrewsbury? (Use the measuring tool).
Watch this video called 'Guardians of the Rainforest' about the cocoa farmers of Ngoleagorbu.
On the worksheet, take notes or draw pictures to remind you of what you are told about each section: working together, farming sustainably and protecting the rainforest.
You will have to pause the video and even re-watch some sections to get as much information as you can!
Today we are going to hear an inspiring story about a group of farmers who are working together to farm cocoa in a forest-friendly way. We're going to be thinking about Fairtrade not just from the point of view of improving people's lives, but also about how it can help the planet.
Think about the following questions:
What do you think is meant by forest friendly farming?
What do you think farming looks like that is not forest friendly?
Why do you think this type of farming might be important?
Discuss the reasons for the global importance of forests. There's loads of info online, for example this page of the Rainforest Concern website.
The video below is about a country called Sierra Leone. Before you watch it, find Sierra Leone on a map. You can use the whizzy map from a few lessons ago if you'd like! Can you find out: What is the capital city? What is the climate? What countries does it border? How far is it from the capital city of Sierra Leone to Shrewsbury? (Use the measuring tool).
Watch this video called 'Guardians of the Rainforest' about the cocoa farmers of Ngoleagorbu.
On the worksheet, take notes or draw pictures to remind you of what you are told about each section: working together, farming sustainably and protecting the rainforest.
You will have to pause the video and even re-watch some sections to get as much information as you can!
| forest_friendly_farming.pdf |
RE
WALT: Give examples of how Christians try to show love to all, including how members
of the clergy follow Jesus’ teaching.
We know all sorts of stories about Jesus showing love to everyone. Remind yourself of the story of Jesus healing the leper (Mark 1:40–44).
Jesus Heals a Sick Man40 A man who had a harmful skin disease came to Jesus. The man fell to his knees and begged Jesus, “I know that you can heal me if you will.”
41 Jesus felt sorry for the man. So he touched him and said, “I want to heal you. Be healed!” 42 At once the disease left the man, and he was healed.
At the time, most people avoided those with leprosy but Jesus showed that we should not judge others by their appearance or other people's opinions of them.
There are many other examples in the Bible of situations in which Jesus led by example, showing how he wanted Christians to treat other people. Perhaps you can remember some from Open the Book Assemblies.
Think about how Christians today how love to all. In particular, think of Church leaders (for example, Rev Val). What do they do within their communities?
Write a list of all the things that you think a vicar might do during their working week.
WALT: Give examples of how Christians try to show love to all, including how members
of the clergy follow Jesus’ teaching.
We know all sorts of stories about Jesus showing love to everyone. Remind yourself of the story of Jesus healing the leper (Mark 1:40–44).
Jesus Heals a Sick Man40 A man who had a harmful skin disease came to Jesus. The man fell to his knees and begged Jesus, “I know that you can heal me if you will.”
41 Jesus felt sorry for the man. So he touched him and said, “I want to heal you. Be healed!” 42 At once the disease left the man, and he was healed.
At the time, most people avoided those with leprosy but Jesus showed that we should not judge others by their appearance or other people's opinions of them.
There are many other examples in the Bible of situations in which Jesus led by example, showing how he wanted Christians to treat other people. Perhaps you can remember some from Open the Book Assemblies.
Think about how Christians today how love to all. In particular, think of Church leaders (for example, Rev Val). What do they do within their communities?
Write a list of all the things that you think a vicar might do during their working week.
Tuesday 2nd March 2021
- English - see above
- Spelling / Phonics (Y3 Main group see above for spellings, Y2s and Y3 Phonics Booster Group see below).
- Maths - see below
- DT - see below
Phonics (All Y2 & Y3 Booster Group - Miss Rapley's spelling group): Continue yesterday's practise (on Verb Vikings - SpellingsPlay) of the change y to i rule for adding suffixes. Play the game with all four options (Do nothing, Drop, Double and Change y to i.)
Maths
Both year groups: WALT: subtract using the Column Subtraction method (Intro level)
This week is going to follow a very similar pattern to last week, but with subtracting rather than adding!
Here is a video to explain how to use the column subtraction method. Squared paper will help again - scroll down to last week if you need the squared paper pdf again.
You DO NOT need to complete all 20 questions; just spend a good 30mins on it. However, I know some of you love the column methods now, so there's lots of opportunity to practise if you'd like it!
Both year groups: WALT: subtract using the Column Subtraction method (Intro level)
This week is going to follow a very similar pattern to last week, but with subtracting rather than adding!
Here is a video to explain how to use the column subtraction method. Squared paper will help again - scroll down to last week if you need the squared paper pdf again.
You DO NOT need to complete all 20 questions; just spend a good 30mins on it. However, I know some of you love the column methods now, so there's lots of opportunity to practise if you'd like it!
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Design Technology
WALT: practise textiles skills
For our Rags to Bags project, you're going to need to have a few sewing skills under your belts. Depending on which design of bag you choose, you may not end up using them all, but if you have a go at them now it will make our actual making stage much, much easier!
For this you will need:
Can you learn to do the following? Just have a go. You don't have to master it all in one go. You are practising!
WALT: practise textiles skills
For our Rags to Bags project, you're going to need to have a few sewing skills under your belts. Depending on which design of bag you choose, you may not end up using them all, but if you have a go at them now it will make our actual making stage much, much easier!
For this you will need:
- some material (scrap material is fine - even an old sock or a new J-cloth would do at a push!)
- a needle and some cotton thread
- a thicker needle and some thicker thread (eg embroidery thread) Don't worry if you don't have this!
- an adult to help you, especially with cutting fabric.
Can you learn to do the following? Just have a go. You don't have to master it all in one go. You are practising!
- tie a knot in the end of a thread
- thread a needle
- sew a basic running stitch. Notice how it will scrunch up the fabric if you pull it. This can be useful!
- sew a basic backstitch through 2 layers. This is useful for joining two fabrics at a seam. Notice how you can turn the fabric over so that the seems end up on the underside.
- use a basic running stitch or backstitch to sew a small decorative shape (eg a simple flower, your initial) using the thicker thread. Eventually, you may choose to decorate your bag using this method.
- do a 'finishing off' stitch. There are lots of ways of doing this! Ask your adult to show you their preferred method.
Monday 1st March 2021
- English - added for the whole week, see above.
- Spelling / Phonics (Y3 Main group see above for spellings, Y2s and Y3 Phonics Booster Group see below).
- Maths - added daily, see below
- PE - see PE Page
- Reading hour - see below
Phonics (All Y2 & Y3 Booster Group - Miss Rapley's spelling group): Using the SpellingsPlay game that we used last week (Scroll down if you need the link) , have a look at the demonstration and games for adding suffixes when the word ends in y. These two buttons on the right are what you need!
Maths
Y2: WALT mentally subtract tens and ones.
A game for you today. You can play against someone, or just try to beat your own previous go! You need a dice. If you don't have one, you could just write 1-6 on scraps of paper and pull them out of a pot.
Write down 99 on a piece of paper. Your task is USE SIX THROWS to get from 99 down to as near to 1 as you can, without going below it. You must subtract tens first, then you may subtract ones, but you can't then go back to subtracting tens. You need to think carefully when to switch between tens and ones; you want to get as near as 1 as possible but you don't want to go bust! You must make the choice BEFORE you throw the dice!
For example:
Start with 99
Start with subtracting TENS. Throw a 3. Subtract 3 TENS. 99-30 = 69.
Choose to subtract TENS again. Throw a 2. Subtract 2 TENS. 69 - 20 = 49
Choose to subtract ONES. Throw a 6. (That was lucky! You'd have gone bust if you'd chosen TENS). 49-6 = 43.
Subtract ONES again (No choice this time). Throw a 4. 43 - 4 = 39
Subtract ONES again (Again, no choice). Throw a 3. 39-3 = 36.
Extend this if you wish by looking at the Y3 level, with H T and O.
Y3: WALT mentally subtract hundreds, tens and ones.
Start by playing the game as described above for Y2. Look carefully at their example. Play a couple of rounds like that.
If you are not confident with subtracting tens and ones, continue at this level.
If you ARE confident, move on to the next level:
Write down 999 on a piece of paper. Your task is to USE SIX THROWS to get from 999 down to as near to 1 as possible, without going below it. You must subtract hundreds first, then tens, then ones. It's up to you to decide when you move from hundreds to tens, and again from tens to ones. You MUST make the choice BEFORE you throw the dice each time.
Y2: WALT mentally subtract tens and ones.
A game for you today. You can play against someone, or just try to beat your own previous go! You need a dice. If you don't have one, you could just write 1-6 on scraps of paper and pull them out of a pot.
Write down 99 on a piece of paper. Your task is USE SIX THROWS to get from 99 down to as near to 1 as you can, without going below it. You must subtract tens first, then you may subtract ones, but you can't then go back to subtracting tens. You need to think carefully when to switch between tens and ones; you want to get as near as 1 as possible but you don't want to go bust! You must make the choice BEFORE you throw the dice!
For example:
Start with 99
Start with subtracting TENS. Throw a 3. Subtract 3 TENS. 99-30 = 69.
Choose to subtract TENS again. Throw a 2. Subtract 2 TENS. 69 - 20 = 49
Choose to subtract ONES. Throw a 6. (That was lucky! You'd have gone bust if you'd chosen TENS). 49-6 = 43.
Subtract ONES again (No choice this time). Throw a 4. 43 - 4 = 39
Subtract ONES again (Again, no choice). Throw a 3. 39-3 = 36.
Extend this if you wish by looking at the Y3 level, with H T and O.
Y3: WALT mentally subtract hundreds, tens and ones.
Start by playing the game as described above for Y2. Look carefully at their example. Play a couple of rounds like that.
If you are not confident with subtracting tens and ones, continue at this level.
If you ARE confident, move on to the next level:
Write down 999 on a piece of paper. Your task is to USE SIX THROWS to get from 999 down to as near to 1 as possible, without going below it. You must subtract hundreds first, then tens, then ones. It's up to you to decide when you move from hundreds to tens, and again from tens to ones. You MUST make the choice BEFORE you throw the dice each time.
Reading hour - Read, read, read! Spend time reading your own book (You could draw a picture related to it, too), quizzing and reading non-fiction texts. BBC Newsround is a good place to find some non-fiction writing.
Week beginning 22nd February 2021
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| The King's Breakfast Copy of Poem |
Friday 26th February 2021
- **************Zoom Meeting 9.30****************
- English - see above
- Weekly Spelling Test for Y3 or Phonics for Y2 ( & Y3 booster group)
- Maths - added daily, see below
- Weekly Quiz - see below
- Computing - see below
- Music - see the music page for this week's work from Mrs AB.
- Weekly Quiz - see below
Spellings / Phonics
Y3 Main group: See above spelling document for your weekly spellings.
Y2 Phonics (& Y3 Booster Group - Miss Rapley's spelling group): Using the SpellingsPlay game that you used yesterday, have another go at practising adding suffixes -ed and -ing using the Double, Drop the e or Do Nothing game
Y3 Main group: See above spelling document for your weekly spellings.
Y2 Phonics (& Y3 Booster Group - Miss Rapley's spelling group): Using the SpellingsPlay game that you used yesterday, have another go at practising adding suffixes -ed and -ing using the Double, Drop the e or Do Nothing game
Maths: Arithmetic tests
Complete these independently and then go over them with an adult afterwards. The guidance sheet is just for the answers; you don't need to do the activity above them. If you got any wrong, think about the methods you should have used to reach the correct answer. Spring Test 5.
Note: We have not covered column subtraction yet; children will use other methods such as a numberline or a HTO diagram instead. They are used to doing this in class. However, we are now all EXPERTS at column addition!
Complete these independently and then go over them with an adult afterwards. The guidance sheet is just for the answers; you don't need to do the activity above them. If you got any wrong, think about the methods you should have used to reach the correct answer. Spring Test 5.
Note: We have not covered column subtraction yet; children will use other methods such as a numberline or a HTO diagram instead. They are used to doing this in class. However, we are now all EXPERTS at column addition!
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Weekly Quiz - click here for 26.2.2021
Computing
Discovery Coding Unit - Level 3 - Conditional Events - Self-Driving Car
You need to log on to Discovery Coding using your Wonde magic badge Single Sign-in, or by clicking here. The username and password are student26789 and trinity.
Once on the website, you need to go to Block Coding and click the Learn button.
This term we are looking at Level 3; look for the tab on the left. Click on Conditional Events
Now work through the lesson called Self-Driving Car ONLY. There is a video to watch first then you can work through the tasks using the green buttons near the top of the screen.
Discovery Coding Unit - Level 3 - Conditional Events - Self-Driving Car
You need to log on to Discovery Coding using your Wonde magic badge Single Sign-in, or by clicking here. The username and password are student26789 and trinity.
Once on the website, you need to go to Block Coding and click the Learn button.
This term we are looking at Level 3; look for the tab on the left. Click on Conditional Events
Now work through the lesson called Self-Driving Car ONLY. There is a video to watch first then you can work through the tasks using the green buttons near the top of the screen.
Thursday 25th February 2021
DON'T FORGET WE HAVE A ZOOM ASSEMBLY TOMORROW (Friday)!!! SEE THE NOTE ABOVE.
DON'T FORGET WE HAVE A ZOOM ASSEMBLY TOMORROW (Friday)!!! SEE THE NOTE ABOVE.
- English - added for the whole week -see above
- Spelling / Phonics - Y3 (main group) see above, Y2 (and Y3 Miss Rapley's phonics booster group) see below
- Maths - added daily, see below
- Science - see below
- PE - See PE page
Phonics (Y2s and some Y3s - Miss Rapley's spelling group)
Today we're going to use our new knowledge of short and long vowel sounds to add the -ed and -ing suffixes.
If the vowel sound is short, you need to check if there are already two consonants. (eg the m and p in jump). If there are, you just have to add the -ed. (eg jump > jumped.). If there is only one consonant, you must double it to keep the vowel sound short! Think about the words hopped and hoped. Hopped keeps its short vowel sound because the p is doubled.
To explore this rule further, visit this page of Spelling Play to play a game called Verb Vikings.
Today we're going to use our new knowledge of short and long vowel sounds to add the -ed and -ing suffixes.
If the vowel sound is short, you need to check if there are already two consonants. (eg the m and p in jump). If there are, you just have to add the -ed. (eg jump > jumped.). If there is only one consonant, you must double it to keep the vowel sound short! Think about the words hopped and hoped. Hopped keeps its short vowel sound because the p is doubled.
To explore this rule further, visit this page of Spelling Play to play a game called Verb Vikings.
Have a look at the highlighted demonstrations, and then have a play on the games. Don't play the last game linked to changing y to i.
We'll look at this a lot over the next few sessions so don't spend hours on it; just have a 20 minute go and then we'll come back to it tomorrow.
We'll look at this a lot over the next few sessions so don't spend hours on it; just have a 20 minute go and then we'll come back to it tomorrow.
Maths
Both year groups:
WALT: recall various addition methods
Some great work so far this week on using the column addition method! However, it's important to know that the column method is only one way of adding, and sometimes other ways might be quicker or easier.
Today you're going to make a big, bold poster that you can display at home to remind yourself of the different addition methods that you know.
I've made an example for you. Yours needn't look exactly the same; you may design it however you wish, but it must show lots of different addition methods! Make sure you colour it and make it beautiful; mine is not finished!
Here are the calculations that you need to use in the middle of your poster (just choose ONE, according to how confident you are feeling)
Y2 Basic: 53 + 25
Y2: Harder: 57 + 28
Y3 Basic: 253 + 425
Y3 Harder: 278 + 368
Send me a pic of your poster if you can!
Both year groups:
WALT: recall various addition methods
Some great work so far this week on using the column addition method! However, it's important to know that the column method is only one way of adding, and sometimes other ways might be quicker or easier.
Today you're going to make a big, bold poster that you can display at home to remind yourself of the different addition methods that you know.
I've made an example for you. Yours needn't look exactly the same; you may design it however you wish, but it must show lots of different addition methods! Make sure you colour it and make it beautiful; mine is not finished!
Here are the calculations that you need to use in the middle of your poster (just choose ONE, according to how confident you are feeling)
Y2 Basic: 53 + 25
Y2: Harder: 57 + 28
Y3 Basic: 253 + 425
Y3 Harder: 278 + 368
Send me a pic of your poster if you can!
Science
WALT: observe evaporation in action
We have been learning about solids, liquids and gases. We know that when solids become liquid, the process is called melting. What about when a liquid turns into a gas? This process is called EVAPORATION.
Today's science lesson will involve you taking a trip outside! You'll need a paintbrush (a big craft one or a small DIY one), an eggcup of water, a piece of chalk and a dinner plate. (See below for other options).
You need to find an SUNNY area of level tarmac or paving slab outside somewhere. On the floor, mark out a shape by drawing around something such as a dinner plate. You could use chalk, or pencil might even show up. Or, you could mark the outline with pebbles.
Next, look for a SHADY area, on the same surface. You could make a shady area with an umbrella lying on its side if necessary! Mark another area, the same shape as you did in the sunny area.
Into each marked area, pour an eggcupful of water and spread it around within each area using the paintbrush (Make sure the paintbrush is already wet so it doesn't absorb the water too much). You now will have two wet patches of a certain size, one in the sun and one in the shade.
Now sit back and observe! What do you think is going to happen? Make a prediction. Watch the wet patches closely and make notes. You could even take photos of each patch every ten minutes. Or, you could draw around the wet patches as they shrink.
What has happened to the water over the time you have been observing? Where has it gone? How did the sun affect the rate of evaporation? How do you think the wind affects it?
A second experiment: Mix a good amount of salt into an eggcup of water. Lay a piece of black paper (or newspaper would do) into a flat baking tray. Pour the salt water into the tray. (You may have to weigh down the paper with stones). Put it in a sunny spot and observe. When the water has evaporated, what is left? Why?
WALT: observe evaporation in action
We have been learning about solids, liquids and gases. We know that when solids become liquid, the process is called melting. What about when a liquid turns into a gas? This process is called EVAPORATION.
Today's science lesson will involve you taking a trip outside! You'll need a paintbrush (a big craft one or a small DIY one), an eggcup of water, a piece of chalk and a dinner plate. (See below for other options).
You need to find an SUNNY area of level tarmac or paving slab outside somewhere. On the floor, mark out a shape by drawing around something such as a dinner plate. You could use chalk, or pencil might even show up. Or, you could mark the outline with pebbles.
Next, look for a SHADY area, on the same surface. You could make a shady area with an umbrella lying on its side if necessary! Mark another area, the same shape as you did in the sunny area.
Into each marked area, pour an eggcupful of water and spread it around within each area using the paintbrush (Make sure the paintbrush is already wet so it doesn't absorb the water too much). You now will have two wet patches of a certain size, one in the sun and one in the shade.
Now sit back and observe! What do you think is going to happen? Make a prediction. Watch the wet patches closely and make notes. You could even take photos of each patch every ten minutes. Or, you could draw around the wet patches as they shrink.
What has happened to the water over the time you have been observing? Where has it gone? How did the sun affect the rate of evaporation? How do you think the wind affects it?
A second experiment: Mix a good amount of salt into an eggcup of water. Lay a piece of black paper (or newspaper would do) into a flat baking tray. Pour the salt water into the tray. (You may have to weigh down the paper with stones). Put it in a sunny spot and observe. When the water has evaporated, what is left? Why?
Wednesday 24th February 2021
- English - added for the whole week -see above
- Spelling / Phonics - Y3 (main group) see above, Y2 (and Y3 Miss Rapley's phonics booster group) see below
- Maths - added daily, see below
- Star Reading Test
- Humanities
Phonics (All Y2s and the Y3s in Miss Rapley's spelling group)
This term we are going to be concentrating on suffixes. Suffixes are the letters we add on to a root word, for example -ing or -ed.
A key thing that will help you with following suffix rules is to be able to identify short and long vowel sounds. Therefore, today's practise is just that - for each word, can you hear a long or a short vowel sound? Visit this interactive game called Long or Short on the SpellingPlay website. Today, just play Level 3. There are some unusual graphemes on this level so take care to sound out word first! SpellingPlay doesn't need a login.
Maths
Y2 AND Y3: Today YOU need to decide what you need to do.
- If you are now confident with using the column method at both intro level and 'next step' level, then look below for a slightly different activity for today.
- If you are now confident with using the column method at intro level, try the 'next step' level (See Tuesday's worksheets).
- If you are not yet confident with using the column method at intro level, have another practice with it today. (See Monday's worksheets).
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Star Reading Tests
Click here to access Accelerated Reader, enter your 'Username' and 'Password', and then click on 'Star Reading' to take your Star Reading Test for this half term.
Remember that you must NOT have any help to read the questions or the answers! However, you can read them aloud if that helps you.
The quiz adjusts automatically to give you questions at the correct level. They are designed to challenge you so don't feel overwhelmed if a question is hard; just do your best and wait for the next question to come up.
It may ask for an Authorisation password which is admin.
You can ask for your results of this test during your weekly phone call or contact us using the contact form above.
Click here to access Accelerated Reader, enter your 'Username' and 'Password', and then click on 'Star Reading' to take your Star Reading Test for this half term.
Remember that you must NOT have any help to read the questions or the answers! However, you can read them aloud if that helps you.
The quiz adjusts automatically to give you questions at the correct level. They are designed to challenge you so don't feel overwhelmed if a question is hard; just do your best and wait for the next question to come up.
It may ask for an Authorisation password which is admin.
You can ask for your results of this test during your weekly phone call or contact us using the contact form above.
Humanities
It's Fairtrade Fortnight!
We've talked a lot about our choices as consumers and their effect both on the people who produce our goods and the environment.
As the children of today, YOUR OPINIONS MATTER because the choices that consumers make now will affect YOUR future and the future of the planet.
To celebrate Fairtrade Fortnight and to gather the view of children, Fairtrade Schools are running an exhibition. By 'sharing your vision of the world you want' via some artwork, a poem, some other writing or a film, you can contribute to this exhibition!
All the details are on this website.
You need permission from your parents to take part, so please make sure you check with them.
Even if you are not able to enter officially, I'd still like you to have a go at representing your vision in whichever way you choose. I'd love to see them if you are able to send them to me.
It's Fairtrade Fortnight!
We've talked a lot about our choices as consumers and their effect both on the people who produce our goods and the environment.
As the children of today, YOUR OPINIONS MATTER because the choices that consumers make now will affect YOUR future and the future of the planet.
To celebrate Fairtrade Fortnight and to gather the view of children, Fairtrade Schools are running an exhibition. By 'sharing your vision of the world you want' via some artwork, a poem, some other writing or a film, you can contribute to this exhibition!
All the details are on this website.
You need permission from your parents to take part, so please make sure you check with them.
Even if you are not able to enter officially, I'd still like you to have a go at representing your vision in whichever way you choose. I'd love to see them if you are able to send them to me.
Tuesday 23rd February 2021
- English - see above
- Spelling / Phonics (Y3 Main group see above for spellings, Y2s and Y3 Phonics Booster Group see below).
- Maths - see below
- RE - see below
- DT - see below
Phonics (All Y2s and the Y3s in Miss Rapley's spelling group)
This term we are going to be concentrating on suffixes. Suffixes are the letters we add on to a root word, for example -ing or -ed.
A key thing that will help you with following suffix rules is to be able to identify short and long vowel sounds. Therefore, today's practise is just that - for each word, can you hear a long or a short vowel sound? Visit this interactive game called Long or Short on the SpellingPlay website. Today, just play Level 2. SpellingPlay doesn't need a login.
This term we are going to be concentrating on suffixes. Suffixes are the letters we add on to a root word, for example -ing or -ed.
A key thing that will help you with following suffix rules is to be able to identify short and long vowel sounds. Therefore, today's practise is just that - for each word, can you hear a long or a short vowel sound? Visit this interactive game called Long or Short on the SpellingPlay website. Today, just play Level 2. SpellingPlay doesn't need a login.
Maths
Y2: WALT: continue with the next step of column addition
If you found yesterday's work tricky, don't worry! Just watch yesterday's video again and continue from where you left off.
If you found yesterday's work OK, you're ready for the next step! Watch today's video and answer the questions below on squared paper.
Y3: WALT: continue with the next step of column addition
If you found yesterday's work tricky, don't worry! Just watch yesterday's video again and continue from where you left off.
If you found yesterday's work OK, you're ready for the next step! Watch today's video and answer the questions below on squared paper.
Y2: WALT: continue with the next step of column addition
If you found yesterday's work tricky, don't worry! Just watch yesterday's video again and continue from where you left off.
If you found yesterday's work OK, you're ready for the next step! Watch today's video and answer the questions below on squared paper.
Y3: WALT: continue with the next step of column addition
If you found yesterday's work tricky, don't worry! Just watch yesterday's video again and continue from where you left off.
If you found yesterday's work OK, you're ready for the next step! Watch today's video and answer the questions below on squared paper.
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RE: WALT: make links between the first disciples and modern Christians being 'fishers of people'.
Watch this video clip to remind yourself of the story Jesus calling his disciples to be 'fishers of people'.
Next, read this extract from the Bible: Matthew 4:18–19. If you have a children's Bible at home, you might be able to find a story that relates to this.
18 Jesus was walking by Lake Galilee. He saw two brothers, Simon (also called Peter) and Simon’s brother Andrew. The brothers were fishermen, and they were fishing in the lake with a net. 19 Jesus said, “Come follow me, and I will make you fish for people.’.” 20 At once Simon and Andrew left their nets and followed him.
21 Jesus continued walking by Lake Galilee. He saw two other brothers, James and John, the sons of Zebedee. They were in a boat with their father Zebedee, preparing their nets to catch fish. Jesus told them to come with him. 22 At once they left the boat and their father, and they followed Jesus.
Think about these questions. You don't need to write down your answers but you can if you would like to. Discussing your thoughts with someone else will be useful too.
What was Jesus asking Peter and Andrew to do?
Do you think it was an easy choice for the fishermen to give up their jobs straight away and go with Jesus?
What do you think a fisher of people might be?
How do you think modern Christians carry out Jesus's wishes of following him and being 'fishers of people'?
Watch this video clip to remind yourself of the story Jesus calling his disciples to be 'fishers of people'.
Next, read this extract from the Bible: Matthew 4:18–19. If you have a children's Bible at home, you might be able to find a story that relates to this.
18 Jesus was walking by Lake Galilee. He saw two brothers, Simon (also called Peter) and Simon’s brother Andrew. The brothers were fishermen, and they were fishing in the lake with a net. 19 Jesus said, “Come follow me, and I will make you fish for people.’.” 20 At once Simon and Andrew left their nets and followed him.
21 Jesus continued walking by Lake Galilee. He saw two other brothers, James and John, the sons of Zebedee. They were in a boat with their father Zebedee, preparing their nets to catch fish. Jesus told them to come with him. 22 At once they left the boat and their father, and they followed Jesus.
Think about these questions. You don't need to write down your answers but you can if you would like to. Discussing your thoughts with someone else will be useful too.
What was Jesus asking Peter and Andrew to do?
Do you think it was an easy choice for the fishermen to give up their jobs straight away and go with Jesus?
What do you think a fisher of people might be?
How do you think modern Christians carry out Jesus's wishes of following him and being 'fishers of people'?
Design Technology
Our DT this term is textiles. We're going to be making bags, with a Considerate Consumers theme; our project is called Rags to Bags! We're going to work through the whole design process, using a booklet to help structure our projects. Today, you need to have a look at the first few pages of the booklet, which are attached below.
Today we're thinking about what types of bags we see in every day life. There are LOADS! There are photos of some of them in the booklet. For each bag, think about what it is used for, and what makes it good for that job. For example, a rucksack is used to carry things without using your hands. It's good at it because it is designed with straps to fit comfortable on your shoulders.
On the last page there is space for you to think more types of bags that you know about. You can either draw them, or find pictures of them on the internet if you wish. Write notes about these ones too.
Our DT this term is textiles. We're going to be making bags, with a Considerate Consumers theme; our project is called Rags to Bags! We're going to work through the whole design process, using a booklet to help structure our projects. Today, you need to have a look at the first few pages of the booklet, which are attached below.
Today we're thinking about what types of bags we see in every day life. There are LOADS! There are photos of some of them in the booklet. For each bag, think about what it is used for, and what makes it good for that job. For example, a rucksack is used to carry things without using your hands. It's good at it because it is designed with straps to fit comfortable on your shoulders.
On the last page there is space for you to think more types of bags that you know about. You can either draw them, or find pictures of them on the internet if you wish. Write notes about these ones too.
| first_pages_of_rags_to_bags_booklet_background.pdf |
Monday 22nd February 2021
- English - added for the whole week, see above.
- Spelling / Phonics (Y3 Main group see above for spellings, Y2s and Y3 Phonics Booster Group see below).
- Maths - added daily, see below
- PE - see PE Page
- Reading hour - see below
Phonics (All Y2s and the Y3s in Miss Rapley's spelling group)
This term we are going to be concentrating on suffixes. Suffixes are the letters we add on to a root word, for example -ing or -ed.
A key thing that will help you with following suffix rules is to be able to identify short and long vowel sounds. Therefore, today's practise is just that - for each word, can you hear a long or a short vowel sound? Visit this interactive game called Long or Short on the SpellingPlay website. Today, just play Level 1. SpellingPlay doesn't need a login.
This term we are going to be concentrating on suffixes. Suffixes are the letters we add on to a root word, for example -ing or -ed.
A key thing that will help you with following suffix rules is to be able to identify short and long vowel sounds. Therefore, today's practise is just that - for each word, can you hear a long or a short vowel sound? Visit this interactive game called Long or Short on the SpellingPlay website. Today, just play Level 1. SpellingPlay doesn't need a login.
Maths
Y2: WALT: add two 2 digit numbers using the column addition method
Click here for a link to a video that explains this method. Squared paper will definitely help today.
Do not write on the sheet; they are to provide the questions only.
Y2: WALT: add two 2 digit numbers using the column addition method
Click here for a link to a video that explains this method. Squared paper will definitely help today.
Do not write on the sheet; they are to provide the questions only.
Y3: Add two 3 digit numbers using the column addition method
Click here for a link to a video that explains this method. Squared paper will definitely help today.
Do not write on the sheet; they are to provide the questions only.
Click here for a link to a video that explains this method. Squared paper will definitely help today.
Do not write on the sheet; they are to provide the questions only.
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Reading hour - Read, read, read! Spend time reading your own book (You could draw a picture related to it, too), quizzing and reading non-fiction texts. BBC Newsround is a good place to find some non-fiction writing. Since we're doing another poem this week, you could read a poetry book if you have one, or search online for some poems. You could visit the Children's Poetry Archive but ensure you select the right age group when searching. You can listen to poems on here, as well as read them.
Week beginning 8th February 2021
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Note re Grammar and Spelling Assessments:
There is no need to print them unless you want to; you can read it on screen and then just write the answers down on a piece of paper instead. Parents may read you the questions in the grammar test but not explain what a question is asking you to do. The Grammar Tests should take no more than 30minutes and the spelling tests are very quick indeed!
There is no need to print them unless you want to; you can read it on screen and then just write the answers down on a piece of paper instead. Parents may read you the questions in the grammar test but not explain what a question is asking you to do. The Grammar Tests should take no more than 30minutes and the spelling tests are very quick indeed!
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Friday 12th February 2021
- **************Zoom Meeting 9.30****************
- English - Grammar and Spelling tests now added above with the other English work plus an extra note.
- Maths - added daily, see below
- Reading tests - see below
- Music - see the music page for this week's work from Mrs AB.
- Weekly Quiz - see below
Maths
Have a go at these maths assessments. They are a summary of the last few weeks' learning in maths. Do them independently if possible.
Do not spend ages on one question; if you're finding it too hard just move on! A maximum of 20 minutes per page. Have a break between pages if you need to! Some questions you'll whizz through, others you will find harder; just try your best. If you feel you need to use practical items (eg lego bricks) for the fractions questions then go for it!
Have a go at these maths assessments. They are a summary of the last few weeks' learning in maths. Do them independently if possible.
Do not spend ages on one question; if you're finding it too hard just move on! A maximum of 20 minutes per page. Have a break between pages if you need to! Some questions you'll whizz through, others you will find harder; just try your best. If you feel you need to use practical items (eg lego bricks) for the fractions questions then go for it!
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Year 2, yours is in lots of separate files I'm afraid, but it's the same number of pages I promise!
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Reading Tests (Instead of computing this week)
Year 3: You have Part B to complete but it shouldn't take you long (About 30mins maximum). Then you can mark both parts A and B, and make sure you look at where you went wrong rather than just ticking or crossing it!
Year 2: You just need to mark your test from earlier in the week. Make sure you look at where you went wrong rather than just ticking or crossing it!
Year 3: You have Part B to complete but it shouldn't take you long (About 30mins maximum). Then you can mark both parts A and B, and make sure you look at where you went wrong rather than just ticking or crossing it!
Year 2: You just need to mark your test from earlier in the week. Make sure you look at where you went wrong rather than just ticking or crossing it!
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| y2_rising_starts_reading_test_spring_1_answers.pdf |
Weekly Quiz My word, that seemed like a lot of tests, so the Weekly Quiz is a bit different this time! I hope you enjoy it! Click here.
HAPPY HALF TERM EVERYONE! You have all worked so hard this half term in difficult circumstances. Well done to Mums and Dads for being your teachers! I have received some WONDERFUL work from you guys which has made me smile every day, so thank you. Miss Rapley
HAPPY HALF TERM EVERYONE! You have all worked so hard this half term in difficult circumstances. Well done to Mums and Dads for being your teachers! I have received some WONDERFUL work from you guys which has made me smile every day, so thank you. Miss Rapley
Thursday 11th February 2021
PLEASE SEE MESSAGE ABOVE re PREPARING SOMETHING FOR ZOOM ASSEMBLY tomorrow.
Phonics - All Y2s and Miss Rapley's Y3 phonics booster group
Click here to visit the Phonicsplay website. The site is once again free to access from home with the username jan21 and the password home.
Revise alternative pronunciations using Cheeky Chimps. We've used similar games in class. For today, select the top row (a, e, i, o, u).
PLEASE SEE MESSAGE ABOVE re PREPARING SOMETHING FOR ZOOM ASSEMBLY tomorrow.
- English - added for the whole week -see above
- Spelling / Phonics - Y3 (main group) see above, Y2 (and Y3 Miss Rapley's phonics booster group) see below
- Maths - added daily, see below
- Science - see below
- PE - See PE page
Phonics - All Y2s and Miss Rapley's Y3 phonics booster group
Click here to visit the Phonicsplay website. The site is once again free to access from home with the username jan21 and the password home.
Revise alternative pronunciations using Cheeky Chimps. We've used similar games in class. For today, select the top row (a, e, i, o, u).
Maths
Y3: WALT add and subtract length using mixed units.
Video intro (see below)
Then Red/Green do Ch1 onwards - see how far you go.
Purple do Ch 2 onwards.
Y3: WALT add and subtract length using mixed units.
Video intro (see below)
Then Red/Green do Ch1 onwards - see how far you go.
Purple do Ch 2 onwards.
| y3_unit_6_week_3_lesson_4.jpg |
Y2: Estimate the length of wiggly lines
Look at the lines on the sheet (choose which level you'd like to do. Level 1 is easiest).
Which do you PREDICT is the longest line?
Which do you predict is the shortest?
How could you measure them? If the lines are mostly straight you could use a ruler and measure them in parts! If the lines are wiggly, could you use some string and a ruler? Carefully bend the string along the line and then straighten the string along the edge of a ruler. It's fiddly!
Measure them as best you can (to the nearest cm) and write their lengths clearly.
Were you correct in your predictions?
If you don't have a printer, just draw some of your own wiggly lines!
Look at the lines on the sheet (choose which level you'd like to do. Level 1 is easiest).
Which do you PREDICT is the longest line?
Which do you predict is the shortest?
How could you measure them? If the lines are mostly straight you could use a ruler and measure them in parts! If the lines are wiggly, could you use some string and a ruler? Carefully bend the string along the line and then straighten the string along the edge of a ruler. It's fiddly!
Measure them as best you can (to the nearest cm) and write their lengths clearly.
Were you correct in your predictions?
If you don't have a printer, just draw some of your own wiggly lines!
| y2_unit_6_week_3_lesson_4_how_long_are_the_lines_level_1.jpg |
| y2_unit_6_week_3_lesson_4_how_long_are_the_lines_level_2.jpg |
Science
Today we are going to finish writing-up our chocolate investigation from last week. Some of you went ahead and finished it in one go; that's OK, but you may need to go back and check you've included everything. If your booklet is in the classroom, you'll need to either print it again (no need to repeat the first 2 pages, though) or just use normal paper.
First, watch the second video on this link of other children doing a similar experiment, with Professor Brian Cox. Look at the problems that the children had. Did you encounter similar problems? Did it affect how fair your test was?
Task 1: Draw your graph. It needs to be a bar graph. See the pdf for an example of how to set it up. You might need to change your y-axis numbers if your chocolate took longer than 4minutes to melt. You can do it straight into your booklet from last week (On the page called Results 2), or you can use the template if you need a little more help.
DO NOT WORRY IF YOUR CHOCOLATE MELTED IN A DIFFERENT ORDER. USE YOUR OWN RESULTS!
For children who were with me last week, let's use this data:
White chocolate 1min 45s
Dark chocolate 2mins 30
Milk chocolate 4mins. NB Apparently the dark should have melted first, but we found the white melted first! That's OK! That's science!
Today we are going to finish writing-up our chocolate investigation from last week. Some of you went ahead and finished it in one go; that's OK, but you may need to go back and check you've included everything. If your booklet is in the classroom, you'll need to either print it again (no need to repeat the first 2 pages, though) or just use normal paper.
First, watch the second video on this link of other children doing a similar experiment, with Professor Brian Cox. Look at the problems that the children had. Did you encounter similar problems? Did it affect how fair your test was?
Task 1: Draw your graph. It needs to be a bar graph. See the pdf for an example of how to set it up. You might need to change your y-axis numbers if your chocolate took longer than 4minutes to melt. You can do it straight into your booklet from last week (On the page called Results 2), or you can use the template if you need a little more help.
DO NOT WORRY IF YOUR CHOCOLATE MELTED IN A DIFFERENT ORDER. USE YOUR OWN RESULTS!
For children who were with me last week, let's use this data:
White chocolate 1min 45s
Dark chocolate 2mins 30
Milk chocolate 4mins. NB Apparently the dark should have melted first, but we found the white melted first! That's OK! That's science!
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Now watch the 3rd and 4th videos on this link both with Professor Cox, to see how melting is applied in real life, both in chocolate and in other things!
Task 2: Write your conclusion. The paragraph below may help you structure your conclusion. but you can change it as you wish.
In this investigation, I found that the ______ chocolate melted first in the time of ________. The slowest chocolate to melt was the _______ chocolate in the time of _________. This is / is not in line with my prediction.
I think that the chocolate melted at different times because_______.
The investigation may not have been a fair test because____ (explain any problems you had).
In real life, things melt at different temperatures. For example,_______.
Another investigation question about melting that I'd like to explore in the future is ________________.
Task 2: Write your conclusion. The paragraph below may help you structure your conclusion. but you can change it as you wish.
In this investigation, I found that the ______ chocolate melted first in the time of ________. The slowest chocolate to melt was the _______ chocolate in the time of _________. This is / is not in line with my prediction.
I think that the chocolate melted at different times because_______.
The investigation may not have been a fair test because____ (explain any problems you had).
In real life, things melt at different temperatures. For example,_______.
Another investigation question about melting that I'd like to explore in the future is ________________.
Wednesday 10th February 2021
PLEASE SEE MESSAGE ABOVE re PREPARING SOMETHING FOR ZOOM ASSEMBLY ON FRIDAY
Click here to visit the Phonicsplay website. The site is once again free to access from home with the username jan21 and the password home.
Revise tricky words using Train Your Brain. For today, select Introduction and then Phase 5b (Weeks 5-7). Work on some different words from yesterday. If you already can read them easily, have a go at spelling them reliably.
- English - added for the whole week -see above
- Spelling / Phonics - Y3 (main group) see above, Y2 (and Y3 Miss Rapley's phonics booster group) see below
- Maths - added daily, see below
- Reading Test - see below
- Humanities
Click here to visit the Phonicsplay website. The site is once again free to access from home with the username jan21 and the password home.
Revise tricky words using Train Your Brain. For today, select Introduction and then Phase 5b (Weeks 5-7). Work on some different words from yesterday. If you already can read them easily, have a go at spelling them reliably.
Maths
Y3: WALT: measure, add and compare lengths
Intro: Find two items of different lengths. For example, a fork and a teaspoon. Measure them both separately and record their lengths.
eg Fork is 23cm long, Teaspoon is 14cm long.
How much longer is one than the other? 23-14 = 9cm. Line them up next to one another and measure how far the longest one sticks out. It should be 9cm!
What is the total length? 23+14 = 37cm. Line them up end to end and measure the total length. It should be 37cm!
Repeat with other pairs of objects. Always do the calculation first, and then use your ruler to check.
You'll need a measuring device for these activities. A ruler is fine for Ch1. For Ch2 and 3, a tape measure might be better (like the ones used for sewing or for DIY).
Everyone start at Ch1. Find 5 pairs of objects to measure and record the total length as in the example. Red group continue on this activity and complete 5 more pairs.
Green group: Do 5 of Ch 1, then move on to Ch 2 and do as much as you can in the time you have.
Purple group: Do 5 of Ch 1, then both parts of Ch 2, then move on to Ch3 if there's time. (You might be able to find objects in your garden to measure between for Ch 3.)
Y3: WALT: measure, add and compare lengths
Intro: Find two items of different lengths. For example, a fork and a teaspoon. Measure them both separately and record their lengths.
eg Fork is 23cm long, Teaspoon is 14cm long.
How much longer is one than the other? 23-14 = 9cm. Line them up next to one another and measure how far the longest one sticks out. It should be 9cm!
What is the total length? 23+14 = 37cm. Line them up end to end and measure the total length. It should be 37cm!
Repeat with other pairs of objects. Always do the calculation first, and then use your ruler to check.
You'll need a measuring device for these activities. A ruler is fine for Ch1. For Ch2 and 3, a tape measure might be better (like the ones used for sewing or for DIY).
Everyone start at Ch1. Find 5 pairs of objects to measure and record the total length as in the example. Red group continue on this activity and complete 5 more pairs.
Green group: Do 5 of Ch 1, then move on to Ch 2 and do as much as you can in the time you have.
Purple group: Do 5 of Ch 1, then both parts of Ch 2, then move on to Ch3 if there's time. (You might be able to find objects in your garden to measure between for Ch 3.)
| y3_unit_6_week_3_lesson_3.jpg |
Y2: WALT: explore making a metre in length
How long do you think a metre is?
Your challenge is to collect small items (less than 30cm long) around your house and lay them down in a long line that measures as near to a metre as you can. However, you are not allowed to have a tape measure or a metre stick until the very end! You MAY have a 30cm ruler to measure things as you gather them, but not once you have put them into the line.
When you think your line is 1m long, get your tape measure and see! Were you right? Is your line too long, too short or just right? Did you measure things with your 30cm ruler as you collected them? Perhaps you could next time, and hold the running total in your head, or jot it down on paper.
Try it again in different places; for example, on the floor, on the table, on the kitchen side, on your bed. Use with different items each time. Can you guess a metre accurately?
How long do you think a metre is?
Your challenge is to collect small items (less than 30cm long) around your house and lay them down in a long line that measures as near to a metre as you can. However, you are not allowed to have a tape measure or a metre stick until the very end! You MAY have a 30cm ruler to measure things as you gather them, but not once you have put them into the line.
When you think your line is 1m long, get your tape measure and see! Were you right? Is your line too long, too short or just right? Did you measure things with your 30cm ruler as you collected them? Perhaps you could next time, and hold the running total in your head, or jot it down on paper.
Try it again in different places; for example, on the floor, on the table, on the kitchen side, on your bed. Use with different items each time. Can you guess a metre accurately?
Reading Test - Have a go at the reading test below. If you don't have a printer, you could write the answers on a piece of paper or use xodo to write on the pdf. This test should be done INDEPENDENTLY where possible. Answers will follow tomorrow. There is no time limit for the test, but it should take no longer than 30mins. Just do the best you can within that time.
Year 3: This is just Part A. Part B will come tomorrow.
Year 2: There is only one part to the test.
Year 3: This is just Part A. Part B will come tomorrow.
Year 2: There is only one part to the test.
| Y3_rising_starts_reading_test_spring_1_part_a.pdf |
| y2_rising_starts_reading_test_spring_1.pdf |
Humanities - WALT: understand how your consumer choices and their consequences affect others
This lesson provides a nice summary of our learning so far in our Considerate Consumer topic.
Watch this film and then complete the matching activity below.
Afterwards, discuss these points (there's no need to write the answers down, but you can if you'd like to):
Who was affected by these choices?
What countries were impacted by these choices? Can you find them on a map? You could use last week's whizzy map!
Can you identify the choices that were about buying choices?
Can you identify the choices that were made after buying the product?
This lesson provides a nice summary of our learning so far in our Considerate Consumer topic.
Watch this film and then complete the matching activity below.
Afterwards, discuss these points (there's no need to write the answers down, but you can if you'd like to):
Who was affected by these choices?
What countries were impacted by these choices? Can you find them on a map? You could use last week's whizzy map!
Can you identify the choices that were about buying choices?
Can you identify the choices that were made after buying the product?
| choices_and_consequences_cards.pdf |
Tuesday 9th February 2021
- English - see above
- Spelling / Phonics (Y3 Main group see above for spellings, Y2s and Y3 Phonics Booster Group see below).
- Maths - see below
- RE - see below
- Art - see below
Phonics - All Y2s and Miss Rapley's Y3 phonics booster group
Click here to visit the Phonicsplay website. The site is once again free to access from home with the username jan21 and the password home.
Revise tricky words using Train Your Brain. For today, select Introduction and then Phase 5b (Weeks 5-7). You needn't do all the words today! If you already can read them easily, have a go at spelling them reliably.
Click here to visit the Phonicsplay website. The site is once again free to access from home with the username jan21 and the password home.
Revise tricky words using Train Your Brain. For today, select Introduction and then Phase 5b (Weeks 5-7). You needn't do all the words today! If you already can read them easily, have a go at spelling them reliably.
Maths
Y3 WALT: measure lines to the nearest millimetre
Yesterday, we measured in centimetres. Today, we're going to be looking at the tiny marks between the centimetres which are the millimetres. See if you can see them on your ruler.
There are ten millimetres in one centimetre.
So 1cm = 10mm
2 cm = 20mm
3cm = 30mm
Can you see the pattern?
If something was 2 and a half centimetres long, or 2.5cm, then it would be 25 millimetres long.
Everyone start at Ch 1 again and work through.
If you can't print the page, just draw some of your own lines and measure them to the nearest mm. After spending 20-30 minutes on the textbook activities, go on a hunt around your house looking for things to measure. Set yourself a challenge: can you guess how big something is in millimetres first, then check it with a ruler? How good are you at guessing length?
Y3 WALT: measure lines to the nearest millimetre
Yesterday, we measured in centimetres. Today, we're going to be looking at the tiny marks between the centimetres which are the millimetres. See if you can see them on your ruler.
There are ten millimetres in one centimetre.
So 1cm = 10mm
2 cm = 20mm
3cm = 30mm
Can you see the pattern?
If something was 2 and a half centimetres long, or 2.5cm, then it would be 25 millimetres long.
Everyone start at Ch 1 again and work through.
If you can't print the page, just draw some of your own lines and measure them to the nearest mm. After spending 20-30 minutes on the textbook activities, go on a hunt around your house looking for things to measure. Set yourself a challenge: can you guess how big something is in millimetres first, then check it with a ruler? How good are you at guessing length?
| y3_unit_6_week_3_lesson_2.jpg |
Y2 WALT: measure with a ruler in centimetres
Watch this BBC Bitesize lesson, (only as far as the end of the first video) and then your task is below.
| y2_unit_6_week_3_lesson_2.pdf |
RE WALT: make links between God's covenant with Noah and agreements in our own lives
Think about the agreements (pacts — or covenants) that people make; for example, drivers driving on the correct side of the road, shopkeepers giving customers goods they have paid for, playing with somebody in the playground because you have promised to do so, keeping to the rules in sport. Think about what happens if people break each of the agreements above? What are the consequences?
I'd like us to think about agreements we could make between ourselves to make our classroom a great place to be (when we return to school!).
Part 1: Write down any ideas you have for what promise(s) YOU could make now, and try to stick to when we are together again.
Send them to my email address with 'RE Class 3 Agreement ideas' in the subject line.
Part 2: The rainbow was God's sign of the covenant. What could Class 3's be? Design a sign / symbol / logo, that we could look at to remind us of our class agreements. Send a copy to me by email if you can. I'll collect them together and you never know, yours might the one chosen for our wall!
Think about the agreements (pacts — or covenants) that people make; for example, drivers driving on the correct side of the road, shopkeepers giving customers goods they have paid for, playing with somebody in the playground because you have promised to do so, keeping to the rules in sport. Think about what happens if people break each of the agreements above? What are the consequences?
I'd like us to think about agreements we could make between ourselves to make our classroom a great place to be (when we return to school!).
Part 1: Write down any ideas you have for what promise(s) YOU could make now, and try to stick to when we are together again.
Send them to my email address with 'RE Class 3 Agreement ideas' in the subject line.
Part 2: The rainbow was God's sign of the covenant. What could Class 3's be? Design a sign / symbol / logo, that we could look at to remind us of our class agreements. Send a copy to me by email if you can. I'll collect them together and you never know, yours might the one chosen for our wall!
Art
WALT: create our own wire models or jewellery using paper beads
Some people sent me photos of some wonderful bead & wire flowers last week - well done!
Today is our last session on paper bead making. Everyone is at different stages and for some of you getting hold of materials may be tricky with school shut. But most of you can at least find some old magazine pages, some glue and some thread, I am sure!
PARENTS WHO ARE NEW TO HOME LEARNING: SCROLL DOWN TO FIND VIDEOS OF WIRE & BEAD FLOWERS FROM LAST WEEK, then it will all make sense!
The choice is yours today! You can choose from the following (think about what materials you have available to you):
WALT: create our own wire models or jewellery using paper beads
Some people sent me photos of some wonderful bead & wire flowers last week - well done!
Today is our last session on paper bead making. Everyone is at different stages and for some of you getting hold of materials may be tricky with school shut. But most of you can at least find some old magazine pages, some glue and some thread, I am sure!
PARENTS WHO ARE NEW TO HOME LEARNING: SCROLL DOWN TO FIND VIDEOS OF WIRE & BEAD FLOWERS FROM LAST WEEK, then it will all make sense!
The choice is yours today! You can choose from the following (think about what materials you have available to you):
- Make another bead/wire flower (or finish last week's one if it isn't at school)
- Make a 'final design' piece of jewellery using paper beads. It could be a necklace, bracelet, anklet, ring; use your imagination!
- Make a 'final design' wire and bead model of a different design. Using your bead and wire skills, you could make a butterfly, a bird, an abstract wiggly shape*, a heart, a tree, the list is endless! *Try wrapping wire in a spiral around a small cup, then remove the cup and see what shape you're left with.
Monday 8th February 2021
- English - added for the whole week, see above. Spelling and Grammar tests for Friday still to come.
- Spelling / Phonics (Y3 Main group see above for spellings, Y2s and Y3 Phonics Booster Group see below).
- Maths - added daily, see below
- PE - see PE Page
- Reading hour - see below
Phonics - All Y2s and Miss Rapley's Y3 phonics booster group
Click here to visit the Phonicsplay website. The site is once again free to access from home with the username jan21 and the password home.
Revise tricky words using Train Your Brain. For today, select Introduction and then Phase 5a (Weeks 1-4).
Click here to visit the Phonicsplay website. The site is once again free to access from home with the username jan21 and the password home.
Revise tricky words using Train Your Brain. For today, select Introduction and then Phase 5a (Weeks 1-4).
Maths
Y3: WALT: use a ruler to draw and measure lines to the nearest centimetre.
Watch this BBC Bitesize video and this second BBC Bitesize video.
On the page below, all groups begin at Challenge 1 and work your way through as far as you can in the time you have set out of your maths lesson.
If you can't print the page, draw 5 of your own lines on a page and use those for the same activities.
Y3: WALT: use a ruler to draw and measure lines to the nearest centimetre.
Watch this BBC Bitesize video and this second BBC Bitesize video.
On the page below, all groups begin at Challenge 1 and work your way through as far as you can in the time you have set out of your maths lesson.
If you can't print the page, draw 5 of your own lines on a page and use those for the same activities.
| y3_unit_6_week_3_lesson_1.jpg |
Y2: WALT: begin to understand standards units of length
Work through this lesson from the Oak Academy, doing the tasks as you go.
If you've time to spare in the time you've set out for your maths lesson, have a look at this extra challenge:
Work through this lesson from the Oak Academy, doing the tasks as you go.
If you've time to spare in the time you've set out for your maths lesson, have a look at this extra challenge:
| y2_unit_6_week_3_lesson_1_extra_challenge.pdf |
Reading hour - Read, read, read! Spend time reading your own book (You could draw a picture related to it, too), quizzing and reading non-fiction texts. BBC Newsround is a good place to find some non-fiction writing. Since it's poetry week, you could read a poetry book if you have one, or search online for some poems. You could visit the Children's Poetry Archive but ensure you select the right age group when searching. You can listen to poems on here, as well as read them.
Week beginning 1st February 2021
| All_English_Tasks_for_Charlie_and_the_Chocolate_Factory__Week_4.pdf |
| last_chapter_of_charlie_and_the_chocolate_factory_1_.pdf |
| handwriting_wb_2_2_2021.pdf |
I forgot to include in the pdf above that I'd like to see your final newspaper reports, please!
Friday 5th February 2021
- **************Zoom Meeting 9.30****************
- English - added for the whole week -see above
- Spelling Test / Phonics - Y3 (main group) see above, Y2 (and Y3 Miss Rapley's phonics booster group) see below
- Maths - added daily, see below
- Computing - see below
- Music - see the music page for this week's work from Mrs AB.
- Weekly Quiz - see below
Phonics: Revise the sounds we have been re-capping this week: ear, or, air and ur Collect words for each sound in a table (Like the one on PhonicsPlay), sorting them according to the grapheme (letters) used. Extra challenge: Try to think of less usual words that we haven't come across so far!
Spelling test for Y3 Main group: see the Spelling information at the top.
Maths: Arithmetic tests
Complete these independently and then go over them with an adult afterwards. The guidance sheet is just for the answers; you don't need to do the activity above them. If you got any wrong, think about the methods you should have used to reach the correct answer. Spring Test 4.
Note: We have not covered column addition or subtraction yet; children will use other methods such as a numberline or a HTO diagram instead. They are used to doing this in class.
Spelling test for Y3 Main group: see the Spelling information at the top.
Maths: Arithmetic tests
Complete these independently and then go over them with an adult afterwards. The guidance sheet is just for the answers; you don't need to do the activity above them. If you got any wrong, think about the methods you should have used to reach the correct answer. Spring Test 4.
Note: We have not covered column addition or subtraction yet; children will use other methods such as a numberline or a HTO diagram instead. They are used to doing this in class.
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Computing
Discovery Coding Unit - Level 3 - Conditional Events - Space Maze
As last week, you need to log on to Discovery Coding using your Wonde magic badge Single Sign-in, or by clicking here. The username and password are student26789 and trinity.
Once on the website, you need to go to Block Coding and click the Learn button.
This term we are looking at Level 3; look for the tab on the left. Click on Conditional Events
Now work through the lesson called Space Maze ONLY. There is a video to watch first then you can work through the tasks using the green buttons near the top of the screen.
See how it goes; if you have technical problems, let me know via the Contact form. I may not be able to solve them but at least I'll know you're having trouble!
Weekly Quiz - Click here for Class 3's Weekly Quiz for 5th February 2021.
Discovery Coding Unit - Level 3 - Conditional Events - Space Maze
As last week, you need to log on to Discovery Coding using your Wonde magic badge Single Sign-in, or by clicking here. The username and password are student26789 and trinity.
Once on the website, you need to go to Block Coding and click the Learn button.
This term we are looking at Level 3; look for the tab on the left. Click on Conditional Events
Now work through the lesson called Space Maze ONLY. There is a video to watch first then you can work through the tasks using the green buttons near the top of the screen.
See how it goes; if you have technical problems, let me know via the Contact form. I may not be able to solve them but at least I'll know you're having trouble!
Weekly Quiz - Click here for Class 3's Weekly Quiz for 5th February 2021.
Thursday 4th February 2021
PLEASE SEE MESSAGE ABOVE RE PREPARING SOMETHING FOR ZOOM ASSEMBLY ON FRIDAY
PLEASE SEE MESSAGE ABOVE RE PREPARING SOMETHING FOR ZOOM ASSEMBLY ON FRIDAY
- English - added for the whole week -see above
- Spelling / Phonics - Y3 (main group) see above, Y2 (and Y3 Miss Rapley's phonics booster group) see below
- Maths - added daily, see below
- Science - see below
- PE - See PE page
Phonics - All Y2s and Miss Rapley's Y3 phonics booster group
Click here to visit the Phonicsplay website. The site is once again free to access from home with the username jan21 and the password home. Have a go at all activities linked to the alternative spellings of the ur phoneme.
Click here to visit the Phonicsplay website. The site is once again free to access from home with the username jan21 and the password home. Have a go at all activities linked to the alternative spellings of the ur phoneme.
Maths
Y3: WALT: place fractions on a numberline
Play this game. Grampy will hide behind the wall. Grammy will give you a hint as to how many parts the wall is split up into. (This gives you the denominator of the fraction). You job is to guess how far along the wall (as a fraction) he has hidden.
For example, if the wall is split into 5 parts, and he is near the beginning, you could guess that he is one fifth of the way along the wall.
Play this game. Grampy will hide behind the wall. Grammy will give you a hint as to how many parts the wall is split up into. (This gives you the denominator of the fraction). You job is to guess how far along the wall (as a fraction) he has hidden.
For example, if the wall is split into 5 parts, and he is near the beginning, you could guess that he is one fifth of the way along the wall.
Here is an example sheet to work through before starting the main task. It is a good introduction.
| Example sheet for fraction numberlines |
| busyant_y3_u6_w2_pg_s4__1_.pdf |
For the tasks below, everyone start at Ch1 and work your way through.
| y3_unit_6_week_2_lesson_4.pdf |
Y2: WALT: investigate halves
This is an investigation so not much intro is needed:
Is this statement ALWAYS, SOMETIMES OR NEVER true?:
If you split a square by drawing a straight line that crosses exactly through the middle point in ANY direction, it will split the square exactly in half.
You'll need to do lots of tests to prove it your answer.
For testing, you can make your own squares using any paper. Can you work out a way of finding the exact centre so that you can make sure your line goes EXACTLY through it?
Alternatively, you could use the squares on the sheet below, which have the middles already marked.
How are you going to test if the square has been cut EXACTLY in half?
This is an investigation so not much intro is needed:
Is this statement ALWAYS, SOMETIMES OR NEVER true?:
If you split a square by drawing a straight line that crosses exactly through the middle point in ANY direction, it will split the square exactly in half.
You'll need to do lots of tests to prove it your answer.
For testing, you can make your own squares using any paper. Can you work out a way of finding the exact centre so that you can make sure your line goes EXACTLY through it?
Alternatively, you could use the squares on the sheet below, which have the middles already marked.
How are you going to test if the square has been cut EXACTLY in half?
| y2_unit_6_week_2_lesson_4_squares_for_testing.pdf |
Science: WALT: investigate whether all types of chocolate have the same melting points.
We have already done one melting point investigation. Now, can you apply the skills you learnt for that one to this new investigation question:
Do milk, white and dark chocolate all have the same melting point?
Below is a pdf with some information for parents' reference only. Ignore the worksheet within the pdf; instead of using this I'd like the children to have a go at completing the first pages of the investigation booklet. They'll need to design their own results table for recording their data; refer to the info pdf for an idea of how to do this if you are unsure!
You don't need to use the exact method in the Brian Cox resource; just use whatever worked for you last time if that is easier.
You do not need to do the second results page yet as that will be a graph which we will come on to next week, along with the conclusion.
Note re printing the booklet: It is designed to print on both sides of the paper and then fold into a booklet. If you use Xodo instead of printing it, you'll need to do the pages in a strange order!
We have already done one melting point investigation. Now, can you apply the skills you learnt for that one to this new investigation question:
Do milk, white and dark chocolate all have the same melting point?
Below is a pdf with some information for parents' reference only. Ignore the worksheet within the pdf; instead of using this I'd like the children to have a go at completing the first pages of the investigation booklet. They'll need to design their own results table for recording their data; refer to the info pdf for an idea of how to do this if you are unsure!
You don't need to use the exact method in the Brian Cox resource; just use whatever worked for you last time if that is easier.
You do not need to do the second results page yet as that will be a graph which we will come on to next week, along with the conclusion.
Note re printing the booklet: It is designed to print on both sides of the paper and then fold into a booklet. If you use Xodo instead of printing it, you'll need to do the pages in a strange order!
| chocolate_melting_investigation booklet.pdf |
| teacherresourcesbriancoxmeltingresource__1_.pdf |
Wednesday 3rd February 2021
PLEASE SEE MESSAGE ABOVE RE PREPARING SOMETHING FOR ZOOM ASSEMBLY ON FRIDAY
PLEASE SEE MESSAGE ABOVE RE PREPARING SOMETHING FOR ZOOM ASSEMBLY ON FRIDAY
- English - added for the whole week -see above
- Spelling / Phonics - Y3 (main group) see above, Y2 (and Y3 Miss Rapley's phonics booster group) see below
- Maths - added daily, see below
- Humanities
- Continue art from yesterday if you have not finished yet. We'll also have some more time next week.
Phonics - All Y2s and Miss Rapley's Y3 phonics booster group
Click here to visit the Phonicsplay website. The site is once again free to access from home with the username jan21 and the password home. Have a go at all activities linked to the alternative spellings of the or phoneme.
Click here to visit the Phonicsplay website. The site is once again free to access from home with the username jan21 and the password home. Have a go at all activities linked to the alternative spellings of the or phoneme.
Maths
Y3 WALT: compare and order unit fractions and fractions with the same denominator.
Watch this video as an introduction to comparing fractions.
When the denominator is the same, it's easy! Just look at the number on the top. The bigger top number is the bigger fraction. Just imagine cutting a pizza into quarters. Would you rather eat one of those quarters , or 3 of those quarters? Three quarters is clearly the bigger fraction. Try it yourself with a sketch. Try cutting you pizza into sixths or eighths too.
However, when the denominator is different, we must be careful! If the numerator is 1, we can just look at the denominator, and the SMALLER denominator will be the BIGGEST fraction. Think of your pizza again. If you cut it into thirds, you'll have a bigger piece than if you cut it into sixths!
The problem comes when both the numerator and the denominator are different. They mention this in the video, but luckily today we don't have to worry about it too much.
Red: Ch 1
Green: Ch 1 Parts 3,4 and 5 only. Then Ch 2,
Purple: Ch 2 and Ch 3.
Watch this video as an introduction to comparing fractions.
When the denominator is the same, it's easy! Just look at the number on the top. The bigger top number is the bigger fraction. Just imagine cutting a pizza into quarters. Would you rather eat one of those quarters , or 3 of those quarters? Three quarters is clearly the bigger fraction. Try it yourself with a sketch. Try cutting you pizza into sixths or eighths too.
However, when the denominator is different, we must be careful! If the numerator is 1, we can just look at the denominator, and the SMALLER denominator will be the BIGGEST fraction. Think of your pizza again. If you cut it into thirds, you'll have a bigger piece than if you cut it into sixths!
The problem comes when both the numerator and the denominator are different. They mention this in the video, but luckily today we don't have to worry about it too much.
Red: Ch 1
Green: Ch 1 Parts 3,4 and 5 only. Then Ch 2,
Purple: Ch 2 and Ch 3.
| year_3_unit_6_week_2_lesson_3.pdf |
Y2 WALT: find fractions (both unit and non-unit) of quantities
Which is bigger? One half of 12 or one quarter of 16?
Using blocks/pasta etc, lay out 12 in an array that has rows of 2.
Split your blocks in HALF. How much is half of 12? 6
Now make an array of 16, again in rows of 4.
Now split it into QUARTERS. How much is ONE QUARTER? 4.
So one half of 12 is more than one quarter of 16.
You can also do this with non-unit fractions. Which is bigger: THREE QUARTERs of 8 or HALF of 10?.
Arrange 8 blocks in an array, with 4 blocks in a row. Split it into quarters. How much are THREE QUARTERS (this is the same as yesterday's work). (6)
Now arrange 10 blocks in an array with rows of 2. How much is ONE HALF? (5).
So three quarters of 8 is more than half of 10.
Using this method, we can compare fractions of different quantities and play a game of: Would you rather?
Which is bigger? One half of 12 or one quarter of 16?
Using blocks/pasta etc, lay out 12 in an array that has rows of 2.
Split your blocks in HALF. How much is half of 12? 6
Now make an array of 16, again in rows of 4.
Now split it into QUARTERS. How much is ONE QUARTER? 4.
So one half of 12 is more than one quarter of 16.
You can also do this with non-unit fractions. Which is bigger: THREE QUARTERs of 8 or HALF of 10?.
Arrange 8 blocks in an array, with 4 blocks in a row. Split it into quarters. How much are THREE QUARTERS (this is the same as yesterday's work). (6)
Now arrange 10 blocks in an array with rows of 2. How much is ONE HALF? (5).
So three quarters of 8 is more than half of 10.
Using this method, we can compare fractions of different quantities and play a game of: Would you rather?
| y2_unit_6_week_2_lesson_3.pdf |
Humanities
Part 1) WALT: locate banana, coffee and cocoa producing countries on a world map
Part 2) WALT: compare the climate of these countries with the climate of the UK.
Watch the FIRST HALF (to 1min30s) of this video to introduce the idea that foods only grow in certain places in the world and that is due to something called CLIMATE.
Now have a look at this map. It's yours to have a play with. If it goes wrong, just close it and re-click the link to reset the map.
By selecting different 'layers' on the right of the screen, you can choose what the map displays.
If you click 'Bananas' you will be shown dots marking the top banana producing countries in the world. The bigger the dot, the more bananas! (Click on the dot to give more detail)
You can zoom in and out just like you can on any digital map if you want to see the country's name.
On the paper map, mark where the main banana producing countries are. You can zoom in to see exactly which country each dot is in.
Repeat with coffee and cocoa.
What do you notice about where these countries are located in the world? They are all near an imaginary line around the middle of the Earth which is called the Equator. You can select the Equator layer to see it. You can also see two other lines which are dashed. These mark an area known as the Tropics. Countries within this area are described as tropical .
Use the rainfall and temperature layers to see what the climate is like in the Tropics. Think about the growing conditions that cocoa likes; they were mentioned in the video. Use the Legend button to see what the different map colours mean.
Find the UK. You'll see that it is a long way from the Equator and therefore is not tropical. The climate in the UK is described as temperate. You can use the measure tool to see how far Ford is from the Equator!
Look at the rainfall and temperature in the UK. How is it different from the countries in the Tropics?
In the coming weeks we'll be thinking about how climate change is affecting the countries that grow products like bananas, coffee and cocoa.
To finish, can you explain what these key words mean?
Climate
Tropical
Temperate
Equator
Part 1) WALT: locate banana, coffee and cocoa producing countries on a world map
Part 2) WALT: compare the climate of these countries with the climate of the UK.
Watch the FIRST HALF (to 1min30s) of this video to introduce the idea that foods only grow in certain places in the world and that is due to something called CLIMATE.
Now have a look at this map. It's yours to have a play with. If it goes wrong, just close it and re-click the link to reset the map.
By selecting different 'layers' on the right of the screen, you can choose what the map displays.
If you click 'Bananas' you will be shown dots marking the top banana producing countries in the world. The bigger the dot, the more bananas! (Click on the dot to give more detail)
You can zoom in and out just like you can on any digital map if you want to see the country's name.
On the paper map, mark where the main banana producing countries are. You can zoom in to see exactly which country each dot is in.
Repeat with coffee and cocoa.
What do you notice about where these countries are located in the world? They are all near an imaginary line around the middle of the Earth which is called the Equator. You can select the Equator layer to see it. You can also see two other lines which are dashed. These mark an area known as the Tropics. Countries within this area are described as tropical .
Use the rainfall and temperature layers to see what the climate is like in the Tropics. Think about the growing conditions that cocoa likes; they were mentioned in the video. Use the Legend button to see what the different map colours mean.
Find the UK. You'll see that it is a long way from the Equator and therefore is not tropical. The climate in the UK is described as temperate. You can use the measure tool to see how far Ford is from the Equator!
Look at the rainfall and temperature in the UK. How is it different from the countries in the Tropics?
In the coming weeks we'll be thinking about how climate change is affecting the countries that grow products like bananas, coffee and cocoa.
To finish, can you explain what these key words mean?
Climate
Tropical
Temperate
Equator
| trinity_world_map_for_fair_trade_topic.pdf |
Tuesday 2nd February 2021
Phonics - All Y2s and Miss Rapley's Y3 phonics booster group
Click here to visit the Phonicsplay website. The site is once again free to access from home with the username jan21 and the password home. Have a go at all activities linked to the alternative spellings of the air phoneme.
- English - see above
- Spelling / Phonics (Y3 Main group see above for spellings, Y2s and Y3 Phonics Booster Group see below).
- Maths - see below
- RE - see below
- Art - see below
Phonics - All Y2s and Miss Rapley's Y3 phonics booster group
Click here to visit the Phonicsplay website. The site is once again free to access from home with the username jan21 and the password home. Have a go at all activities linked to the alternative spellings of the air phoneme.
Maths
Y3 WALT: investigate non-unit fractions.
Look at this website to learn about non-unit fractions. If you don't have an adult working with you, you could use the read-aloud tool on your device if you find there is too much to read by yourself.
Squared paper is attached below in case you don't have any at home.
Red: Ch 1
Green: Ch 2
Purple: Ch 3. You probably won't have multi-link blocks at home but you might have lego bricks or something similar to make your 'snakes'.
Y3 WALT: investigate non-unit fractions.
Look at this website to learn about non-unit fractions. If you don't have an adult working with you, you could use the read-aloud tool on your device if you find there is too much to read by yourself.
Squared paper is attached below in case you don't have any at home.
Red: Ch 1
Green: Ch 2
Purple: Ch 3. You probably won't have multi-link blocks at home but you might have lego bricks or something similar to make your 'snakes'.
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**Y2: WALT: recognise three quarters (3/4)
Following on from our activity yesterday, we are going to use blocks or lego or pasta to find firstly quarters and then THREE QUARTERS of a quantity. Notice that we are still splitting into 4 equal parts, but this time we are interested in THREE of them.
For each of the quantities on the sheet, lay out your blocks (or lego/pasta) IN AN ARRAY with 4 in a row, so that you can easily split it into quarters.
Write down how much one quarter is. Then put two quarters together and write down how much that is (Note that this is the same as a half). Finally, put three quarters together and write down how much that is.
PLEASE SEE THE PDF FOR A STEP BY STEP EXAMPLE. ***Apologies - there is an error - it should say 12 instead of 20 for Step 1!***
Following on from our activity yesterday, we are going to use blocks or lego or pasta to find firstly quarters and then THREE QUARTERS of a quantity. Notice that we are still splitting into 4 equal parts, but this time we are interested in THREE of them.
For each of the quantities on the sheet, lay out your blocks (or lego/pasta) IN AN ARRAY with 4 in a row, so that you can easily split it into quarters.
Write down how much one quarter is. Then put two quarters together and write down how much that is (Note that this is the same as a half). Finally, put three quarters together and write down how much that is.
PLEASE SEE THE PDF FOR A STEP BY STEP EXAMPLE. ***Apologies - there is an error - it should say 12 instead of 20 for Step 1!***
| y2_unit_6_week_2_lesson_2_finding_three_quarters.pdf |
RE
WALT: Make links between the story of Noah and the idea of covenant.
Recall the story of Noah from last week.
God makes a covenant with Noah. The rainbow his his sign of the covenant. A covenant is like a pact or a promise.
This story is the first instance in the Bible of the idea of a covenant, a sacred promise. Later in the Bible, God makes a covenant with other people, including Abraham and Moses, and people make covenants with each other. The covenant in this story is special not only because it is the first, but also because it is between God and all of creation.
Draw a beautiful rainbow and underneath the outline of a man to represent Noah. Within Noah's outline, write some words to describe Noah. Think carefully about why God chose Noah to build the Ark.
Underneath, write the conditions of the covenant for both sides.
Here are some hints to help you:
Noah: Not to shed the blood of man, and to kill animals only for food.
God: Never to flood the world again.
Thinking question: What examples of covenants or promises do we use in every day life?
WALT: Make links between the story of Noah and the idea of covenant.
Recall the story of Noah from last week.
God makes a covenant with Noah. The rainbow his his sign of the covenant. A covenant is like a pact or a promise.
This story is the first instance in the Bible of the idea of a covenant, a sacred promise. Later in the Bible, God makes a covenant with other people, including Abraham and Moses, and people make covenants with each other. The covenant in this story is special not only because it is the first, but also because it is between God and all of creation.
Draw a beautiful rainbow and underneath the outline of a man to represent Noah. Within Noah's outline, write some words to describe Noah. Think carefully about why God chose Noah to build the Ark.
Underneath, write the conditions of the covenant for both sides.
Here are some hints to help you:
Noah: Not to shed the blood of man, and to kill animals only for food.
God: Never to flood the world again.
Thinking question: What examples of covenants or promises do we use in every day life?
| noah_covenant.pdf |
Art: WALT: create a 3D model using wire and recycled materials
See the video. There is a secondary video focusing on one particular part.
You'll need more wire for this week. I have ordered more for school so now there is plenty available if you want to call in for it when you're passing. Just let me know so I can make sure there is enough out in the Foyer. Otherwise, pipe-cleaners, garden twisty wire or anything else you have available will be fine!
See the video. There is a secondary video focusing on one particular part.
You'll need more wire for this week. I have ordered more for school so now there is plenty available if you want to call in for it when you're passing. Just let me know so I can make sure there is enough out in the Foyer. Otherwise, pipe-cleaners, garden twisty wire or anything else you have available will be fine!
Monday 1st February 2021
- English - added for the whole week, see above All ready except handwriting (still to come)
- Spelling / Phonics (Y3 Main group see above for spellings, Y2s and Y3 Phonics Booster Group see below).
- Maths - added daily, see below
- PE - see PE Page
- Reading hour - see below
Phonics - All Y2s and Miss Rapley's Y3 phonics booster group
Click here to visit the Phonicsplay website. The site is once again free to access from home with the username jan21 and the password home. Have a go at all activities linked to the alternative spellings of the ear phoneme.
Click here to visit the Phonicsplay website. The site is once again free to access from home with the username jan21 and the password home. Have a go at all activities linked to the alternative spellings of the ear phoneme.
Maths
Y3 and Y2 WALT: find unit fraction of quantities
Both year groups: Watch this lesson from Oak Academy. It explains unit fractions really clearly, using pictures similar to the ones we use in class. If you find fractions easy, stick with it as there is so higher-level thinking required in the second half. A word is used in this video which we do not use in class - it is vinculum and means the line in the middle of a fraction.
Year 3: Have a look at the task that goes with the video, and then do the questions below from Busy Ant. Look at the examples on the page to help you lay it out. No need to draw an array if you can use division/times tables knowledge.
Struggling?: Use practical items (eg dry pasta) to lay out the arrays, or draw an array for every question.
Red: Ch 1 and Ch2 - just to a,b and c of each part in Ch 2.
Green: Ch 2 (all)
Purple: Ch 2 (just do the last 3 questions of each part) and Ch 3
Year 2: When you have watched the video lesson, do these questions. You can either draw a picture for each one, or you can use division (and times tables knowledge). You may find it helpful to use practical items, such as dry pasta, and lay them out to make your array.
Y3 and Y2 WALT: find unit fraction of quantities
Both year groups: Watch this lesson from Oak Academy. It explains unit fractions really clearly, using pictures similar to the ones we use in class. If you find fractions easy, stick with it as there is so higher-level thinking required in the second half. A word is used in this video which we do not use in class - it is vinculum and means the line in the middle of a fraction.
Year 3: Have a look at the task that goes with the video, and then do the questions below from Busy Ant. Look at the examples on the page to help you lay it out. No need to draw an array if you can use division/times tables knowledge.
Struggling?: Use practical items (eg dry pasta) to lay out the arrays, or draw an array for every question.
Red: Ch 1 and Ch2 - just to a,b and c of each part in Ch 2.
Green: Ch 2 (all)
Purple: Ch 2 (just do the last 3 questions of each part) and Ch 3
Year 2: When you have watched the video lesson, do these questions. You can either draw a picture for each one, or you can use division (and times tables knowledge). You may find it helpful to use practical items, such as dry pasta, and lay them out to make your array.
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Trinity, it's BATTLE time!
A battle has been set up across the whole school. Girls VS Boys. It will end on Friday 5th February at 5pm. You can play at any time but only the points you earn between 9am - 5pm will count! I've got prizes lined up for the Boy and Girl who contribute the most in each class! Click on the photo to take you straight to TTRS! P.S. Trinity Staff can play too and our points will count! |
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Reading hour - Read, read, read! Spend time reading your own book (You could draw a picture related to it, too), quizzing, reading Charlie and the Chocolate Factory and reading non-fiction texts. BBC Newsround is a good place to find some non-fiction writing.
Week beginning 25th January
| All_English_Tasks_for_Charlie_and_the_Chocolate_Factory__week_3.pdf 25.1.2021 |
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| handwriting_practice_wb_25th_january_2021.jpg |
Friday 29th January 2021
- **************Zoom Meeting 9.30****************
- English - added for the whole week -see above
- Spelling Test / Phonics - Y3 (main group) see above, Y2 (and Y3 Miss Rapley's phonics booster group) see below
- Maths - added daily, see below
- Computing - see below
- Music - see the music page for this week's work from Mrs AB.
- Weekly Quiz - see below
Phonics: Revise the sounds we have been re-capping this week: oi, oo, ow and ar Collect words for each sound in a table (Like the one on PhonicsPlay), sorting them according to the grapheme (letters) used. Extra challenge: Try to think of less usual words that we haven't come across so far!
Spelling test for Y3 Main group: see the Spelling information at the top.
Maths: Arithmetic tests
Complete these independently and then go over them with an adult afterwards. If you got any wrong, think about the methods you should have used to reach the correct answer. Spring Test 3.
Spelling test for Y3 Main group: see the Spelling information at the top.
Maths: Arithmetic tests
Complete these independently and then go over them with an adult afterwards. If you got any wrong, think about the methods you should have used to reach the correct answer. Spring Test 3.
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Friday Challenge:
Option 1: Practice tables on TTRS
Option 2: Have a go at this multiplication square activity on Nrich.
Option 1: Practice tables on TTRS
Option 2: Have a go at this multiplication square activity on Nrich.
Computing
Discovery Coding Unit - Level 3 - Sequence and Animation - Traffic Lights
As last week, you need to log on to Discovery Coding using your Wonde magic badge Single Sign-in, or by clicking here. The username and password are student26789 and trinity.
Once on the website, you need to go to Block Coding and click the Learn button.
This term we are looking at Level 3; look for the tab on the left. Click on Sequence and animation.
Now work through the lesson called Traffic Lights ONLY. There is a video to watch first then you can work through the tasks using the green buttons near the top of the screen.
See how it goes; if you have technical problems, let me know via the Contact form. I may not be able to solve them but at least I'll know you're having trouble!
Weekly Quiz - Click here for Class 3's Weekly Quiz for 29th January 2021.
Discovery Coding Unit - Level 3 - Sequence and Animation - Traffic Lights
As last week, you need to log on to Discovery Coding using your Wonde magic badge Single Sign-in, or by clicking here. The username and password are student26789 and trinity.
Once on the website, you need to go to Block Coding and click the Learn button.
This term we are looking at Level 3; look for the tab on the left. Click on Sequence and animation.
Now work through the lesson called Traffic Lights ONLY. There is a video to watch first then you can work through the tasks using the green buttons near the top of the screen.
See how it goes; if you have technical problems, let me know via the Contact form. I may not be able to solve them but at least I'll know you're having trouble!
Weekly Quiz - Click here for Class 3's Weekly Quiz for 29th January 2021.
Thursday 28th January 2021
Phonics - All Y2s and Miss Rapley's Y3 phonics booster group
Click here to visit the Phonicsplay website. The site is once again free to access from home with the username jan21 and the password home. Have a go at all activities linked to the alternative spellings of the ar phoneme.
- English - added for the whole week -see above
- Spelling / Phonics - Y3 (main group) see above, Y2 (and Y3 Miss Rapley's phonics booster group) see below
- Maths - added daily, see below
- Science - see below
- PE - See PE page
Phonics - All Y2s and Miss Rapley's Y3 phonics booster group
Click here to visit the Phonicsplay website. The site is once again free to access from home with the username jan21 and the password home. Have a go at all activities linked to the alternative spellings of the ar phoneme.
Maths
Y3: WALT Solve word problems
When we approach a word problem, we must decide which operation is needed to answer the question. Do we need to add, subtract, multiply or divide? Sometimes two steps are needed, so we might need to do two of these things, but in which order?
Sometimes drawing a picture can help you visualise the problem and allow you to work out which operation is needed.
Preferably with an adult, work through these slides. For each example, you need to work out which operation is needed: addition, subtraction, multiplication or division. You may notice that the examples are all linked to...you guessed it....CHOCOLATE! I promise this is by co-incidence! The slides were written by the Busy Ant scheme, not me! Class 3 does seem to be powered by chocolate at the moment!
Red: Challenge 2.
Green: Challenge 2
Purple: Challenge 2 and Extension.
Y3: WALT Solve word problems
When we approach a word problem, we must decide which operation is needed to answer the question. Do we need to add, subtract, multiply or divide? Sometimes two steps are needed, so we might need to do two of these things, but in which order?
Sometimes drawing a picture can help you visualise the problem and allow you to work out which operation is needed.
Preferably with an adult, work through these slides. For each example, you need to work out which operation is needed: addition, subtraction, multiplication or division. You may notice that the examples are all linked to...you guessed it....CHOCOLATE! I promise this is by co-incidence! The slides were written by the Busy Ant scheme, not me! Class 3 does seem to be powered by chocolate at the moment!
Red: Challenge 2.
Green: Challenge 2
Purple: Challenge 2 and Extension.
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Remember that a TT Rockstars Battle is active until Thursday 5pm!
Y2: WALT Solve word problems
When we approach a word problem, we must decide which operation is needed to answer the question. Do we need to add, subtract, multiply or divide? Sometimes two steps are needed, so we might need to do two of these things, but in which order?
Sometimes drawing a picture can help you visualise the problem and allow you to work out which operation is needed.
When we approach a word problem, we must decide which operation is needed to answer the question. Do we need to add, subtract, multiply or divide? Sometimes two steps are needed, so we might need to do two of these things, but in which order?
Sometimes drawing a picture can help you visualise the problem and allow you to work out which operation is needed.
| y2_unit_6_week1_lesson_4.pdf |
Remember that a TT Rockstars Battle is active until Thursday 5pm!
Science
WALT: identify materials with different melting points
Last week we investigation two foods that melt: chocolate and butter. Most of you found that butter had a LOWER melting point than chocolate. Well done!
Watch this video to re-cap melting.
This week, we're going to find out about other materials that melt. Some may surprise you!
For our purposes, we will consider melting as turning from a solid to a liquid. Also, if the material is cooled down again, it should be able to turn back into a similar solid again (although it will probably be a different shape!).
Make a sorting table with 2 columns; Materials That Melt and Materials That Do Not Melt.
Get started with these:
ice, eggs, candle wax, rock, a tree branch, gold (the metal), iron, a leaf, tar, plastic (eg plastic bottle), glass*, sugar, paper, bone, a drinks can (made of aluminium) cheddar cheese, ice-cream, ice-lollies, apples, sand, cotton fabric, copper pipes (eg water pipes under the sink).
Think of other examples to put into the two columns.
Have a look at this video about metals. It's fascinating!
* Glass is interesting when we are thinking about States of Matter. See if you can find out why.
Now see if you can find out the melting point of the materials in the first column. Materials like plastic will be tricky as there are lots of different kinds, but you might be able to find some specific examples.
ADVANCE WARNING for next week's Science lesson: We will need some different types of chocolate (white, milk and dark) - only tiny amounts of each!
Wednesday 27th January 2021
Phonics - All Y2s and Miss Rapley's Y3 phonics booster group
Click here to visit the Phonicsplay website. The site is once again free to access from home with the username jan21 and the password home. Have a go at all activities linked to the alternative spellings of the ow phoneme.
- English - added for the whole week -see above
- Spelling / Phonics - Y3 (main group) see above, Y2 (and Y3 Miss Rapley's phonics booster group) see below
- Maths - added daily, see below
- Humanities
Phonics - All Y2s and Miss Rapley's Y3 phonics booster group
Click here to visit the Phonicsplay website. The site is once again free to access from home with the username jan21 and the password home. Have a go at all activities linked to the alternative spellings of the ow phoneme.
Maths
Warm-up activity: Times tables practice - A TT Rockstars battle is running for both Class 3 Girls vs Boys. It closes on Thursday!
Y3 WALT: divide by 8 using the halve, halve and halve again method
This follows on from our work yesterday on dividing by 4.
This time, though we need to halve a third time!
Practise with practical items (eg pasta shapes/lego bricks). Take 16 of them. Halve them to make 2 piles of 8. Halve them again to make 4 piles of 4. Halve them again to make 8 piles of 2. So 16 divided by 8 is 2. We know this to be true because we know the times table fact 8x2=16.
Red/Green group: Start at Ch2. Oh, look, its chocolate again! Miss Rapley, I don't know how you do it!!! Red group, if you find it hard, do each question practically with something like pasta shapes or lego. Green group, Continue to Ch3 if you are able to.
Purple Group: Start at Ch2, e,f,g, then Challenge 3. Then try the extension.
Warm-up activity: Times tables practice - A TT Rockstars battle is running for both Class 3 Girls vs Boys. It closes on Thursday!
Y3 WALT: divide by 8 using the halve, halve and halve again method
This follows on from our work yesterday on dividing by 4.
This time, though we need to halve a third time!
Practise with practical items (eg pasta shapes/lego bricks). Take 16 of them. Halve them to make 2 piles of 8. Halve them again to make 4 piles of 4. Halve them again to make 8 piles of 2. So 16 divided by 8 is 2. We know this to be true because we know the times table fact 8x2=16.
Red/Green group: Start at Ch2. Oh, look, its chocolate again! Miss Rapley, I don't know how you do it!!! Red group, if you find it hard, do each question practically with something like pasta shapes or lego. Green group, Continue to Ch3 if you are able to.
Purple Group: Start at Ch2, e,f,g, then Challenge 3. Then try the extension.
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Year 2 WALT: explore amounts of money, counting in 2s, 5s and 10s.
Rehearse counting up in 2s, 5s and 10s again.
Work through these examples. Use practical items to represent the coins if required, or draw them.
I have 48p in my purse. There are only 1p, 2p, 5p or 10p coins in it, and I also know that they are all the SAME type of coin, not a mixture. Which coins could I possibly have in my purse?
I could have 48 1p coins. I could have 24 2p coins. There are no more options because 48 is not a multiple of 5 or 10 so you can't make it with only 5p coins or 10p coins.
I have 40p in my purse. There are only 1p, 2p, 5p or 10p coins in it, and I also know that they are all the SAME type of coin, not a mixture. Which coins could I possibly have in my purse?
I could have 40 1p coins. I could have 20 2p coins. I could have 8 5p coins. I could have 4 10p coins.
Rehearse counting up in 2s, 5s and 10s again.
Work through these examples. Use practical items to represent the coins if required, or draw them.
I have 48p in my purse. There are only 1p, 2p, 5p or 10p coins in it, and I also know that they are all the SAME type of coin, not a mixture. Which coins could I possibly have in my purse?
I could have 48 1p coins. I could have 24 2p coins. There are no more options because 48 is not a multiple of 5 or 10 so you can't make it with only 5p coins or 10p coins.
I have 40p in my purse. There are only 1p, 2p, 5p or 10p coins in it, and I also know that they are all the SAME type of coin, not a mixture. Which coins could I possibly have in my purse?
I could have 40 1p coins. I could have 20 2p coins. I could have 8 5p coins. I could have 4 10p coins.
| y2_unit_6_week_1_lesson_3.pdf |
Humanities
Part 1: WALT: recognise the Faitrade logo
Do an internet image search for the Fairtrade Logo. There are a few variations but the main theme is similar. What do you think the logo shows? People interpret it in different ways; what do you see?
What is the point in a company or organisation having a logo? It helps us to easily recognise their products! Think of some famous logos that you know. The Nike tick is certainly a very famous example, but you can probably think of lots more.
Draw the Fairtrade logo onto A4 paper. Don't trace it or print it; study the shapes carefully and draw them by hand. Hint: start with a circle. Colour it in in anyway you choose: paint, felt-tip, crayon, collage. It's up to you!
Part 2: WALT: know examples of other Fairtrade products
We know about Fairtrade bananas and Fairtrade chocolate so far. But what other Fairtrade products do you know about? Some are obvious, others may surprise you!
In normal times we can take a wander around the supermarket, looking out for products with the Fairtrade logo. This year, we'll have to make do with a rummage in our cupboards at home and an internet search! (Ask an adult to help you with this.) The big supermarket's own websites are quite good for this (especially Co-op) and its Fairtrade Fortnight soon so they will probably be promoting their Fairtrade sections! A general internet search may turn up other Fairtrade products that aren't normally stocked by supermarkets.
Build up a list of Fairtrade products. If you can, read the details and find out where in the world they come from. Look up the country on a map (online or in an atlas). It's amazing how far products travel to reach us! However, with some products, their country of origin is not clearly labelled, so don't worry if you can't find this bit out. Once you have started your list, keep it safe so that you can keep adding to it over the next few weeks, as you discover more products!
Part 1: WALT: recognise the Faitrade logo
Do an internet image search for the Fairtrade Logo. There are a few variations but the main theme is similar. What do you think the logo shows? People interpret it in different ways; what do you see?
What is the point in a company or organisation having a logo? It helps us to easily recognise their products! Think of some famous logos that you know. The Nike tick is certainly a very famous example, but you can probably think of lots more.
Draw the Fairtrade logo onto A4 paper. Don't trace it or print it; study the shapes carefully and draw them by hand. Hint: start with a circle. Colour it in in anyway you choose: paint, felt-tip, crayon, collage. It's up to you!
Part 2: WALT: know examples of other Fairtrade products
We know about Fairtrade bananas and Fairtrade chocolate so far. But what other Fairtrade products do you know about? Some are obvious, others may surprise you!
In normal times we can take a wander around the supermarket, looking out for products with the Fairtrade logo. This year, we'll have to make do with a rummage in our cupboards at home and an internet search! (Ask an adult to help you with this.) The big supermarket's own websites are quite good for this (especially Co-op) and its Fairtrade Fortnight soon so they will probably be promoting their Fairtrade sections! A general internet search may turn up other Fairtrade products that aren't normally stocked by supermarkets.
Build up a list of Fairtrade products. If you can, read the details and find out where in the world they come from. Look up the country on a map (online or in an atlas). It's amazing how far products travel to reach us! However, with some products, their country of origin is not clearly labelled, so don't worry if you can't find this bit out. Once you have started your list, keep it safe so that you can keep adding to it over the next few weeks, as you discover more products!
Tuesday 26th January 2021
First of all, THANK YOU to everyone who has sent me work so far. I have looked at all of it and I think you are all doing a great job! Well done to your parents too!
I have printed SOME of your work off and it is making a lovely display in our classroom. (Some of it is on the Considerate Consumers display instead, if it links with our topic e.g. paper beads).
Our display is growing and growing and we want to keep adding to it, so keep on sending your work! It's a lovely way for the children in school to link up with you guys at home, and vice versa. We're looking forward to seeing some of you on Friday's Zoom call, too. :)
First of all, THANK YOU to everyone who has sent me work so far. I have looked at all of it and I think you are all doing a great job! Well done to your parents too!
I have printed SOME of your work off and it is making a lovely display in our classroom. (Some of it is on the Considerate Consumers display instead, if it links with our topic e.g. paper beads).
Our display is growing and growing and we want to keep adding to it, so keep on sending your work! It's a lovely way for the children in school to link up with you guys at home, and vice versa. We're looking forward to seeing some of you on Friday's Zoom call, too. :)
Tuesday's lessons:
Phonics: All Y2s and Miss Rapley's Y3 phonics booster group
Click here to visit the correct page of the Phonicsplay website. The site is once again free to access from home with the username jan21 and the password home. Have a go at all activities linked to the alternative spellings of the oo phoneme.
- English - see above
- Spelling / Phonics (Y3 Main group see above for spellings, Y2s and Y3 Phonics Booster Group see below).
- Maths - see below
- RE - see below
- Art - see below
Phonics: All Y2s and Miss Rapley's Y3 phonics booster group
Click here to visit the correct page of the Phonicsplay website. The site is once again free to access from home with the username jan21 and the password home. Have a go at all activities linked to the alternative spellings of the oo phoneme.
Maths Y3 WALT: use the 'halve and halve again' technique to divide by 4.
If we have a pizza and cut it in half then it half again, we end up with 4 pieces. We have divided the pizza by 4 (and of course we end up with quarters).
We can do the same with numbers. If we want to divide a number by 4, we can simply halve it, then halve it again.
Example: 24 divided by 4
We can halve 24 to get 12, then halve 12 to get 6. So 24 divided by 4 is 6.
Of course we can also divide by 4 using our 4x table knowledge, but that might not be possible with bigger numbers so the halve and halve again technique can be very useful.
Re-cap of halving numbers:
Partition the number into T and O, then halve each part separately.
Example: Half of 68
Half of 60 = 30, half of 8 = 4.
30 + 4 = 34
Watch this video to help.
Red/Green: Start at Challenge 1 and work on through as far as you can.
Purple: Ch2 Part e,f,g,h, then Ch 3. If you finish super-quickly, have a look at the extension sheet.
If we have a pizza and cut it in half then it half again, we end up with 4 pieces. We have divided the pizza by 4 (and of course we end up with quarters).
We can do the same with numbers. If we want to divide a number by 4, we can simply halve it, then halve it again.
Example: 24 divided by 4
We can halve 24 to get 12, then halve 12 to get 6. So 24 divided by 4 is 6.
Of course we can also divide by 4 using our 4x table knowledge, but that might not be possible with bigger numbers so the halve and halve again technique can be very useful.
Re-cap of halving numbers:
Partition the number into T and O, then halve each part separately.
Example: Half of 68
Half of 60 = 30, half of 8 = 4.
30 + 4 = 34
Watch this video to help.
Red/Green: Start at Challenge 1 and work on through as far as you can.
Purple: Ch2 Part e,f,g,h, then Ch 3. If you finish super-quickly, have a look at the extension sheet.
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Y2 WALT: recall and use the facts of the 2x, 5x and 10x tables
Start by rehearsing counting up in 2s, 5s and 10s. Then practise some recall facts e.g. What is 5 lots of 10? How many fingers on 7 hands? How many toes on 4 pairs of feet?
Work through this Picture Maths activity. Adults, the first page is for you. Children, you need to look at the second page for your questions. Start at question 1 and keep going until the end of the lesson. The questions get harder as you go.
Start by rehearsing counting up in 2s, 5s and 10s. Then practise some recall facts e.g. What is 5 lots of 10? How many fingers on 7 hands? How many toes on 4 pairs of feet?
Work through this Picture Maths activity. Adults, the first page is for you. Children, you need to look at the second page for your questions. Start at question 1 and keep going until the end of the lesson. The questions get harder as you go.
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RE: WALT: know the story of Noah from Genesis 6:5–9:17.
This is a really familiar Bible story. Following on from our learning about the Bible last week, where in the Bible will you find the story of Noah? Old Testament or New Testament? If you have a Bible, can you find the Book of Genesis?
Can you remember the story perfectly? Re-read the story, or watch a Youtube version (ask an adult to help you find a suitable one). I've uploaded a simple version of the story. It's down at the bottom under the art!
Now the choice is yours: how are you going to show me that you know the story of Noah? You could:
Art: WALT: make simple sculptures out of wire. You may need to postpone this lesson until later in the week; that's fine! (See blue writing below)
This will lead to us creating 3D models incorporating our rolled paper beads. But that's for the future, not this week!
This week, you're just going to try making a simple flower out of wire. Please make sure you do this activity with an adult supervising.
Where will you find thin wire? You may have some craft wire or some long pipe cleaners in your craft box. You may have some plastic coated wire for the kitchen that is used for tying bags etc. Maybe there is some thin wire in your garden shed. I have wire in school, so if you live in the village you could pick some up on your daily exercise. If you live outside Ford, your parents may be passing in the next couple of days when they go to work or shopping, so they could pick some up. I will put some in the foyer for you but please let me know if you're coming for it, so I know who has taken it. You need about 50cm length for this week.
You'll need help to snip the wire as you won't be able to do it with your normal scissors. Nail clippers might work but wire cutters are the best tool of course. You also need to be careful of the sharp ends; I suggest putting a bit of tape on them.
Watch this video and have a go at making a simple flower. You may need to undo you flower and try again to achieve the best shape you can. This week is all about practising and seeing what you can come up with!
This is a really familiar Bible story. Following on from our learning about the Bible last week, where in the Bible will you find the story of Noah? Old Testament or New Testament? If you have a Bible, can you find the Book of Genesis?
Can you remember the story perfectly? Re-read the story, or watch a Youtube version (ask an adult to help you find a suitable one). I've uploaded a simple version of the story. It's down at the bottom under the art!
Now the choice is yours: how are you going to show me that you know the story of Noah? You could:
- draw a storyboard and write sentences underneath to explain the main events.
- draw a comic strip, using speech bubbles within the pictures.
- just write the story as a story!
- make some actual scenes and photograph them (eg using lego men and toy animals).
- use an idea of your own - just make sure that you can email it to me somehow (Videos are hard to email as they are too big).
Art: WALT: make simple sculptures out of wire. You may need to postpone this lesson until later in the week; that's fine! (See blue writing below)
This will lead to us creating 3D models incorporating our rolled paper beads. But that's for the future, not this week!
This week, you're just going to try making a simple flower out of wire. Please make sure you do this activity with an adult supervising.
Where will you find thin wire? You may have some craft wire or some long pipe cleaners in your craft box. You may have some plastic coated wire for the kitchen that is used for tying bags etc. Maybe there is some thin wire in your garden shed. I have wire in school, so if you live in the village you could pick some up on your daily exercise. If you live outside Ford, your parents may be passing in the next couple of days when they go to work or shopping, so they could pick some up. I will put some in the foyer for you but please let me know if you're coming for it, so I know who has taken it. You need about 50cm length for this week.
You'll need help to snip the wire as you won't be able to do it with your normal scissors. Nail clippers might work but wire cutters are the best tool of course. You also need to be careful of the sharp ends; I suggest putting a bit of tape on them.
Watch this video and have a go at making a simple flower. You may need to undo you flower and try again to achieve the best shape you can. This week is all about practising and seeing what you can come up with!
| Noah story for RE |
Monday 25th January 2021
- English - see above
- Spelling / Phonics (Y3 Main group see above for spellings, Y2s and Y3 Phonics Booster Group see below).
- Maths - see below
- PE - see PE Page
- Reading hour - see below
Phonics: All Y2s and Miss Rapley's Y3 phonics booster group
Click here to visit the correct page of the Phonicsplay website. The site is once again free to access from home with the username jan21 and the password home. Have a go at all activities linked to the alternative spellings of the oi phoneme.
Click here to visit the correct page of the Phonicsplay website. The site is once again free to access from home with the username jan21 and the password home. Have a go at all activities linked to the alternative spellings of the oi phoneme.
Maths
Y3 WALT: count in steps of 2, 4 and 8
Use this interactive to help you practise counting up in steps of 2, 4 and 8. Set it on 1-100. Use the splat tool; it's more fun! Splat the 2s first. Then splat the 4s. What do you notice? You are splatting EVERY OTHER multiple of 2. Now splat the multiples of 8. What do you notice this time?
These patterns can help you when counting up. Your times tables knowledge will help you too, of course.
Note Ch 2 Part C should say 'multiples of 8'. It was missed by the scanner as it's on the bend of the book!
Red: Ch 1 and 2
Green: All challenges
Purple: Ch 2,3 and Extension.
Y3 WALT: count in steps of 2, 4 and 8
Use this interactive to help you practise counting up in steps of 2, 4 and 8. Set it on 1-100. Use the splat tool; it's more fun! Splat the 2s first. Then splat the 4s. What do you notice? You are splatting EVERY OTHER multiple of 2. Now splat the multiples of 8. What do you notice this time?
These patterns can help you when counting up. Your times tables knowledge will help you too, of course.
Note Ch 2 Part C should say 'multiples of 8'. It was missed by the scanner as it's on the bend of the book!
Red: Ch 1 and 2
Green: All challenges
Purple: Ch 2,3 and Extension.
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Y2 WALT: count in steps of 2, 5 and 10 (Revision)
Watch this video. Practise counting in steps of 2,5, and 10. Use this interactive to help you practise counting up in steps of 2, 5 and 10. Set it on 1-100 and use the Splat tool. What do you notice about the different patterns you make on the hundred square. This knowledge, together with your times tables, is useful when you are counting up in 2s, 5s and 10s. Now get some 2p, 5p and 10p coins (draw them if you don't have any) and practise counting up! Have a go at the main activity opposite and if you get on well, take a look at the extension sheets. |
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Reading hour - Read, read, read! Spend time reading your own book (You could draw a picture related to it, too), quizzing, reading Charlie and the Chocolate Factory and reading non-fiction texts. BBC Newsround is a good place to find some non-fiction writing.
Week beginning 18th January
| All_English_Tasks_for_Charlie_and_the_Chocolate_Factory__week_2.pdf 18.1.2021 |
| extract_1_mr_willy_wonkas_factory_chapter_2_pg12-13.pdf |
| extract_2_everlasting_gobstoppers_and_hair_toffee_chapter_19_pg_106.pdf |
| task_2_resource_1_invent_own_sweet_ideas_for_names.pdf |
| handwriting_practice_wb_18th_jan_2021.jpg |
Friday 22nd January 2021
- English - added for the whole week -see above
- Spelling Test / Phonics - Y3 (main group) see above, Y2 (and Y3 Miss Rapley's phonics booster group) see below
- Maths - added daily, see below
- Computing - see below
- Music - see the music page for this week's work from Mrs AB.
- Weekly Quiz
Phonics: Revise the three sounds we have been re-capping this week: ay, ee, igh and oa. Collect words for each sound in a table (Like the one on PhonicsPlay), sorting them according to the grapheme (letters) used. Extra challenge: Try to think of less usual words that we haven't come across so far!
Spelling test for Y3 Main group: see the Spelling information at the top.
Maths: Arithmetic tests
Complete these independently and then go over them with an adult afterwards. If you got any wrong, think about the methods you should have used to reach the correct answer.
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After Arithmetic Tests, there is a Friday challenge:
Y3: World of Tan 1 from Nrich . There is the option to print the shapes out instead of doing it online, if preferred. Have
Y2: Have a go at World of Tan 1 too.
If it is too tricky, try the simpler Tangrams activity. However, the interactive seems a bit clunky for this one, so you may be better off printing out the shapes and doing it in real life!
Y3: World of Tan 1 from Nrich . There is the option to print the shapes out instead of doing it online, if preferred. Have
Y2: Have a go at World of Tan 1 too.
If it is too tricky, try the simpler Tangrams activity. However, the interactive seems a bit clunky for this one, so you may be better off printing out the shapes and doing it in real life!
Computing
Discovery Coding Unit - Level 3 - Sequence and Animation - Alien Space Race
As last week, you need to log on to Discovery Coding using your Wande magic badge Single Sign-in, or by clicking here. The username and password are student26789 and trinity.
Once on the website, you need to go to Block Coding and click the Learn button.
This term we are looking at Level 3; look for the tab on the left. Click on Sequence and animation.
Now work through the lesson called Alien Space Race ONLY. There is a video to watch first then you can work through the tasks using the green buttons near the top of the screen.
See how it goes; if you have technical problems, let me know via the Contact form. I may not be able to solve them but at least I'll know you're having trouble!
Weekly Quiz - Click here for Class 3's Weekly Quiz for 22nd January 2021.
Discovery Coding Unit - Level 3 - Sequence and Animation - Alien Space Race
As last week, you need to log on to Discovery Coding using your Wande magic badge Single Sign-in, or by clicking here. The username and password are student26789 and trinity.
Once on the website, you need to go to Block Coding and click the Learn button.
This term we are looking at Level 3; look for the tab on the left. Click on Sequence and animation.
Now work through the lesson called Alien Space Race ONLY. There is a video to watch first then you can work through the tasks using the green buttons near the top of the screen.
See how it goes; if you have technical problems, let me know via the Contact form. I may not be able to solve them but at least I'll know you're having trouble!
Weekly Quiz - Click here for Class 3's Weekly Quiz for 22nd January 2021.
Thursday 21st January 2021
Phonics - All Y2s and Miss Rapley's Y3 phonics booster group
Click here to visit the correct page of the Phonicsplay website. The site is once again free to access from home with the username jan21 and the password home. Have a go at all activities linked to the alternative spellings of the oa phoneme.
Maths:
Y3: WALT: describe the properties of 2D shapes.
Intro activity: Have a play on this game. You should be able to get all the way up to Level 4. It will help to remind you about sides and right angles!
Main Task: Everyone start at Ch 1.
LEAVE OUT Ch 2 Part 1 (The making shapes part - we did loads of that on Tuesday!). Just do Ch2 Part 2.
Ch 3 is optional. You could use pencils instead of Base 10 rods for this activity.
- English - added for the whole week -see above
- Spelling / Phonics - Y3 (main group) see above, Y2 (and Y3 Miss Rapley's phonics booster group) see below
- Maths - added daily, see below
- Science - see below
- PE - See PE page
Phonics - All Y2s and Miss Rapley's Y3 phonics booster group
Click here to visit the correct page of the Phonicsplay website. The site is once again free to access from home with the username jan21 and the password home. Have a go at all activities linked to the alternative spellings of the oa phoneme.
Maths:
Y3: WALT: describe the properties of 2D shapes.
Intro activity: Have a play on this game. You should be able to get all the way up to Level 4. It will help to remind you about sides and right angles!
Main Task: Everyone start at Ch 1.
LEAVE OUT Ch 2 Part 1 (The making shapes part - we did loads of that on Tuesday!). Just do Ch2 Part 2.
Ch 3 is optional. You could use pencils instead of Base 10 rods for this activity.
| y3_unit_5_week_3_lesson_4.jpg |
Y2: WALT: explore patterns made with paper shapes
Click here to go to an Nrich activity called Paper Patchwork. All the information you need is there, but if you don't understand the instructions, have a quick look at the Solutions page as there are some photographs there to inspire you! If you don't have coloured paper at home, you could use plain white paper and some old magazine pages to contrast.
Click here to go to an Nrich activity called Paper Patchwork. All the information you need is there, but if you don't understand the instructions, have a quick look at the Solutions page as there are some photographs there to inspire you! If you don't have coloured paper at home, you could use plain white paper and some old magazine pages to contrast.
Science - Gosh, it would seem that Miss Rapley has managed to link yet ANOTHER lesson to her favourite food - chocolate!
WALT: investigate the melting points of two solids
Chocolate and butter are both solid foods which melt (turn into a liquid) when they warm up. The temperature at which they melt is called the melting point. This isn't the case with all foods; a piece of broccoli will never melt into liquid broccoli, even at high temperatures. We'll talk more about melting points of other materials next week, but this week I'd like you to investigate this question:
Investigation Question: Do chocolate and butter both have the same melting point?
Make a prediction before you start.
Can you think of how to set up an experiment to test this? What do you need to record or observe? What do you need to change? What do you need to keep the same (to make it a fair test?).
You will need to discuss WITH AN ADULT how you could do this SAFELY in your house.
Hints and Tips: We don't need to use really hot temperatures; remember that chocolate melts on your fingers which are less than 40 degrees! A heatproof bowl above a radiator could work if this is safe/possible to do in your house. Or, you could ask an adult to fill a hot-water-bottle with water of a safe temperature and place a bowl on top of that.
You could, with help, use a saucepan on a very low heat. You could even use them melted chocolate and butter to make some flapjacks afterwards!
You don't need to use a thermometer (but you could if you had one available). You just need to observe which food melts FIRST. That one will have the lowest melting point.
I'd like to know what you found out! Just complete this Google Form (an adult can type for you if needs be) and it will magically be sent to me!
WALT: investigate the melting points of two solids
Chocolate and butter are both solid foods which melt (turn into a liquid) when they warm up. The temperature at which they melt is called the melting point. This isn't the case with all foods; a piece of broccoli will never melt into liquid broccoli, even at high temperatures. We'll talk more about melting points of other materials next week, but this week I'd like you to investigate this question:
Investigation Question: Do chocolate and butter both have the same melting point?
Make a prediction before you start.
Can you think of how to set up an experiment to test this? What do you need to record or observe? What do you need to change? What do you need to keep the same (to make it a fair test?).
You will need to discuss WITH AN ADULT how you could do this SAFELY in your house.
Hints and Tips: We don't need to use really hot temperatures; remember that chocolate melts on your fingers which are less than 40 degrees! A heatproof bowl above a radiator could work if this is safe/possible to do in your house. Or, you could ask an adult to fill a hot-water-bottle with water of a safe temperature and place a bowl on top of that.
You could, with help, use a saucepan on a very low heat. You could even use them melted chocolate and butter to make some flapjacks afterwards!
You don't need to use a thermometer (but you could if you had one available). You just need to observe which food melts FIRST. That one will have the lowest melting point.
I'd like to know what you found out! Just complete this Google Form (an adult can type for you if needs be) and it will magically be sent to me!
Wednesday 20th January 2021
Phonics - All Y2s and Miss Rapley's Y3 phonics booster group
Click here to visit the Phonicsplay website. The site is once again free to access from home with the username jan21 and the password home. Have a go at all activities linked to the alternative spellings of the igh phoneme.
- English - added for the whole week -see above
- Spelling / Phonics - Y3 (main group) see above, Y2 (and Y3 Miss Rapley's phonics booster group) see below
- Maths - added daily, see below
- Humanities
Phonics - All Y2s and Miss Rapley's Y3 phonics booster group
Click here to visit the Phonicsplay website. The site is once again free to access from home with the username jan21 and the password home. Have a go at all activities linked to the alternative spellings of the igh phoneme.
Maths
Y3: WALT: make shapes using folding and cutting
Have you ever made those paper snowflakes at Christmas time? The ones where you fold the paper and then cut out different shapes and then open it to reveal a pretty pattern? This activity is a little like that, but you will need to think mathematically BEFORE you start cutting!
You'll need to be good at picturing half and quarter shapes in your mind, and also think about symmetry.
Everyone start at Challenge 1 and work your way through.
I suggest you use scrap paper to start with as you may have to do a lot of practising to get the correct pattern! Then perhaps you could find some pretty coloured paper or wrapping paper etc.
I'd like you see the patterns you make. Lay them out and take a photo of them, preferably with your face visible too. Send them to me via my email (just hit REPLY if I've recently emailed you) or use the Submit Work form.
Y3: WALT: make shapes using folding and cutting
Have you ever made those paper snowflakes at Christmas time? The ones where you fold the paper and then cut out different shapes and then open it to reveal a pretty pattern? This activity is a little like that, but you will need to think mathematically BEFORE you start cutting!
You'll need to be good at picturing half and quarter shapes in your mind, and also think about symmetry.
Everyone start at Challenge 1 and work your way through.
I suggest you use scrap paper to start with as you may have to do a lot of practising to get the correct pattern! Then perhaps you could find some pretty coloured paper or wrapping paper etc.
I'd like you see the patterns you make. Lay them out and take a photo of them, preferably with your face visible too. Send them to me via my email (just hit REPLY if I've recently emailed you) or use the Submit Work form.
| y3_unit_5_week_3_lesson_3.pdf |
Y2 WALT: create symmetrical shapes and patterns
Remind yourself what symmetry is by watching this video.
Today, you're going to need some squares of paper that are about 10cm x 10cm big. If you have square coasters in your house, you could draw round those as a template.
Today is all about experimenting with making symmetrical patterns.
Fold your square in half EXACTLY.
Snip pieces off, either from the folded edge or from the other edges, but MAKE SURE you cut through BOTH layers of paper. Open your paper out again.
Look at the shape or pattern that you have created. Can you see its line of symmetry? Draw the line or symmetry on with a pen.
Now take a new square and create another symmetrical shape or pattern. Keep going; keep experimenting! You could use some nice coloured paper or wrapping paper for your final designs.
Extra challenge: explore what happens if you fold the paper twice to make quarters.
I'd like you see the patterns you make. Lay them out and take a photo of them, preferably with your face visible too. Send them to me via my email (just hit REPLY if I've recently emailed you) or use the Submit Work form.
Remind yourself what symmetry is by watching this video.
Today, you're going to need some squares of paper that are about 10cm x 10cm big. If you have square coasters in your house, you could draw round those as a template.
Today is all about experimenting with making symmetrical patterns.
Fold your square in half EXACTLY.
Snip pieces off, either from the folded edge or from the other edges, but MAKE SURE you cut through BOTH layers of paper. Open your paper out again.
Look at the shape or pattern that you have created. Can you see its line of symmetry? Draw the line or symmetry on with a pen.
Now take a new square and create another symmetrical shape or pattern. Keep going; keep experimenting! You could use some nice coloured paper or wrapping paper for your final designs.
Extra challenge: explore what happens if you fold the paper twice to make quarters.
I'd like you see the patterns you make. Lay them out and take a photo of them, preferably with your face visible too. Send them to me via my email (just hit REPLY if I've recently emailed you) or use the Submit Work form.
Humanities: WALT: Know the steps involved in producing a product like chocolate
Have a look at the photos in the file below called Bean to Bar photos. If you can print them, I suggest you set your printer to print 4 pages per sheet so that they are a bit smaller!
Choose 5 of the photos and for each one, do this:
Have a look at the photos in the file below called Bean to Bar photos. If you can print them, I suggest you set your printer to print 4 pages per sheet so that they are a bit smaller!
Choose 5 of the photos and for each one, do this:
- Write down all the questions you can think of about the photo, e.g. Photo 5 – Where
- Think what might have happened just before the photo was taken or just afterwards? Write
- If there are people in the photo, what do you think they might be saying or thinking?
- Compare life in your photo with life at home. What similarities and differences can you see? E.g. Photo 4 – Same: cloudy sky; Different: clothes
- Now, match the captions (see file below) to the pictures.
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Tuesday 19th January 2021
- English - added for the whole week -see above
- Spelling / Phonics - Y3 (main group) see above, Y2 (and Y3 Miss Rapley's phonics booster group) see below
- Maths - added daily, see below
- RE
- Art
Phonics - All Y2s and Miss Rapley's Y3 phonics booster group
Click here to visit the Phonicsplay website. The site is once again free to access from home with the username jan21 and the password home. Have a go at all activities linked to the alternative spellings of the ee phoneme.
Click here to visit the Phonicsplay website. The site is once again free to access from home with the username jan21 and the password home. Have a go at all activities linked to the alternative spellings of the ee phoneme.
Maths
Y3 WALT: make shapes that match certain criteria
This lesson is all about making shapes. There's a video below to start you off. Everyone do Challenge 2. Then look at your shapes and consider where the right angles are.
Purple group complete Challenge 3, too.
Y3 WALT: make shapes that match certain criteria
This lesson is all about making shapes. There's a video below to start you off. Everyone do Challenge 2. Then look at your shapes and consider where the right angles are.
Purple group complete Challenge 3, too.
| Y 3 unit_5_week_3_lesson_2.jpg |
Y2 WALT: make pictures and mathematical shapes from a square and 2 triangles
This lesson is all about making shapes. There's a video below to start you off.
Have a go at the activities on the sheet underneath.
This lesson is all about making shapes. There's a video below to start you off.
Have a go at the activities on the sheet underneath.
| year_2_unit_5_week_3_lesson_2.jpg |
RE WALT: know the features of the Bible
We've all heard of the Bible. We probably all know a few stories from it. But what else do we know about it?
Watch this video as a little introduction to one of the most famous books in the world. This video tells you a little more about it.
Now look read and work through the page below. There are questions to answer. Write your answers down. There is another video within the document. This link is not live, so you'll need to click on it from here instead.
We've all heard of the Bible. We probably all know a few stories from it. But what else do we know about it?
Watch this video as a little introduction to one of the most famous books in the world. This video tells you a little more about it.
Now look read and work through the page below. There are questions to answer. Write your answers down. There is another video within the document. This link is not live, so you'll need to click on it from here instead.
| re_quest_the_bible_page_1.pdf |
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Art WALT: explore how the shape of the paper strip affects the shape of the bead.
Continuing with our paper beads from last week, we are going to explore how we can make different shape beads by changing the shape of the strip of paper. It's all about experimenting! And a lot of patience! Look at the picture on the right to give you an idea about shapes to try. Remember that they all need to be really quite long. Questions to consider:
Thanks to those children who sent me photographs of your beads from last week. We loved seeing them! |
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Monday 18th January 2021
- English - added for the whole week -see above
- Spelling / Phonics - Y3 (main group) see above, Y2 (and Y3 Miss Rapley's phonics booster group) see below
- Maths - added daily, see below
- PE - see PE Page
- Reading hour - see below.
Phonics - All Y2s and Miss Rapley's Y3 phonics booster group
Click here to visit the Phonicsplay website. The site is once again free to access from home with the username jan21 and the password home. Have a go at all activities linked to the alternative spellings of the ai phoneme.
Click here to visit the Phonicsplay website. The site is once again free to access from home with the username jan21 and the password home. Have a go at all activities linked to the alternative spellings of the ai phoneme.
Maths - Y3 WALT: draw and name 2D shapes.
Remind yourself of the key 2D shapes with this video.
Remember to draw your shapes carefully with a ruler, pressing lightly with your pencil. Make sure the corners of your shapes are exactly on the dots (on pinboard paper) or exactly on the crosses (on squared paper).
Red: Ch 1
Green: Ch 1 and 2
Purple: Ch 2 and 3
Remind yourself of the key 2D shapes with this video.
Remember to draw your shapes carefully with a ruler, pressing lightly with your pencil. Make sure the corners of your shapes are exactly on the dots (on pinboard paper) or exactly on the crosses (on squared paper).
Red: Ch 1
Green: Ch 1 and 2
Purple: Ch 2 and 3
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Y2 WALT: recognise 2d shapes
A bit of revision for you! Remind yourself of the key shapes with this video. Remember also that a 4 sided shape is called a quadrilateral - think of the 4 wheels on a quad bike! Squares and rectangles are examples of special quadrilaterals.
A bit of revision for you! Remind yourself of the key shapes with this video. Remember also that a 4 sided shape is called a quadrilateral - think of the 4 wheels on a quad bike! Squares and rectangles are examples of special quadrilaterals.
| year_2_unit_5_week_3_lesson_1.pdf |
Reading hour - Read, read, read! Spend time reading your own book (You could draw a picture related to it, too), quizzing, reading Charlie and the Chocolate Factory and reading non-fiction texts. BBC Newsround is a good place to find some non-fiction writing.
Week beginning 11th January
| All_English_Tasks_for_Charlie_and_the_Chocolate_Factory__week1 11.1.2021 |
Friday 15th January 2021
Spelling:
Year 3 (main group only) Spelling test (see document above).
Year 2 and Y3 Booster Group - Choose 10 random words from the Common Exception Words list (Regular Phonics lessons to resume next week.)
- English - see above
- Spelling - see below
- Maths - see below
- Computing - see below
- Weekly Quiz - see below
Spelling:
Year 3 (main group only) Spelling test (see document above).
Year 2 and Y3 Booster Group - Choose 10 random words from the Common Exception Words list (Regular Phonics lessons to resume next week.)
| t-l-5157-year-2-common-exception-words_ver_1.pdf |
Maths - Arithmetic tests
Complete these independently and then go over them with an adult afterwards. If you got any wrong, think about the methods you should have used to reach the correct answer.
Complete these independently and then go over them with an adult afterwards. If you got any wrong, think about the methods you should have used to reach the correct answer.
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Friday Maths Challenge:
Year 3: Have a go at this problem from Nrich.
Year 2: Have a go at this problem from Nrich.
Year 3: Have a go at this problem from Nrich.
Year 2: Have a go at this problem from Nrich.
Computing
Discovery Coding Unit - Level 3 - Sequence and Animation - Snail vs Spider
As last week, you need to log on to Discovery Coding using your Wande magic badge Single Sign-in, or by clicking here. The username and password are student26789 and trinity.
Once on the website, you need to go to Block Coding and click the Learn button.
This term we are looking at Level 3; look for the tab on the left. Click on Sequence and animation.
Now work through the lesson called Snail vs Spider ONLY. There is a video to watch first then you can work through the tasks using the green buttons near the top of the screen.
See how it goes; if you have technical problems, let me know via the Contact form. I may not be able to solve them but at least I'll know you're having trouble!
Weekly Quiz - Click here for Class 3's Weekly Quiz.
Discovery Coding Unit - Level 3 - Sequence and Animation - Snail vs Spider
As last week, you need to log on to Discovery Coding using your Wande magic badge Single Sign-in, or by clicking here. The username and password are student26789 and trinity.
Once on the website, you need to go to Block Coding and click the Learn button.
This term we are looking at Level 3; look for the tab on the left. Click on Sequence and animation.
Now work through the lesson called Snail vs Spider ONLY. There is a video to watch first then you can work through the tasks using the green buttons near the top of the screen.
See how it goes; if you have technical problems, let me know via the Contact form. I may not be able to solve them but at least I'll know you're having trouble!
Weekly Quiz - Click here for Class 3's Weekly Quiz.
Thursday 14th January
- English - see above
- Maths - see below
- Science - see below
- PE - see the PE pages
Maths
Y3 WALT: solve word problems involving money
Today's word problems involve using the skills we've been practising all week.
Begin by discussing the picture on the page. What items can you see for sale? How much are they? Notice that the prices are in whole pounds (no pence). This makes it easier! We can just think of it as HTO like normal. Discuss how much money the children have each. Recap vocabulary like most expensive, least expensive, cheapest.
To solve a word problem:
If you finish these, try actual Challenge 1.
Green: Challenge 1 and 2.
Purple: Challenge 2 and 3.
Y2 WALT: solve word problems involving money
Today's word problems involve using the skills we've been practising all week.
To solve a word problem:
Y3 WALT: solve word problems involving money
Today's word problems involve using the skills we've been practising all week.
Begin by discussing the picture on the page. What items can you see for sale? How much are they? Notice that the prices are in whole pounds (no pence). This makes it easier! We can just think of it as HTO like normal. Discuss how much money the children have each. Recap vocabulary like most expensive, least expensive, cheapest.
To solve a word problem:
- Read the question carefully.
- Think about what it is asking you. Draw a picture if it helps.
- Work out which mathematical method is needed to answer the question.
- Carry out the maths, showing your working on paper. Draw HTO diagrams if you need to!
- Link the answer back to the question: Can you give your answer in a full sentence? eg "He will get £5 change" or "A desk and a rug will cost £xx altogether".
If you finish these, try actual Challenge 1.
Green: Challenge 1 and 2.
Purple: Challenge 2 and 3.
Y2 WALT: solve word problems involving money
Today's word problems involve using the skills we've been practising all week.
To solve a word problem:
- Read the question carefully.
- Think about what it is asking you. Draw a picture if it helps.
- Work out which mathematical method is needed to answer the question.
- Carry out the maths, showing your working on paper. Use a numberline or coin diagram, whicih ever you find easiest.
- Link the answer back to the question: Can you give your answer in a full sentence? eg "He will get 50p change" or "They will cost £xx altogether".
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Science WALT: explore the properties of gases
Can you think of some examples of gases in every day life? Here are some ideas:
Air (actually a mixture of gases) - this is all around us, but it's also in things like armbands, hot air balloons, airbeds).
Helium in balloons
Carbon dioxide (think of the bubbles in fizzy pop)
Cooking gas
Oxygen (part of what is in a scuba diving tank)
Carbon Monoxide (you might have a detector for this gas in your home).
Have a look at this video - which examples can you see?
Look through and discuss the slides below.
Have a look at the investigations on the 'Work' pdf. Do them if you can, but don't panic if you can't! You'll need two balloons and a coathanger. If you don't have balloons you could use disposable rubber gloves. Ask an adult to help you when you need to inflate the balloon. (Worskheet 2A is an easier version than 2B. Choose one or the other.) 2C is a similar investigation using different equipment - you'll need a digital kitchen scale. You could do this as an extension.
Everyone can do 2D - drawing the particles in solids, liquids and gases (look again at the slides for help).
Have a look at this video to help you explain the results of your investigation.
Can you think of some examples of gases in every day life? Here are some ideas:
Air (actually a mixture of gases) - this is all around us, but it's also in things like armbands, hot air balloons, airbeds).
Helium in balloons
Carbon dioxide (think of the bubbles in fizzy pop)
Cooking gas
Oxygen (part of what is in a scuba diving tank)
Carbon Monoxide (you might have a detector for this gas in your home).
Have a look at this video - which examples can you see?
Look through and discuss the slides below.
Have a look at the investigations on the 'Work' pdf. Do them if you can, but don't panic if you can't! You'll need two balloons and a coathanger. If you don't have balloons you could use disposable rubber gloves. Ask an adult to help you when you need to inflate the balloon. (Worskheet 2A is an easier version than 2B. Choose one or the other.) 2C is a similar investigation using different equipment - you'll need a digital kitchen scale. You could do this as an extension.
Everyone can do 2D - drawing the particles in solids, liquids and gases (look again at the slides for help).
Have a look at this video to help you explain the results of your investigation.
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Wednesday 13th January
- English - see above
- Maths - see below
- Humanities - see below
- Star Reader tests - see below.
Maths
Y3 WALT: add and subtract amounts of money.
We are continuing our work with money, combining our learning over the last two days. You'll need to think carefully about whether you need to add (to find a total) or subtract (to find change). Sometimes you'll need to do both you answer one question! Remember to refer to the method sheets to help you. Always show your working on paper (eg using a numberline) rather than just working it out in your head.
Red: Ch 1. Move on to Ch2 of you can.
Green: Ch 1 Part g,h,i then Ch 2. Do Ch 3 if you can!
Purple: Ch 2 Part g and h, then Ch 3.
Extension: Make up your own shopping lists of 3 or 4 items from the fruit stall. Work out your change for £5 or £10.
Y3 WALT: add and subtract amounts of money.
We are continuing our work with money, combining our learning over the last two days. You'll need to think carefully about whether you need to add (to find a total) or subtract (to find change). Sometimes you'll need to do both you answer one question! Remember to refer to the method sheets to help you. Always show your working on paper (eg using a numberline) rather than just working it out in your head.
Red: Ch 1. Move on to Ch2 of you can.
Green: Ch 1 Part g,h,i then Ch 2. Do Ch 3 if you can!
Purple: Ch 2 Part g and h, then Ch 3.
Extension: Make up your own shopping lists of 3 or 4 items from the fruit stall. Work out your change for £5 or £10.
| year_3_unit_5_week_2_lesson_3.pdf |
Year 2: WALT: add and subtract money
We are continuing our work with money, combining our learning over the last two days. You'll need to think carefully about how to add (to find a total) and subtract (to find change). Remember to refer to the method sheets to help you. Always show your working on paper (eg using a numberline) rather than just working it out in your head.
We are continuing our work with money, combining our learning over the last two days. You'll need to think carefully about how to add (to find a total) and subtract (to find change). Remember to refer to the method sheets to help you. Always show your working on paper (eg using a numberline) rather than just working it out in your head.
| year_2_unit_5_week_2_lesson_3.pdf |
Humanities: WALT: know the basics of international trading and production chains.
The Banana Split Game.
ADULTS Don't let the children read ahead through the pdf as it will ruin the game!
This game works really well in a classroom situation but it can certainly be adapted for learning at home. (Use the resource sheet for information rather than following the instructions exactly.)
Think about how much of the 30p that a banana costs you would like to be paid if you were the
worker who picked it. Write down the amount in pence.
Then think about the owner of the banana plantation. How much do you think he/she would like to be paid per banana?
Ask you parents/older siblings - how much of the 30p would they like to be paid if they were the shippers, ripeners or the supermarket?
Now add up all these costs. What is the total? Is it more than 30p?
There is opportunity for loads of discussion about the fairness of this. There are lots of prompt questions on the sheet and information about the role of everyone in the banana chain.
This unfairness in how money is distributed in production chains is partly addressed by ideas such as Fairtrade. Products that carry the Fairtrade Logo have to meet certain conditions such as promising to pay their workers a better wage and ensuring that their working conditions are safer. Have a look for products that carry the Fairtrade logo in your cupboards. Over the next few weeks, if you can, build up a collection of packets of Fairtrade products.
The Banana Split Game.
ADULTS Don't let the children read ahead through the pdf as it will ruin the game!
This game works really well in a classroom situation but it can certainly be adapted for learning at home. (Use the resource sheet for information rather than following the instructions exactly.)
Think about how much of the 30p that a banana costs you would like to be paid if you were the
worker who picked it. Write down the amount in pence.
Then think about the owner of the banana plantation. How much do you think he/she would like to be paid per banana?
Ask you parents/older siblings - how much of the 30p would they like to be paid if they were the shippers, ripeners or the supermarket?
Now add up all these costs. What is the total? Is it more than 30p?
There is opportunity for loads of discussion about the fairness of this. There are lots of prompt questions on the sheet and information about the role of everyone in the banana chain.
This unfairness in how money is distributed in production chains is partly addressed by ideas such as Fairtrade. Products that carry the Fairtrade Logo have to meet certain conditions such as promising to pay their workers a better wage and ensuring that their working conditions are safer. Have a look for products that carry the Fairtrade logo in your cupboards. Over the next few weeks, if you can, build up a collection of packets of Fairtrade products.
| primary_fairtrade_banana-split-game.pdf |
Star Reading Tests
Click here to access Accelerated Reader, enter your 'Username' and 'Password', and then click on 'Star Reading' to take your Star Reading Test for this half tem.
Remember that you must NOT have any help to read the questions or the answers! However, you can read them aloud if that helps you.
The quiz adjusts automatically to give you questions at the correct level. They are designed to challenge you so don't feel overwhelmed if a question is hard; just do your best and wait for the next question to come up.
It may ask for an Authorisation password which is admin.
You can ask for your results of this test during your weekly phone call or contact us using the contact form above.
Click here to access Accelerated Reader, enter your 'Username' and 'Password', and then click on 'Star Reading' to take your Star Reading Test for this half tem.
Remember that you must NOT have any help to read the questions or the answers! However, you can read them aloud if that helps you.
The quiz adjusts automatically to give you questions at the correct level. They are designed to challenge you so don't feel overwhelmed if a question is hard; just do your best and wait for the next question to come up.
It may ask for an Authorisation password which is admin.
You can ask for your results of this test during your weekly phone call or contact us using the contact form above.
Tuesday 12th January
- English - see above
- Maths - see below
- RE - see below
- Art - see below.
Maths
Y2 and Y3: WALT: Subtract amounts of money to give change
Have another go on this activity to practise using money.
Today we're going to think about giving change. What is change? Discuss why it is needed.
Watch this video to help. Have a go at the quiz at the end too.
Like yesterday, there are several methods we can use. See the attached sheet for ideas.
Using plastic coins (or real ones!) and doing it practically can be helpful, too. You could even set yourself up your own role-play shop!
Note: The numberline methods shown shouldn't be entirely new to you since we use them for general subtraction.
Y2 and 3 Tasks: Use the same game as before, but this time select the Up to £1 under the Giving change section.
Use this to set your questions. Work out the answer on paper using one of the methods suggested. Then check your answer by putting it into the game. Do as many questions as you can in the time you have available for your maths lesson.
Everyone: start on Up to £1
Confident Y2 and most of Y3: Move on to £1 to £5
Confident Y3: Move on to £5 to £10.
Y2 and Y3: WALT: Subtract amounts of money to give change
Have another go on this activity to practise using money.
Today we're going to think about giving change. What is change? Discuss why it is needed.
Watch this video to help. Have a go at the quiz at the end too.
Like yesterday, there are several methods we can use. See the attached sheet for ideas.
Using plastic coins (or real ones!) and doing it practically can be helpful, too. You could even set yourself up your own role-play shop!
Note: The numberline methods shown shouldn't be entirely new to you since we use them for general subtraction.
Y2 and 3 Tasks: Use the same game as before, but this time select the Up to £1 under the Giving change section.
Use this to set your questions. Work out the answer on paper using one of the methods suggested. Then check your answer by putting it into the game. Do as many questions as you can in the time you have available for your maths lesson.
Everyone: start on Up to £1
Confident Y2 and most of Y3: Move on to £1 to £5
Confident Y3: Move on to £5 to £10.
| Giving change - examples of methods |
Art
Creating Artwork from Recycled Materials
There are many projects around the world in which art is empowering people who otherwise find it very difficult to make any money.
An example is Bead For Life. This project teaches women to in Uganda to make beautiful jewelry using only recycled paper! The necklaces and beads are then sold to provide an income for families.
Have a watch of this video which introduces how to roll a bead. I think you'll agree that the necklaces are very beautiful. You may have seen me wearing them; mine are not from the same project but they are from Uganda.
We have links with schools in Uganda through the Omushana charity. If you visit their shop, you can see more examples of similar craft.
Task:
Have a search in your house for some old magazine or newspaper pages that you're allowed to cut up.
Cut yourself some very long, thin triangles (about 1-2cm at the base but as long as the page). This in itself is a skill - you need to practise using a ruler and scissors carefully! Now try rolling them up to produce your own beads. Keep practising; its fiddly and you will get better with each one that you do. Sometimes it helps to roll it around a blunt needle or a cocktail stick.
Over the course of the next few weeks we are going to develop our skills with this technique, so don't worry if you don't get far today!
Creating Artwork from Recycled Materials
There are many projects around the world in which art is empowering people who otherwise find it very difficult to make any money.
An example is Bead For Life. This project teaches women to in Uganda to make beautiful jewelry using only recycled paper! The necklaces and beads are then sold to provide an income for families.
Have a watch of this video which introduces how to roll a bead. I think you'll agree that the necklaces are very beautiful. You may have seen me wearing them; mine are not from the same project but they are from Uganda.
We have links with schools in Uganda through the Omushana charity. If you visit their shop, you can see more examples of similar craft.
Task:
Have a search in your house for some old magazine or newspaper pages that you're allowed to cut up.
Cut yourself some very long, thin triangles (about 1-2cm at the base but as long as the page). This in itself is a skill - you need to practise using a ruler and scissors carefully! Now try rolling them up to produce your own beads. Keep practising; its fiddly and you will get better with each one that you do. Sometimes it helps to roll it around a blunt needle or a cocktail stick.
Over the course of the next few weeks we are going to develop our skills with this technique, so don't worry if you don't get far today!
RE: WALT: know about the main teachings of Sikhism (The 5 Ks)
This is continuing our work on Sikhism from the end of last term.
Watch this video to re-cap on who Guru Nanak was.
Now watch this video which tells two well-known stories, both part of Nanak's teachings.
Recall the story of Malik Bhago and Lalo from last term.
Discuss how these stories are similar to some of the Jesus' stories in Christianity.
Today, we're going to be learning about the 5Ks.
Watch this video to introduce the idea of the 5Ks.
Watch this lesson by Oak National Academy. Don't worry about doing the first quiz as it refers to previous lessons in the series which we haven't done. It's quite a tricky video so you don't need to understand it all. Just ensure you build an awareness of what the 5Ks represent for Sikhs. You can have a go at the activity within the video. You don't need the sheet; just draw your pictures and notes on a piece of paper or in your Home Learning book.
This is continuing our work on Sikhism from the end of last term.
Watch this video to re-cap on who Guru Nanak was.
Now watch this video which tells two well-known stories, both part of Nanak's teachings.
Recall the story of Malik Bhago and Lalo from last term.
Discuss how these stories are similar to some of the Jesus' stories in Christianity.
Today, we're going to be learning about the 5Ks.
Watch this video to introduce the idea of the 5Ks.
Watch this lesson by Oak National Academy. Don't worry about doing the first quiz as it refers to previous lessons in the series which we haven't done. It's quite a tricky video so you don't need to understand it all. Just ensure you build an awareness of what the 5Ks represent for Sikhs. You can have a go at the activity within the video. You don't need the sheet; just draw your pictures and notes on a piece of paper or in your Home Learning book.
Monday 11th January
- English - see above
- Maths - see below
- PE - see PE Page
- Reading hour - see below.
Maths:
Y3: WALT: add amounts of money.
Starter: Remind yourself about coins by spending some time on this game. Select the level carefully: Choose Mixed Coins and Exact Money. Everyone start on Up to £1. Progress as you feel able. Purple group you should reach £1 to £10!
Now we need to think of methods of how to add money. There are many! Two are below.
Method 1: We can draw the coins.
Method 2: We can draw a number line.
I've attached an example of both methods.
Tasks on page below:
Red: Ch 1 and Ch 2 if you can!
Green: Ch 1 e and f, then Ch 2. Ch 3 if you can!
Purple: Ch 3.
Y2: WALT: add amounts of money.
Starter: Remind yourself about coins by spending some time on this game. Select the level carefully: First have a go at any on the One Coin setting. This is really good practice for counting up in 2s, 5s, 10s, 20s and 50s! Then choose Mixed Coins and Exact Money. Everyone start on Up to 20p. Progress as you feel able. Don't go further than £1 to £5!
Now we need to think of methods of how to add money. There are many ways! Two are below:
Method 1: We can draw the coins.
Method 2: We can draw a number line.
I've attached an example of both methods.
Task: Imagine that you are ordering from a café. Choose two items on the list. Find the total. Repeat with different combinations of items. Show your working using one of the methods above.
Too easy? Add more than two items! Be careful when the total goes over £1.
Y3: WALT: add amounts of money.
Starter: Remind yourself about coins by spending some time on this game. Select the level carefully: Choose Mixed Coins and Exact Money. Everyone start on Up to £1. Progress as you feel able. Purple group you should reach £1 to £10!
Now we need to think of methods of how to add money. There are many! Two are below.
Method 1: We can draw the coins.
Method 2: We can draw a number line.
I've attached an example of both methods.
Tasks on page below:
Red: Ch 1 and Ch 2 if you can!
Green: Ch 1 e and f, then Ch 2. Ch 3 if you can!
Purple: Ch 3.
Y2: WALT: add amounts of money.
Starter: Remind yourself about coins by spending some time on this game. Select the level carefully: First have a go at any on the One Coin setting. This is really good practice for counting up in 2s, 5s, 10s, 20s and 50s! Then choose Mixed Coins and Exact Money. Everyone start on Up to 20p. Progress as you feel able. Don't go further than £1 to £5!
Now we need to think of methods of how to add money. There are many ways! Two are below:
Method 1: We can draw the coins.
Method 2: We can draw a number line.
I've attached an example of both methods.
Task: Imagine that you are ordering from a café. Choose two items on the list. Find the total. Repeat with different combinations of items. Show your working using one of the methods above.
Too easy? Add more than two items! Be careful when the total goes over £1.
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Reading hour - Spend time reading your own book (You could draw a picture related to it, too) quizzing and reading non-fiction texts. BBC Newsround is a good place to find some non-fiction writing. You could also search the SLS E-library (Link on main home-learning page) for books relating to our topic; get an adult to help you check that they are suitable.
Welcome back everyone. I hope you had a peaceful Christmas.
| All_English_Tasks_for Week1 5.1.2021 |
Friday's subjects:
- English - see above
- Maths - see below
- Computing - see below
- Weekly Quiz - see below
Year 2:
WALT: Make links between HTO and money
Starter: Have a look at some coins. Can you identify them? Can you put 2 or 3 coins together and work out the total? Have a go on this game: Coins Game
Main: Today we're going to concentrate on 1p 10p and £1 coins only. We can think of them as Ones, Tens and Hundreds.
How could you make 237p? You'd need: 2 x £1 coins, 3 x 10p coins and 7 x 1p coins. Practise making other amounts.
Complete the activity on the sheet below. If you find it really easy, can you find an ALTERNATIVE way to represent each amount, but still only using 1p, 10p and £1 coins. For example, using the 237p above, you could do: 1 x £1, 13 x 10p and 7 x 1p. OR 2 x £1, 2 x 10p and 17 x 1p.
For the alternative ways, there is a second copy of the same sheet but it is labelled 'Alternative Ways'.
WALT: Make links between HTO and money
Starter: Have a look at some coins. Can you identify them? Can you put 2 or 3 coins together and work out the total? Have a go on this game: Coins Game
Main: Today we're going to concentrate on 1p 10p and £1 coins only. We can think of them as Ones, Tens and Hundreds.
How could you make 237p? You'd need: 2 x £1 coins, 3 x 10p coins and 7 x 1p coins. Practise making other amounts.
Complete the activity on the sheet below. If you find it really easy, can you find an ALTERNATIVE way to represent each amount, but still only using 1p, 10p and £1 coins. For example, using the 237p above, you could do: 1 x £1, 13 x 10p and 7 x 1p. OR 2 x £1, 2 x 10p and 17 x 1p.
For the alternative ways, there is a second copy of the same sheet but it is labelled 'Alternative Ways'.
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Year 3:
WALT: Make links between place value and money
Starter: Have a look at some coins. Can you identify them? Can you put 3, 4 or 5 coins together and work out the total? Have a go on this game: Coins Game
Main Activity: This is continuing our work on Place Value but this time were are thinking in terms of money.
Instead of H T O, we are thinking about £1, 10p and 1p coins.
If we had £1, £1, £1, 10p ,10p, 10p, 1p and 1p, how much would we have altogether? Add up the pounds first, then the ten pences, then the pennies. = 332p. Remember to put the p for pence! How else could we write it? We could write £3.32
Red: Ch 1 only. Write your answers both in pence and pounds. (So 332p or £3.32). Ch 2 optional!
Green: Ch 1 f-i, then Ch 2. Write your answers both in pence and pounds. (So 332p or £3.32). Ch 3 optional!
Purple: Ch 2 and Ch 3.
WALT: Make links between place value and money
Starter: Have a look at some coins. Can you identify them? Can you put 3, 4 or 5 coins together and work out the total? Have a go on this game: Coins Game
Main Activity: This is continuing our work on Place Value but this time were are thinking in terms of money.
Instead of H T O, we are thinking about £1, 10p and 1p coins.
If we had £1, £1, £1, 10p ,10p, 10p, 1p and 1p, how much would we have altogether? Add up the pounds first, then the ten pences, then the pennies. = 332p. Remember to put the p for pence! How else could we write it? We could write £3.32
Red: Ch 1 only. Write your answers both in pence and pounds. (So 332p or £3.32). Ch 2 optional!
Green: Ch 1 f-i, then Ch 2. Write your answers both in pence and pounds. (So 332p or £3.32). Ch 3 optional!
Purple: Ch 2 and Ch 3.
| year_3_unit_5_week_1_lesson_3.pdf |
Computing
We're going to work through a Discovery Coding Unit this term.
Discovery Coding has a new look so don't worry if it looks a bit different from how you remember it! You need to log on to Discovery Coding using your Wande magic badge Single Sign-in, or by clicking here. The username and password are student26789 and trinity.
Once on the website, you need to go to Block Coding and click the Learn button.
This term we are looking at Level 3; look for the tab on the left. Click on Sequence and animation.
Now work through the lesson called Stepping Through Space ONLY. There is a video to watch first then you can work through the tasks using the green buttons near the top of the screen.
See how it goes; if you have technical problems, let me know via the Contact form. I may not be able to solve them but at least I'll know you're having trouble!
We're going to work through a Discovery Coding Unit this term.
Discovery Coding has a new look so don't worry if it looks a bit different from how you remember it! You need to log on to Discovery Coding using your Wande magic badge Single Sign-in, or by clicking here. The username and password are student26789 and trinity.
Once on the website, you need to go to Block Coding and click the Learn button.
This term we are looking at Level 3; look for the tab on the left. Click on Sequence and animation.
Now work through the lesson called Stepping Through Space ONLY. There is a video to watch first then you can work through the tasks using the green buttons near the top of the screen.
See how it goes; if you have technical problems, let me know via the Contact form. I may not be able to solve them but at least I'll know you're having trouble!
Class 3's Weekly Quiz 8.1.2021 - Click here.
An adult may read the questions to you if you need them to!
An adult may read the questions to you if you need them to!
Thursday's subjects:
Maths
Year 2: Use the < and > symbols to compare numbers
Re-cap the meaning of the < and > symbols using this video. It's BBC iPlayer so you'll need a TV license to watch it; please let me know if this is a problem.
You should all be able to have a go at both activities!
- English - see above
- Maths - see below
- Science - see below
- PE - see PE page
- Reading - keep quizzing!
Maths
Year 2: Use the < and > symbols to compare numbers
Re-cap the meaning of the < and > symbols using this video. It's BBC iPlayer so you'll need a TV license to watch it; please let me know if this is a problem.
You should all be able to have a go at both activities!
| y2_unit_5_week_1_lesson_1_main_activity.pdf |
| y2_unit_5_week_1_lesson_1 Extension Activity |
Year 3: WALT: order 3 digit numbers
Can you remember how to order numbers? Watch this video and then explain to an adult how these children sorted the numbers. How can you apply this to sorting just a few 3-digit numbers? Remember to look at the hundreds first, then the tens, then the ones.
Red: Ch 1
Green: Ch 2.
Purple: Ch 2 Part 1 f and h only, then Part 2, then Ch 3.
Extension for both Years (all groups):
Play a game with a partner. Each player sketches a chart with space for H T and O. Player 1 rolls the dice and decides whether that number will be written in their H T or O column. Player 2 takes their turn. Repeat until you each have 3 digit numbers. Whoever has made the biggest 3 digit number gets the point! Now try playing with the target being to get the SMALLEST number.
If this game is too tricky, play it with 2 digit numbers only. If it is too easy, play it with 4 digit numbers. You could also try it with an 'unfair' dice if you relabel it to have numbers from 0-9 of your choice (You could have 3 faces with the same number, for example).
| unit_5_week_1_lesson_2.pdf |
Science: WALT: know the difference between solids and liquids.
Use the slides below as an introduction to solids and liquids. When it asks a question, make sure you think about it carefully and discuss it with an adult if you can, rather than just whizzing on through the slides.
Next, complete the worksheet.
Y2 - You can choose between !A (basic) or 1B (a bit harder).
Y3 - You can choose between 1B (basic) or 1C (a bit harder).
Now go on a tour of your house and look for examples of solids and liquids (with an adult's permission). Food cupboards are good places to look! Lay them on a table in two clearly labelled groups: Solids and Liquids. Try to find some things that are tricky to decide on; here are some ideas: rice krispies, a lemon, sugar, cooking oil, treacle, jam, Marmite. If you can't decide, you could have a 'Not sure' group in the middle of you table! Discuss what makes them tricky to classify. See if you can take a photo of your collection, with the labels clear to see. Send it to me via the Submit Work form.
Use the slides below as an introduction to solids and liquids. When it asks a question, make sure you think about it carefully and discuss it with an adult if you can, rather than just whizzing on through the slides.
Next, complete the worksheet.
Y2 - You can choose between !A (basic) or 1B (a bit harder).
Y3 - You can choose between 1B (basic) or 1C (a bit harder).
Now go on a tour of your house and look for examples of solids and liquids (with an adult's permission). Food cupboards are good places to look! Lay them on a table in two clearly labelled groups: Solids and Liquids. Try to find some things that are tricky to decide on; here are some ideas: rice krispies, a lemon, sugar, cooking oil, treacle, jam, Marmite. If you can't decide, you could have a 'Not sure' group in the middle of you table! Discuss what makes them tricky to classify. See if you can take a photo of your collection, with the labels clear to see. Send it to me via the Submit Work form.
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Extra science: A great but messy bit of scientific exploration! If you mix together cornflour (also known as cornstarch) and water, is the result a solid or a liquid?
I suggest you do this experiment outside as it can be really messy!
There are instructions on the internet. Click here for an example.
For adults, there is a helpful article here!
I suggest you do this experiment outside as it can be really messy!
There are instructions on the internet. Click here for an example.
For adults, there is a helpful article here!
Wednesday: WALT : recognise place value in 3 digit numbers
This is a bit of easy revision to get us back into the swing of things!
There is an intro PowerPoint (both year groups) if you can access it. If not, there are the same slides as pdf.
Year 3:
Red/Green: Start on Ch 1 and see how far you get! Instead of using Base 10 blocks (in Ch 1 Part 2), you can draw HTO diagrams as we do in class.
Green group: Ch 1 and 2. Do Ch 3 if you can! Instead of using Base 10 blocks (in Ch 1 Part 2), you can draw HTO diagrams as we do in class.
Purple Group: start at Ch 2 ad continue to Ch 3.
Purple Extension: Write and solve your own riddles similar to the one in Ch3 Part 2.
Year 2:
Complete the sheet, then have a go at this activity:
Roll a dice three times. Write down the 3 numbers you got (Re-roll if 2 are the same). Using those numbers as your digits, which 3-digit numbers can you make? Draw a HTO diagram for each one and write the number in words as well as numerals underneath.
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| Y2 Task 1: unit_5_week_1_lesson_1.pdf |
| Y3 Task1: unit_5_week_1_lesson_1.pdf |
Humanities
Our new topic this term is 'Considerate Consumers'.
Our new topic this term is 'Considerate Consumers'.
| Considerate Consumers Lesson 1.pdf |
Previous Home Learning (from 2020)
Click here for the Weekly Quiz. 11/12/2020
| All_English_Tasks_for_Playscripts_Wk_2.pdf |
Click here for the Weekly Quiz 4/12/2020
Home Learning WB 30.11.2020
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Click here for the Weekly Quiz W/E 27.11.2020
| All_English_Tasks_for_the_Egyptian_Cinderella_wk3.pdf |
Click here for the weekly quiz 20.11.20
Home Learning WB 16.11.2020
Thursday:
Today was a special day as it was one of our Journey Days related to our school value Resilience.
See the attached document for the overview of the day, together with some additional notes (in italics) adapting it for Home Learning. I'll try to upload a template for the Examples of Resilient Individuals activity tomorrow but you can always just use your own paper if needs be.
Thursday:
Today was a special day as it was one of our Journey Days related to our school value Resilience.
See the attached document for the overview of the day, together with some additional notes (in italics) adapting it for Home Learning. I'll try to upload a template for the Examples of Resilient Individuals activity tomorrow but you can always just use your own paper if needs be.
| Resilience Journey Day overview |
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Tuesday:
English: See above.
Maths: Y2: WALT: subtract tens from 2 digit numbers
Remember the technique that we used last week for adding tens (moving DOWN on a hundred square). This time, we need to do the opposite to SUBTRACT tens (moving UP on a hundred square).
Have a practise at some basic questions. eg What is 65 - 10? 87 - 30? 67 - 50?
Use this interactive hundred square game to help:
https://www.topmarks.co.uk/learning-to-count/paint-the-squares
See the pdf below for the activity, together with some questions to work through.
This afternoon:
Guided Reading: Read something with an adult that is different from your reading book. For example, you could look up an article on BBC Newsround or Kids National Geographic. Read it together and discuss it. Ask each other questions linked to the text.
Humanities: WALT: know the importance of the River Nile to the Ancient Egyptians
See pdf below.
English: See above.
Maths: Y2: WALT: subtract tens from 2 digit numbers
Remember the technique that we used last week for adding tens (moving DOWN on a hundred square). This time, we need to do the opposite to SUBTRACT tens (moving UP on a hundred square).
Have a practise at some basic questions. eg What is 65 - 10? 87 - 30? 67 - 50?
Use this interactive hundred square game to help:
https://www.topmarks.co.uk/learning-to-count/paint-the-squares
See the pdf below for the activity, together with some questions to work through.
This afternoon:
Guided Reading: Read something with an adult that is different from your reading book. For example, you could look up an article on BBC Newsround or Kids National Geographic. Read it together and discuss it. Ask each other questions linked to the text.
Humanities: WALT: know the importance of the River Nile to the Ancient Egyptians
See pdf below.
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Monday:
English: See above.
Maths: WALT: subtract ones from 2 and 3 digit numbers.
See the guidance sheet to remind yourself of four different ways we can subtract ones from a 2 digit number. Practise with some examples of your own. Remember that, while we may be able to do the calculation in our heads, it is important to develop the skills of showing your working out for when calculations become more complicated.
Year 2: see sheet below.
Year 3: BAM page 32. Red: start on the support sheet and then, when you feel confident, try Challenge 1. You can use any of the 4 methods to work out your answers.
English: See above.
Maths: WALT: subtract ones from 2 and 3 digit numbers.
See the guidance sheet to remind yourself of four different ways we can subtract ones from a 2 digit number. Practise with some examples of your own. Remember that, while we may be able to do the calculation in our heads, it is important to develop the skills of showing your working out for when calculations become more complicated.
Year 2: see sheet below.
Year 3: BAM page 32. Red: start on the support sheet and then, when you feel confident, try Challenge 1. You can use any of the 4 methods to work out your answers.
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This afternoon:
PE: Orienteering. Have a look at this link for an introduction to the sport of Orienteering. Today, children studied a map of the school and learnt how to relate it to their position in real life. You could try this by making a floor plan of your house or a map of your garden. Ask someone to draw an x somewhere on your map and your challenge is to go and stand in exactly that place.
French: See French section of Home Learning pages.
Music: Keep rehearsing your song Clip Clop Little Donkey.
PE: Orienteering. Have a look at this link for an introduction to the sport of Orienteering. Today, children studied a map of the school and learnt how to relate it to their position in real life. You could try this by making a floor plan of your house or a map of your garden. Ask someone to draw an x somewhere on your map and your challenge is to go and stand in exactly that place.
French: See French section of Home Learning pages.
Music: Keep rehearsing your song Clip Clop Little Donkey.
Click here for Class 3's Weekly Quiz W/E 6.11.2020
Home Learning WB 2.11.2020
| All English Tasks for Coming To England |
Friday:
English: See Above. A big push today to get all our final drafts completed :)
Maths: WALT: Solve a Friday Challenge based on addition of tens and ones.
See the missing number calculations. What could go into the spaces? You may only use whole tens or ones (ie You can use 10, 20, 30 and 1, 2, 3 etc. but not 21, 22, 23 etc.). There are often several ways to solve each problem; how many can you find for each one?
We showed our working for these by drawing numberlines.
Here's an example problem:
34 + _ _ + _ _ + _ + _ = 79 Note: the size of the blanks determines whether they are tens or ones.
so possible solutions are:
34 + 20 + 20 + 2 + 3 = 79
34 + 30 + 10 + 4 + 1 = 79
34 + 10 + 30 + 1 + 4 = 79 (Although the last two appear similar, they would look different on a numberline)
English: See Above. A big push today to get all our final drafts completed :)
Maths: WALT: Solve a Friday Challenge based on addition of tens and ones.
See the missing number calculations. What could go into the spaces? You may only use whole tens or ones (ie You can use 10, 20, 30 and 1, 2, 3 etc. but not 21, 22, 23 etc.). There are often several ways to solve each problem; how many can you find for each one?
We showed our working for these by drawing numberlines.
Here's an example problem:
34 + _ _ + _ _ + _ + _ = 79 Note: the size of the blanks determines whether they are tens or ones.
so possible solutions are:
34 + 20 + 20 + 2 + 3 = 79
34 + 30 + 10 + 4 + 1 = 79
34 + 10 + 30 + 1 + 4 = 79 (Although the last two appear similar, they would look different on a numberline)
| Friday Challenge Year 2 and Red Group |
Afternoon: This afternoon we completed out Weekly Quiz (See link above). We also had a Chance to Shine Cricket session; you could practise some ball skills.
Homework this week:
Homework this week:
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Thursday:
English: See above
Spellings / Letters and Sounds: Y3 see spelling list in Links Book. Y2/3 booster group: Today's sounds: e_e and u_e Can you write down these silly sentences dictated by an adult?:
Can you put a huge cube in a tube? Will a complete prune contain a stone? Is it ever extremely rude to play a flute?
Maths: WALT: solve word problems relating to addition of ones, tens and hundreds.
When solving word problems, you need to make sure you really understand what the question is asking. You might like to draw a picture to help. Next, work out what your calculation needs to be. Choose a method to work out the calculation (eg a numberline/ a HTO diagram - see the methods examples earlier in the week). See pdfs below for the tasks.
Y3 instructions: Red/ Green start at Challenge 1. Purple start at Challenge 2. Complete as many as you can within 30-45mins.
English: See above
Spellings / Letters and Sounds: Y3 see spelling list in Links Book. Y2/3 booster group: Today's sounds: e_e and u_e Can you write down these silly sentences dictated by an adult?:
Can you put a huge cube in a tube? Will a complete prune contain a stone? Is it ever extremely rude to play a flute?
Maths: WALT: solve word problems relating to addition of ones, tens and hundreds.
When solving word problems, you need to make sure you really understand what the question is asking. You might like to draw a picture to help. Next, work out what your calculation needs to be. Choose a method to work out the calculation (eg a numberline/ a HTO diagram - see the methods examples earlier in the week). See pdfs below for the tasks.
Y3 instructions: Red/ Green start at Challenge 1. Purple start at Challenge 2. Complete as many as you can within 30-45mins.
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Afternoon lessons: First this afternoon we finished our first draft of our Floella diary entries (see English) in preparation to re-draft them into our Blue Assessment Books for tomorrow. We took a bit longer than expected as we were so into our writing and everyone wanted to write more. We'll do our Science lesson one day next week in place an English slot.
PE: See activities on PE section of the Home Learning pages.
PE: See activities on PE section of the Home Learning pages.
Wednesday:
English: See above
Spellings / Letters and Sounds: Y3: see spelling list in Links Book. Y2/Y3 booster group: Today's sound: a_e. See pdf for some anagrams to unscramble. They are all words that contain the a_e grapheme.
English: See above
Spellings / Letters and Sounds: Y3: see spelling list in Links Book. Y2/Y3 booster group: Today's sound: a_e. See pdf for some anagrams to unscramble. They are all words that contain the a_e grapheme.
| a___e_anagrams.pdf |
Maths:
Y3 WALT: add hundreds to 3-digit numbers. See below for the tasks from Busy Ant Maths plus a page of examples in case you need help with the method.
Red group: Start at Ch 1. Green: Do Ch 1 a-f then Ch2. Purple: Do Ch2 Part 1 e-i, then the rest of Ch2, then Ch 3 Part 1 only.
Y2 WALT: add tens and ones to 2 digit numbers Combining our learning from Monday and Tuesday, these questions involve adding more than two numbers together! See pdf below for the questions. You may write the answers on the sheet but draw a numberline for each one too to show how you worked it out. See the pdf for examples of what your numberlines may look like. Work for a reasonable length of time (eg half an hour) and complete as many as you can in that time; you do not need to do the whole sheet! If you find the basic sheet easy, try the harder sheet.
Y3 WALT: add hundreds to 3-digit numbers. See below for the tasks from Busy Ant Maths plus a page of examples in case you need help with the method.
Red group: Start at Ch 1. Green: Do Ch 1 a-f then Ch2. Purple: Do Ch2 Part 1 e-i, then the rest of Ch2, then Ch 3 Part 1 only.
Y2 WALT: add tens and ones to 2 digit numbers Combining our learning from Monday and Tuesday, these questions involve adding more than two numbers together! See pdf below for the questions. You may write the answers on the sheet but draw a numberline for each one too to show how you worked it out. See the pdf for examples of what your numberlines may look like. Work for a reasonable length of time (eg half an hour) and complete as many as you can in that time; you do not need to do the whole sheet! If you find the basic sheet easy, try the harder sheet.
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RE: WALT: know the story of Adam and Eve and the message it gives to Christians. This is the conclusion of our RE work last term on Creation and how Christians interpret God's instructions on how to treat the world. Re-cap, what do Christians believe about how humans should treat the world? Read the story of Adam and Eve and consider the message it gives:
As part of God's creation, humans should obey God. The Creation is good and worth preserving.
Storyboard the story of Adam and Eve and then write the message at the bottom of the page.
As part of God's creation, humans should obey God. The Creation is good and worth preserving.
Storyboard the story of Adam and Eve and then write the message at the bottom of the page.
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Tuesday:
English: See above.
Spellings / Letters and Sounds: Y3: see Spelling list in Links Book. Y2/Y3 booster group: Today's sound: o_e How many words can you think of that use the o_e grapheme? Here are three to start you off: phone, envelope, stroke. Write them down and put sound buttons underneath them (sausages and beans!)
Maths: WALT: add tens to 2 and 3 digit numbers. See below for your group's work. Y3 Red group, if you find your work easy, move on to the BAM work and work through from Challenge 1.
English: See above.
Spellings / Letters and Sounds: Y3: see Spelling list in Links Book. Y2/Y3 booster group: Today's sound: o_e How many words can you think of that use the o_e grapheme? Here are three to start you off: phone, envelope, stroke. Write them down and put sound buttons underneath them (sausages and beans!)
Maths: WALT: add tens to 2 and 3 digit numbers. See below for your group's work. Y3 Red group, if you find your work easy, move on to the BAM work and work through from Challenge 1.
| Year 2 Maths and Y3 Red Group |
| Year 2 Maths Extension |
| Year 3 BAM Green Ch 1 onwards Purple Ch 2 onwards |
Humanities: WALT: know about Daily Life of the Ancient Egyptians.
See pdf file below.
Instructions: Cut out the WALT box and stick it at the top of the page. Cut out each picture in turn. Stick it onto your lined paper. Study each picture carefully. Next to it or beneath it, answer the two questions:
There are some women who are playing musical instruments.
This suggests that the Ancient Egyptians enjoyed music as entertainment.
Afterwards, watch this BBC video which tells you about other aspects of daily life.
Adults: this British Museum link has lots of information about the tomb of Nebamun. There is even a virtual tour to have a look at the actual pieces. Children will need support to access this usefully and safely.
See pdf file below.
Instructions: Cut out the WALT box and stick it at the top of the page. Cut out each picture in turn. Stick it onto your lined paper. Study each picture carefully. Next to it or beneath it, answer the two questions:
- What can you see in the picture?
- What does it tell us about the daily life of the Ancient Egyptians?
There are some women who are playing musical instruments.
This suggests that the Ancient Egyptians enjoyed music as entertainment.
Afterwards, watch this BBC video which tells you about other aspects of daily life.
Adults: this British Museum link has lots of information about the tomb of Nebamun. There is even a virtual tour to have a look at the actual pieces. Children will need support to access this usefully and safely.
| ancient_egyptians_daily_life.pdf |
Monday:
English: See above
English: See above
Maths: WALT: Add single digit numbers to 2 and 3 digit numbers.
Look at the sheet below to remind yourself of some of the methods we use.
Tasks: Look at the colour to see which your group needs to do!
Look at the sheet below to remind yourself of some of the methods we use.
Tasks: Look at the colour to see which your group needs to do!
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French: WALT: know the numbers to 20. Have a practice using this video to help you.
PE: Take a look at the PE pages on the main Home Learning page for ideas of how to keep active.
Music: Practise the Year 3 song Clip Clop Little Donkey.
PE: Take a look at the PE pages on the main Home Learning page for ideas of how to keep active.
Music: Practise the Year 3 song Clip Clop Little Donkey.
| Clip Clop Little Donkey |
Click here for our Weekly Quiz 16/10/2020
Home Learning WB 12.10.2020
English
English
| All_English_Tasks_For_Assessment_Week.pdf |
| Monday: Year 3 Grammar and Punctuation Autumn 1 |
| Monday: Year 3 Spelling Autumn 1 |
| Monday: Year 3 Spelling Transcript for Adult to Read |
| Friday: Steps_of_mummification_to_put_into_past_tense.pdf |
Maths
Monday: WALT: read mass on scales
Discussion: What is mass? What other words are associated with it? (weigh, weight, heavy, grams, kilograms, scales, balance etc).
Complete the activities on this page, starting at Challenge 1.
Monday: WALT: read mass on scales
Discussion: What is mass? What other words are associated with it? (weigh, weight, heavy, grams, kilograms, scales, balance etc).
Complete the activities on this page, starting at Challenge 1.
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PE - Athletics
Practise your sprint technique if you have 10m of flat, safe garden. Remember to use your arms as well as your legs to give you full power. Aim for 10 repetitions on the 10m track.
French: Practise basic conversational French, orally. For example:
Hello Hello
How are you? I'm fine, thanks you.
What's your name? My name is...
How old are you? I am seven years old.
Click this link for a general BBC Bitesize resource that may help with the above.
Practise your sprint technique if you have 10m of flat, safe garden. Remember to use your arms as well as your legs to give you full power. Aim for 10 repetitions on the 10m track.
French: Practise basic conversational French, orally. For example:
Hello Hello
How are you? I'm fine, thanks you.
What's your name? My name is...
How old are you? I am seven years old.
Click this link for a general BBC Bitesize resource that may help with the above.
Click here for the Weekly Quiz - 9.10.2020
Click here for link to Pyramids website
Click here for our Weekly Quiz - 2.10.2020
Click here for the link to Think u Know Bandrunner game (internet safety)
W/C 14th September 2020
English - work for the whole week
English - work for the whole week
| All English Tasks for Miu and the Pharaoh Week 2 |
Copy of the relevant sections of the text (Miu and the Pharaoh) to follow.
Maths - added day by day.
| Maths_14th_sept_2020.pdf |
Maths - 15th September 2020
Continue yesterday's WALT, consolidating the use of diagrams to assist with the addition of 2 digit numbers. Choose your own numbers less than 50 today. If you are feeling confident, try numbers that total more than 100 (choose at least one starting number to be over 50). Remember, when you end up with more than ten 'tens', you need to exchange them for one hundred.
Continue yesterday's WALT, consolidating the use of diagrams to assist with the addition of 2 digit numbers. Choose your own numbers less than 50 today. If you are feeling confident, try numbers that total more than 100 (choose at least one starting number to be over 50). Remember, when you end up with more than ten 'tens', you need to exchange them for one hundred.
P.E - Netball - practice the 3 types of pass: chest pass, shoulder pass, bounce pass.
History - WALT: Locate the Ancient Egyptian Civilization on a world map.
Have a look on Google maps. Put it on Globe view! Find the UK. Zoom in to find Shrewsbury! Zoom out again and look for the modern country of Egypt. Ancient Egypt was in this area, along the banks of the Nile. It's on the North-east corner of the continent of Africa. Can you see the outline of Africa? Find it on the 'flat map' on Google maps as well as the 'Globe view'. Now mark (using a coloured pencil dot) the locations of both the Ancient Egyptian Civilization and the UK today on the world map.
History - WALT: Locate the Ancient Egyptian Civilization on a world map.
Have a look on Google maps. Put it on Globe view! Find the UK. Zoom in to find Shrewsbury! Zoom out again and look for the modern country of Egypt. Ancient Egypt was in this area, along the banks of the Nile. It's on the North-east corner of the continent of Africa. Can you see the outline of Africa? Find it on the 'flat map' on Google maps as well as the 'Globe view'. Now mark (using a coloured pencil dot) the locations of both the Ancient Egyptian Civilization and the UK today on the world map.
| Blank World Map |
Class 3's Weekly Quiz Week 1 - 11.9.2020
Click here to access this week's quiz!
Click here to access this week's quiz!
W/C 13th July
The following work is for Miss Rapley's new September 2020 class.
If you are going to be with Miss James, you'll need to visit Class 4's home learning page for your tasks.
Here is a little video message from me:
The following work is for Miss Rapley's new September 2020 class.
If you are going to be with Miss James, you'll need to visit Class 4's home learning page for your tasks.
Here is a little video message from me:
| Miss Rapley's Intro Video for Class 3 Sept 2020 |
You have 5 tasks this week. Some of them you can do straight away, and some you'll need to make a start on this week and continue them over the rest of the holidays.
Task 1: Reading (Both Year Groups)
Dr Seuss said: " You can find magic wherever you look; sit back, relax, all you need is a book".
Here is a Reading Bingo challenge to encourage you to read as much as you can over the summer! You can choose whether to do the 25 box version or the 9 box version.
Task 1: Reading (Both Year Groups)
Dr Seuss said: " You can find magic wherever you look; sit back, relax, all you need is a book".
Here is a Reading Bingo challenge to encourage you to read as much as you can over the summer! You can choose whether to do the 25 box version or the 9 box version.
| summer_reading_bingo.pdf |
Task 2: English (Both Year Groups)
Your task is to write a recount or a diary entry for one day during the last few weeks or during the holidays. It doesn't have to be about a big trip out (although I'd love to read about those too!); it can just be a normal day at home. Remember to bring your writing to life by including lots of detail and description. Time connectives will help you structure your writing, too. Here are some examples to help you: Last week / Yesterday / During the holidays / In the morning / At first / Not long after that / After a while / Before long / Soon it was time for / Eventually / At last / Finally.
You can choose whether to type or write by hand. You could add illustrations to your page as well and colour them in. Whichever method you choose, ensure you check spelling, punctuation and grammar carefully and make sure your writing is easy to read and as neat as can be!
Task 3: Maths
*********Updated 13/7/2020 Apologies - correct year groups are now below! HR. *********
Here are some booklets containing activities for you to complete all with a summer theme! Some activities are longer than others; don't try to do them all at once! Just have a go and do your best.
When you have finished, mark each activity with an adult's help.
The Year Groups refers to the year you are in NOW rather than September.
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Task 4: Getting To Know You task: 'Me in a Bag' (Both Year Groups)
| Me in a Bag Activity |
Task 5: Humanities task (Both Year Groups) linked to next terms topic: The Ancient Egyptians
Watch this BBC Bitesize video as an introduction to The Ancient Egyptians.
When you have watched the video, read the introduction text below. Further down the page, there other activities that you might like to try. Have a go at making a pyramid using the template provided and have a look at the pictures of Ancient Egyptian artefacts.
Watch this BBC Bitesize video as an introduction to The Ancient Egyptians.
When you have watched the video, read the introduction text below. Further down the page, there other activities that you might like to try. Have a go at making a pyramid using the template provided and have a look at the pictures of Ancient Egyptian artefacts.
W/C 6th July
English
Term is coming to an end and what an odd term it has been for us all, at home and at school! With Lockdown easing for now, I thought that this week we'd look back on the last few months. The activities will help you to make some records of your experiences. In the future, you can look back on 2020 and remember how strange it all was!
This is the last work I will set you as a member of my current Class 3. Next week, you'll be set 'Move-Up' work by your new teacher. Year 2s, I'll be setting your work next week of course as you will remain in my class!
I have loved seeing the work you have done during the school closure. Please keep sending it to me this week.
| All English Tasks for Looking Back at Lockdown |
Maths
End of year maths tests. You and your parents can choose whether to do these 'under test conditions' or whether to just work through them together.
If you choose to do them as tests, spend time the next day reviewing the answers.
If you choose to work through them together, they'll take longer, so split them over several days.
Either way, they provide a nice summary of the maths you have learnt this year!
Year 3 (Parents: Top row is pupil tests, bottom row is mark schemes!)
End of year maths tests. You and your parents can choose whether to do these 'under test conditions' or whether to just work through them together.
If you choose to do them as tests, spend time the next day reviewing the answers.
If you choose to work through them together, they'll take longer, so split them over several days.
Either way, they provide a nice summary of the maths you have learnt this year!
Year 3 (Parents: Top row is pupil tests, bottom row is mark schemes!)
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Year 2 (Parents: Top row is pupil tests, bottom row is guidance/ mark schemes!)
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Other Tasks:
Science 1: Parts of a plant. Click here for an Oak National Academy lesson.
Science 2: Parts of a flower. Click here for an Oak National Academy lesson.
Science 3: Life cycle of a plant. Click here for an Oak National Academy lesson
Science 1: Parts of a plant. Click here for an Oak National Academy lesson.
Science 2: Parts of a flower. Click here for an Oak National Academy lesson.
Science 3: Life cycle of a plant. Click here for an Oak National Academy lesson
W/C 29th June
I hope you enjoyed your work last week on Nonsense poetry! I have received some lovely work via email; if you haven't sent me any yet, please do; I love seeing your work. I have especially enjoyed the videos of you performing nonsense poems.
English: Both Year Groups:
I hope you enjoyed your work last week on Nonsense poetry! I have received some lovely work via email; if you haven't sent me any yet, please do; I love seeing your work. I have especially enjoyed the videos of you performing nonsense poems.
English: Both Year Groups:
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Year 3 Task 5: Click here for Grammar Test Practice on Testbase.
Year 2 Task 5: Click here for Grammar Test Practice on Testbase.
Maths
Year 3
Year 2 Task 5: Click here for Grammar Test Practice on Testbase.
Maths
Year 3
| Task 1: Factor Rainbows |
Task 2: On a blank piece of paper, make a poster of a factor rainbow for 288. It will be pretty big; make sure you plan it carefully so that you can fit it all on the page nicely. Colour it in and send it to me at the home-learning email address.
Task 3: Explore REMAINDERS using this Remainders sieve activity on Nrich.
Remember, remainders are the numbers left over after a division. So if you divide 19 by 3, the answer is 6 remainder 1, or 6 r 1. (because 6 x 3 = 18 and there is one left over. Use some practical items such as coins or dry pasta and sort them into piles, if you are struggling).
Task 4: Play the Remainders Game on Nrich, which follows on from yesterday. The best way to work it out is just to have a go! For level one, the number is always 1-60.
Task 5: Have a go at this division activity on Transum.org. You only need to fill in the answer when the number divides exactly, with no remainders. For bonus points, you could work out what the remainders would be for the ones that don't divide exactly! eg for 21 divided by 5, the answer would be 4 r 1! (because 4 x 5 = 20 and there is one left over).
Maths
Year 2 - Revision of Money
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Task 3: Click here for a link to a Nrich challenge.
Task 4: Click here for a link to another Nrich challenge.
Task 4: Click here for a link to another Nrich challenge.
| Task 5 |
Other Task (Just one this week as it's a big one!)
This is a Design Technology task!
Your task is to design and make a model boat.
It must meet the following criteria:
-it must be big enough for two Lego people to travel inside.
-it must be stable and watertight enough to keep the Lego people afloat on a paddling pool / large water tray for at least 5 mins.
-it must be self-powered (see below), so that it can move a distance of at least 30cm across the pool/tray
-it will earn bonus points for being eco-friendly (ie made out of recycled materials)
-it needs to look great!
How could I self-power my boat? You could give it a sail (you can blow on it if there is no wind when you are testing it). Alternatively, you could make some sort of paddle or propeller system, using an elastic band. This is more complicated but could be more fun! There are lots of designs on the internet.
I would LOVE to see a video of your final design being tested in your paddling pool / water tray / washing up bowl! Send them in to the home-learning email address.
This is a Design Technology task!
Your task is to design and make a model boat.
It must meet the following criteria:
-it must be big enough for two Lego people to travel inside.
-it must be stable and watertight enough to keep the Lego people afloat on a paddling pool / large water tray for at least 5 mins.
-it must be self-powered (see below), so that it can move a distance of at least 30cm across the pool/tray
-it will earn bonus points for being eco-friendly (ie made out of recycled materials)
-it needs to look great!
How could I self-power my boat? You could give it a sail (you can blow on it if there is no wind when you are testing it). Alternatively, you could make some sort of paddle or propeller system, using an elastic band. This is more complicated but could be more fun! There are lots of designs on the internet.
I would LOVE to see a video of your final design being tested in your paddling pool / water tray / washing up bowl! Send them in to the home-learning email address.
W/C 22nd June
English - Both Year Groups
This week we are looking at Nonsense Poetry.
Click here for a link to a BBC Bitesize lesson introducing Nonsense Poetry.
Task 1: Complete Activity 1 on the BBC Bitesize lesson above.
Task 2: Draw a picture. Even though the poem is nonsense, it still create images in your mind. Draw the scene in your mind that the poem creates. Make sure that it is very detailed! When you have finished, compare it to the picture on the page above.
Task 3: Complete Activity 2 on the BBC Bitesize lesson above.
Task 4: Complete Activity 3 on the BBC Bitesize lesson above.
Task 5: Find another nonsense poem that you like by searching online with the help of an adult. Edward Lear and Lewis Carroll are two famous poets that you could search for. Michael Rosen also writes nonsense poems. Write out the poem using your best handwriting and decorate the page. Try to learn it by heart. I can still remember a nonsense poem that I learnt in primary school and that was a very long time ago!
If you'd like your moment of fame, send us a video (maximum 3mins) of you performing your favourite nonsense poem and send it to home-learning@trinity.shropshire.sch.uk with For Miss Rapley in the subject line. If you'd like it to, it can appear on the blog for us all to enjoy.
Maths
Y3:
Task 1: Click here for a lesson revising multiplication/division by 10 and 100.
Task 2: Click here for another lesson on multiplying/dividing by 1000.
English - Both Year Groups
This week we are looking at Nonsense Poetry.
Click here for a link to a BBC Bitesize lesson introducing Nonsense Poetry.
Task 1: Complete Activity 1 on the BBC Bitesize lesson above.
Task 2: Draw a picture. Even though the poem is nonsense, it still create images in your mind. Draw the scene in your mind that the poem creates. Make sure that it is very detailed! When you have finished, compare it to the picture on the page above.
Task 3: Complete Activity 2 on the BBC Bitesize lesson above.
Task 4: Complete Activity 3 on the BBC Bitesize lesson above.
Task 5: Find another nonsense poem that you like by searching online with the help of an adult. Edward Lear and Lewis Carroll are two famous poets that you could search for. Michael Rosen also writes nonsense poems. Write out the poem using your best handwriting and decorate the page. Try to learn it by heart. I can still remember a nonsense poem that I learnt in primary school and that was a very long time ago!
If you'd like your moment of fame, send us a video (maximum 3mins) of you performing your favourite nonsense poem and send it to home-learning@trinity.shropshire.sch.uk with For Miss Rapley in the subject line. If you'd like it to, it can appear on the blog for us all to enjoy.
Maths
Y3:
Task 1: Click here for a lesson revising multiplication/division by 10 and 100.
Task 2: Click here for another lesson on multiplying/dividing by 1000.
| Task 3: Multiplying by 10 or 100 or 1000 practice |
| Task 4:Dividing by 10 or 100 practice |
Task 5: Get on Times Tables Rockstars! I've set up a battle for you, to run from Monday to Friday this week. Boys vs Girls in Year 3, and Boys vs Girls in Y2.
Y2:
Revision of Shape using Oak National Academy online resources.
Task One: Click here for a lesson on naming 2D shapes
Task Two: Click here for a lesson on right angles
Task Three: Click here for a lesson on symmetry
Task Four: Click here for a lesson on 3D shapes
Task Five: Click here for a lesson on 2D shapes on 3D shapes
Other Tasks:
Geography: Click here for an lesson on water from Oak National Academy
French: Click here for a BBC Bitesize lesson about clothes and food
Y2:
Revision of Shape using Oak National Academy online resources.
Task One: Click here for a lesson on naming 2D shapes
Task Two: Click here for a lesson on right angles
Task Three: Click here for a lesson on symmetry
Task Four: Click here for a lesson on 3D shapes
Task Five: Click here for a lesson on 2D shapes on 3D shapes
Other Tasks:
Geography: Click here for an lesson on water from Oak National Academy
French: Click here for a BBC Bitesize lesson about clothes and food
W/C 15th June
English - Both Year Groups
English - Both Year Groups
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Maths - Year 2 and Year 3 work is labelled separately
Year 3: This week we are learning about co-ordinates. Here is a video to help get you started.
Year 3: This week we are learning about co-ordinates. Here is a video to help get you started.
| Year 3 Task 1 |
| Year 3 Task 2. Remember, the perimeter is the distance around the outside of the shape. |
Year 3 Task 3: Have a go at this challenge on the NRICH website.
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Year 3 Task 4: Have a practise at using co-ordinates in four quadrants (Including negative numbers) by playing this game of Battleships with a partner.
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| Year 2 Task 1 Position and Direction Revision |
| Year 2 Task 2 Turns |
Year 2 Task 4: Click here for the NRICH task Treasure Hunt. You need to use co-ordinates to guess the location of the treasure, but you need a good strategy to keep the number of guesses low! Play it several times - can you improve your strategy?
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Here is a video to help with co-ordinates.
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Year 2 Task 5: Click here for Reasoning Practice on Testbase with a Position and Direction focus.
Other Tasks:
Well done to those of you who have been reading and quizzing a lot since school closed. It's really great to see when we look at the AR data. Rewards are on their way!
This week, I'd like EVERYONE to quiz on a book if at all possible. Remember, we can see your quizzing activity and we'll be checking at the end of the week. There are plenty of online books available - check the main Home Learning page for links. Get reading everyone!
(No Geography tasks this week so you can put all your energy into the above reading and writing tasks.)
Well done to those of you who have been reading and quizzing a lot since school closed. It's really great to see when we look at the AR data. Rewards are on their way!
This week, I'd like EVERYONE to quiz on a book if at all possible. Remember, we can see your quizzing activity and we'll be checking at the end of the week. There are plenty of online books available - check the main Home Learning page for links. Get reading everyone!
(No Geography tasks this week so you can put all your energy into the above reading and writing tasks.)
W/C 8th June
English - Both Year Groups
English - Both Year Groups
Links to the audio versions of these chapters:
Mr Toad Toad's Adventures The Further Adventures of Toad |
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Maths - Year 3 only - Roman Numerals and Time
We are learning about Roman Numerals this week which is completely new to some children. There is a Powerpoint to explain them but if you can't open it there are lots of other resources available online. We're also revising Time. Some children find Telling the Time quite easy, while others find it extremely confusing and frustrating. Lots of practise using an analague clock is key (eg Task 2), but also try to find real-life opportunities throughout the day to practise what they know (For example: This cake takes 40 minutes to bake. If we put it in the oven now at 3.30pm, when will it be ready?)
We are learning about Roman Numerals this week which is completely new to some children. There is a Powerpoint to explain them but if you can't open it there are lots of other resources available online. We're also revising Time. Some children find Telling the Time quite easy, while others find it extremely confusing and frustrating. Lots of practise using an analague clock is key (eg Task 2), but also try to find real-life opportunities throughout the day to practise what they know (For example: This cake takes 40 minutes to bake. If we put it in the oven now at 3.30pm, when will it be ready?)
| Introduction to Roman Numerals Powerpoint |
| Task 1: Complete the Hundred Square using Roman Numerals. (Answers are included on the second page) |
| Task 2: Make a Clock Face with Roman Numerals. You may prefer to make your own clock face using card from a cereal packet or similar. When your clock is made, use it to practise telling the time to the nearest 5 minutes, and then the nearest minute! |
| Task 3: Visiting the Fair. All these times should be read to the nearest 5 minutes. |
| Task 4: The Sheep Race. Now we are focusing on reading a clock to the nearest minute. Look carefully! |
Task 5: Click here for Reasoning Practice using Testbase (with a focus on Time)
Maths: Year 2 only - Telling the Time
Task 1: Using some card from the recycling (perhaps a cereal box, for example), make yourself a model clock face. Can you remember exactly where the numbers should go? Make the two hands - can you remember the difference between them? Attach them with blue tack or perhaps a paper fastener if an adult can help you to make the hole. Now use your model clock face to practise telling the time. Start with o'clock, half past, quarter past and quarter to. Move on to the nearest five minutes when you are confident. Can you remember the difference between PAST and TO? You might even be able to read the time to the nearest minute!
Ask an adult to challenge you with some questions. Here are some examples:
Set your clock to quarter past 5.
What time will it be in ten minutes? Show me on the clock and tell me out loud.
Move you clock on one quarter of an hour. What time is it now? Show/Tell me.
Set your clock at the time you think we will have lunch. Tell me out loud.
Set your clock at the time you normally go to bed.
Keep using your model clock face throughout the week. Practise telling the time in real life situations!
Task 1: Using some card from the recycling (perhaps a cereal box, for example), make yourself a model clock face. Can you remember exactly where the numbers should go? Make the two hands - can you remember the difference between them? Attach them with blue tack or perhaps a paper fastener if an adult can help you to make the hole. Now use your model clock face to practise telling the time. Start with o'clock, half past, quarter past and quarter to. Move on to the nearest five minutes when you are confident. Can you remember the difference between PAST and TO? You might even be able to read the time to the nearest minute!
Ask an adult to challenge you with some questions. Here are some examples:
Set your clock to quarter past 5.
What time will it be in ten minutes? Show me on the clock and tell me out loud.
Move you clock on one quarter of an hour. What time is it now? Show/Tell me.
Set your clock at the time you think we will have lunch. Tell me out loud.
Set your clock at the time you normally go to bed.
Keep using your model clock face throughout the week. Practise telling the time in real life situations!
| Task 2 |
| Task 3 |
| Task 4 |
Task 5: Click here for Reasoning Practice using Testbase (with a focus on Time)
Other Tasks
Task 1: Geography: Flooding
Read this BBC Bitesize article all about flooding and the information sheet below. Complete the worksheet.
Task 1: Geography: Flooding
Read this BBC Bitesize article all about flooding and the information sheet below. Complete the worksheet.
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Task 2: Y3: Science: Plant growth. Follow this Oak Academy lesson: It in intended for Year 3 but I'm sure you Year 2s will enjoy it too! :)
W/C 1st June
English - Both Year Groups
English - Both Year Groups
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Maths
| Addition / Subtraction with Money: Task 1 Revision Y2 and Y3 |
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Task 4:
Y3: Click here for: Reasoning Practice using Testbase (with Money Focus)
Y2: Click here for: Reasoning Practice using Testbase (with Money Focus)
Task 5:
Click here for: Testbase Y3 Weekly Arithmetic Practice (General Mix)
Click here for: Testbase Y2 Weekly Arithmetic Practice (General Mix)
Remember that you can look at the mark schemes for last week's Reasoning and Arithmetic papers by clicking on their original links.
Y3: Click here for: Reasoning Practice using Testbase (with Money Focus)
Y2: Click here for: Reasoning Practice using Testbase (with Money Focus)
Task 5:
Click here for: Testbase Y3 Weekly Arithmetic Practice (General Mix)
Click here for: Testbase Y2 Weekly Arithmetic Practice (General Mix)
Remember that you can look at the mark schemes for last week's Reasoning and Arithmetic papers by clicking on their original links.
Other Tasks:
| Task 1: Geography: Rivers of the World |
| Task 2: Geography: Rivers of the United Kingdom |
W/C 18th May
English
English
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Click here for the link to the audio version.
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Maths
| Task 1: Capacity Exploration |
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Task 4:
Y3: Click here for: Reasoning Practice using Testbase (with Capacity Focus)
Y2: Click here for: Reasoning Practice using Testbase (Some capacity and then a general mix)
Task 5:
Click here for: Testbase Y3 Weekly Arithmetic Practice (General Mix)
Click here for: Testbase Y2 Weekly Arithmetic Practice (General Mix)
Remember that you can look at the mark schemes for last week's Reasoning and Arithmetic papers by clicking on their original links.
Y3: Click here for: Reasoning Practice using Testbase (with Capacity Focus)
Y2: Click here for: Reasoning Practice using Testbase (Some capacity and then a general mix)
Task 5:
Click here for: Testbase Y3 Weekly Arithmetic Practice (General Mix)
Click here for: Testbase Y2 Weekly Arithmetic Practice (General Mix)
Remember that you can look at the mark schemes for last week's Reasoning and Arithmetic papers by clicking on their original links.
Other Tasks: Geography - Mapwork
Task 1: Explore this Mapzone website from Ordnance Survey. There are lots of things to look at and questions to answer. Visit the Map Skills section. In there, you will find sections on Compasses and Directions, Grid References, Understanding Scale and Map Symbols. Also, have a look through the document below (called Map Reaading Made Easy Peasy). Don't worry if it all gets a bit complicated: our focus is on understanding up to 8 compass points and 4-figure grid references.
If you have an actual OS map at home, ask if you can have a look at it. Practise using the key to identify what symbols mean. Ask an adult to set you challenges: eg "Find the village that is directly north of xxx?"
Task 2: Have a go at my little quiz about our own area.
Task 1: Explore this Mapzone website from Ordnance Survey. There are lots of things to look at and questions to answer. Visit the Map Skills section. In there, you will find sections on Compasses and Directions, Grid References, Understanding Scale and Map Symbols. Also, have a look through the document below (called Map Reaading Made Easy Peasy). Don't worry if it all gets a bit complicated: our focus is on understanding up to 8 compass points and 4-figure grid references.
If you have an actual OS map at home, ask if you can have a look at it. Practise using the key to identify what symbols mean. Ask an adult to set you challenges: eg "Find the village that is directly north of xxx?"
Task 2: Have a go at my little quiz about our own area.
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W/C 11th May
English
English
| All English tasks for Wind in the Willows Week 2 |
Maths
Task 1: Revise fractions.
The denominator of a fraction is the bottom number, and is how many equal parts something is split into. The numerator of a fraction is the top number, and is how many of those parts are selected. So for 3/4, there will be 4 equal parts, and 3 of those will be selected.
On this sheet, numerators and denominators are missing. Look carefully at the diagram and work out what the fraction should be. Practise saying the fractions out loud to an adult, remembering the strange ones like quarters and thirds.
Task 1: Revise fractions.
The denominator of a fraction is the bottom number, and is how many equal parts something is split into. The numerator of a fraction is the top number, and is how many of those parts are selected. So for 3/4, there will be 4 equal parts, and 3 of those will be selected.
On this sheet, numerators and denominators are missing. Look carefully at the diagram and work out what the fraction should be. Practise saying the fractions out loud to an adult, remembering the strange ones like quarters and thirds.
| fractions_cards_missing_denominator_or_numerator.pdf |
Task 2: Revise equivalent fractions
| equivalent_fractions_circle__1_.pdf |
Task 3: Would you rather? - Finding fractions of numbers
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Task 4:
Y3: Click here for: Reasoning Practice using Testbase (with Fractions Focus)
Y2: Click here for: Reasoning Practice using Testbase (with Fractions Focus)
Task 5:
Click here for: Testbase Y3 Weekly Arithmetic Practice (with Fractions Focus)
Click here for: Testbase Y2 Weekly Arithmetic Practice (with Fractions Focus)
Remember that you can look at the mark schemes for last week's Reasoning and Arithmetic papers by clicking on their original links.
Other Tasks:
Task 1: Geography: The River Severn. Watch this video about our local river. It is meant for older children so there will be bits you don't understand, but the pictures show the river really well. Watch it more than once as you'll notice different things each time. Use what you learn in the video, plus any other resources you have access to, to complete this factfile about the River Severn.
| River_Severn_factfile.pdf |
Task 2: Mapping the route of the River Severn. Print out this map if you can. Colour each of the four countries of the UK a different shade of green (if possible) and colour the sea blue. Add two towns/cities to the map: Shrewsbury and Worcester. Add a dot to mark the source of the River Severn at Plynlimon. Now search online for a map of the whole route of the River Severn. Click here for an example. Add the route on to the map, from its source at Plynlimon to its mouth at Bristol, trying to get the direction of its path as accurate as possible. Go over this with a blue felt tip and label it the River Severn.
| uk_map_a4.pdf |
W/C 4th May
Music - Mrs Hadwick
| 4.5.20_y3___4_1st_page.pdf |
| 4.5.20_y3___4_2nd_page.pdf |
English
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Click here for the link to the BBC audio version of Wind in the Willows.
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Maths
Task 1: Y2 and Y3: Dedicate some time to practising your times tables, as they'll be useful to you for the rest of this week! In addition to Times Table Rock Stars, there are loads on online games that can help you. Check your Links book to see which times tables you have learnt so far; revise all these and also work on one you don't know yet.
I like this Pairs Matching Game and Hit the Button and there are some great times tables games from Transum, but some are a little tricky so choose carefully.
Task 2: Multiplication using Partitioning I have made a little video to help you with this task. Click here to access it. Use the same password as the Home Learning pages. (It has sound, but it may not work on some devices apparently). When you have watched it, have a go at these sheets. Write in your Home Learning Book, NOT ON THE SHEET - there isn't space! Year 3, you can choose whether to do the basic or challenging task, depending on how confident you feel.
Task 1: Y2 and Y3: Dedicate some time to practising your times tables, as they'll be useful to you for the rest of this week! In addition to Times Table Rock Stars, there are loads on online games that can help you. Check your Links book to see which times tables you have learnt so far; revise all these and also work on one you don't know yet.
I like this Pairs Matching Game and Hit the Button and there are some great times tables games from Transum, but some are a little tricky so choose carefully.
Task 2: Multiplication using Partitioning I have made a little video to help you with this task. Click here to access it. Use the same password as the Home Learning pages. (It has sound, but it may not work on some devices apparently). When you have watched it, have a go at these sheets. Write in your Home Learning Book, NOT ON THE SHEET - there isn't space! Year 3, you can choose whether to do the basic or challenging task, depending on how confident you feel.
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Task 3: Multiplication using the expanded written method I have made another little video to help you with this task. Click here to access it. Use the same password as the Home Learning pages. (It has sound, but it may not work on some devices apparently). When you have watched it, have a go at these sheets. Write in your Home Learning Book, NOT ON THE SHEET - there isn't space! Year 3, you can choose whether to do the basic or challenging task, depending on how confident you feel.
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Task 4:
Y3: Click here for: Reasoning Practice using Testbase (with Multiplication Focus)
Y2: Click here for: Reasoning Practice using Testbase (with Multiplication Focus)
Task 5:
Click here for: Testbase Y3 Weekly Arithmetic Practice (with Multiplication Focus)
Click here for: Testbase Y2 Weekly Arithmetic Practice (with Multiplication Focus)
Y3: Click here for: Reasoning Practice using Testbase (with Multiplication Focus)
Y2: Click here for: Reasoning Practice using Testbase (with Multiplication Focus)
Task 5:
Click here for: Testbase Y3 Weekly Arithmetic Practice (with Multiplication Focus)
Click here for: Testbase Y2 Weekly Arithmetic Practice (with Multiplication Focus)
Remember that you can look at the mark schemes for last week's Reasoning and Arithmetic papers by clicking on their original links.
Other Tasks:
Task 1 - Science: Click here to visit the website of a FSC Fieldwork Live lesson on Habitat Exploration. The lesson went out live last Thursday, but you can watch the replay. This is the final one of three FSC lessons for primary school children. I hope you have enjoyed them!
The sheets below will be useful to you. The lesson prep is quite lengthy - don't feel you need to do it all! Pick the bits you fancy.
Once the lesson is over, ask if you can go outside and use some of your new skills on invertebrates in your garden!!
Other Tasks:
Task 1 - Science: Click here to visit the website of a FSC Fieldwork Live lesson on Habitat Exploration. The lesson went out live last Thursday, but you can watch the replay. This is the final one of three FSC lessons for primary school children. I hope you have enjoyed them!
The sheets below will be useful to you. The lesson prep is quite lengthy - don't feel you need to do it all! Pick the bits you fancy.
Once the lesson is over, ask if you can go outside and use some of your new skills on invertebrates in your garden!!
| KS2-Habitat-Exploration-pre-lesson-preparation.pdf |
| KS2-Habitat-Exploration-live-lesson.pdf |
Task 2 - Art
Click here for a link to a video tutorial that shows you how to draw a simple reflection on water.
Can you follow the tutorial? You could you change the sailing boat to a subject of your choice - for example, a simple tree or a swan. Send me your own versions using home-learning@trinity.shropshire.sch.uk with For Miss Rapley in the subject line. Happy drawing :)
Click here for a link to a video tutorial that shows you how to draw a simple reflection on water.
Can you follow the tutorial? You could you change the sailing boat to a subject of your choice - for example, a simple tree or a swan. Send me your own versions using home-learning@trinity.shropshire.sch.uk with For Miss Rapley in the subject line. Happy drawing :)
W/C 27th April
Music
| mrs_h_27.4.20_3_4.pdf |
| mrs_h_27.4.20_ks2.pdf |
| mrs_h_27.4.20_ks2_part_2.pdf |
English: Both Year Groups
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This link may be useful for the Hairy Maclary tasks.
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| Stories with Rhymes Week 2 Hairy Maclary Task 2 |
| Stories with Rhymes Week 2 Hairy Maclary Task 3 |
| Task 4: Handwriting Practice. Use normal lined paper if you can't print this. |
Task 5.
Click here for Year 2 Testbase Grammar and Punctuation practice. This week's focus is punctuation.
Click here for Year 3 Testbase Grammar and Punctuation practice. This week's focus is punctuation.
Click here for Year 2 Testbase Grammar and Punctuation practice. This week's focus is punctuation.
Click here for Year 3 Testbase Grammar and Punctuation practice. This week's focus is punctuation.
Maths: Both Year Groups
Task 1: Revise the names of 2D shapes by watching this BBC clip. Read the text below the clip and have a go at the quiz at the bottom, too. Then complete the sheets below. If you can't print the sheets and colour the shapes, write the name of each one in your Home Learning Book.
Task 1: Revise the names of 2D shapes by watching this BBC clip. Read the text below the clip and have a go at the quiz at the bottom, too. Then complete the sheets below. If you can't print the sheets and colour the shapes, write the name of each one in your Home Learning Book.
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Task 2: Have a go at this task on Nrich: Where Are They?
Task 3: Have a go at this task on Nrich: Four Triangles
Task 3: Have a go at this task on Nrich: Four Triangles
Task 4:
Y3: Click here for: Reasoning Practice using Testbase (with a focus on Shape)
Y2: Click here for: Reasoning Practice using Testbase (with a focus on Shape)
Task 5:
Click here for: Testbase Y3 Weekly Arithmetic Practice (General Mix)
Click here for: Testbase Y2 Weekly Arithmetic Practice (General Mix)
Y3: Click here for: Reasoning Practice using Testbase (with a focus on Shape)
Y2: Click here for: Reasoning Practice using Testbase (with a focus on Shape)
Task 5:
Click here for: Testbase Y3 Weekly Arithmetic Practice (General Mix)
Click here for: Testbase Y2 Weekly Arithmetic Practice (General Mix)
Remember that you can look at the mark schemes for last week's Reasoning and Arithmetic papers by clicking on their original links.
Other Tasks:
Other Tasks:
| Task 1: Geography: A River from Source to Sea |
Task 2: Click here to visit the website of a FSC Fieldwork Live lesson on Creative Exploration. The lesson went out live last Friday, but you can watch the replay. Listen carefully as there may be a special message for you on the video!
The sheet below may be useful to you.
Once the lesson is over, see if you can try out some of the activities. I'd love to see photos of your mini version of your garden or your Hapa Zome art!
The sheet below may be useful to you.
Once the lesson is over, see if you can try out some of the activities. I'd love to see photos of your mini version of your garden or your Hapa Zome art!
| 04e-ks2-creative-exploration-live-lesson.pdf |
W/C 20th April
Blog Task: Go to the Daily Blog and post a comment on the discussion called 'Whole School Chat'. Remember, you can also comment on other blog posts, and respond to other people's comments too. Let's get Trinity chatting!
First week's challenge - spread happiness and make your friends smile!
Hello Class 3 and welcome back after the Easter break. We are back to 'normal' for Home Learning this week: 5 English, 5 Maths and 2 'Other' tasks, plus the Blog Task.
English - both Year Groups (Y2 and Y3)
You may find this link useful for these tasks: https://www.youtube.com/watch?v=ZR1-c5nYkZ4
Blog Task: Go to the Daily Blog and post a comment on the discussion called 'Whole School Chat'. Remember, you can also comment on other blog posts, and respond to other people's comments too. Let's get Trinity chatting!
First week's challenge - spread happiness and make your friends smile!
Hello Class 3 and welcome back after the Easter break. We are back to 'normal' for Home Learning this week: 5 English, 5 Maths and 2 'Other' tasks, plus the Blog Task.
English - both Year Groups (Y2 and Y3)
You may find this link useful for these tasks: https://www.youtube.com/watch?v=ZR1-c5nYkZ4
| Task 1: Stories with Rhyme - A Dragon in a Wagon |
| Task 2: Stories with Rhyme - A Dragon in a Wagon |
| Task 3: Stories with Rhyme - A Dragon in a Wagon |
| Task 4: Stories with Rhyme - A Dragon in a Wagon Word Chains |
Task 5: Spelling practice on SpellingFrame. See below for the correct link for your Year Group. When the page has loaded, click on the Spelling Tiles button and choose the type of activity you'd like to use to practise your spellings; you can choose all of them at once if you wish! Practise the spellings and then return to the first page to take a test. Record the results in your Home Learning book with today's date and the name of this week's Spelling Rule.
Year 3: Adding Suffixes spellingframe.co.uk/spelling-rule/8/1-Adding-suffixes-beginning-with-vowel-letters-to-words-of-more-than-one-syllable
Year 2: The sound spelt ge and dge spellingframe.co.uk/spelling-rule/78/1-The-sound-spelt-as-ge-and-dge-at-the-end-of-words
Year 3: Adding Suffixes spellingframe.co.uk/spelling-rule/8/1-Adding-suffixes-beginning-with-vowel-letters-to-words-of-more-than-one-syllable
Year 2: The sound spelt ge and dge spellingframe.co.uk/spelling-rule/78/1-The-sound-spelt-as-ge-and-dge-at-the-end-of-words
Maths - Y3 Our focus this week: Addition and Subtraction
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| Task 2: Going shopping and using The 9 Trick |
Task 3: Cosmic Redshift: Click here for an addition and subtraction investigation from Transum. Record answers in your Home Learning book.
Maths- Y2 Our focus this week: Addition and Subtraction
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| Task 2: Going shopping and using The 9 Trick |
Task 3: Nrich Money investigation: Five Coins Click here. Try a few out to start with, then ask an adult to hide 5 coins in their pocket. Can you guess how much they have hidden? Eventually, they might have to give you some clues eg All the coins are the same or all the coins are coppers.
Geography and Science Tasks
| Task 1: Colour the river blue, then label its features. |
Task 2: Click here to visit the website of a FSC Fieldwork Live lesson on Rocks and Soils. You can watch the lesson live at 10.30am on Monday, but if you miss it, don't worry! You can watch again at any time after that. Below are some sheets to go with it. Sheet 1 can be done anytime but Sheet 2 is best done as the lesson goes along! (Year 2s may need some help reading some of these big words!)
Once the lesson is over, ask if you can go outside and investigate the soil where you live!
Once the lesson is over, ask if you can go outside and investigate the soil where you live!
| Sheet 1: fieldwork_live_soil_exploration_the_rock_cycle.pdf |
| Sheet 2: KS2-soil-exploration-live-lesson.pdf |
W/C 6th April - The Easter Break. Just 2 main tasks over the next fortnight, plus a bonus blog task!
Happy Easter Class 3!
Blog Task: Go to the Daily Blog and post a comment on this week's discussion called 'Whole School Chat W/C 6/4/2020'. It's all about saying Thank You. Remember, you can also comment on other blog posts, and respond to other people's comments too. Let's get Trinity chatting!
Happy Easter Class 3!
Blog Task: Go to the Daily Blog and post a comment on this week's discussion called 'Whole School Chat W/C 6/4/2020'. It's all about saying Thank You. Remember, you can also comment on other blog posts, and respond to other people's comments too. Let's get Trinity chatting!
Task 1: An art task to kick off our new topic for this term: Source to Sea! It is a topic all about rivers. Use this video tutorial ( Click Here ) to create your own river scene. Once you have the basic picture you can personalise them to make them your own. Instead of colouring pencils, you could use paint, wax crayons, felt tips or pastels to colour them, or even collage if you wanted. It's up to you! I'd love to see your pictures, so send them to home-learning@trinity.shropshire.sch.uk, with For Miss Rapley in the subject line, and they might appear on the Daily Blog after the Easter break. Happy drawing, Class 3 artists!
| Task 2: What do I already know about rivers? |
W/C 30th March
Blog Task: Go to the Daily Blog and post a comment on the discussion called 'Whole School Chat'. Remember, you can also comment on other blog posts, and respond to other people's comments too. Let's get Trinity chatting!
English - both Year Groups (Y2 & Y3)
| Task 1: What are homographs? |
| Task 2: Homograph Riddles |
| Task 3: Homograph story |
| Task 4: How many words? |
| Task 5: Alphabet Amble |
Maths - Y3 Our focus this week: Place Value
| Task 1: Place Value activity (Y3) |
Task 2: An Nrich activity to build a hundred square that is written in code! You can use the interactive online version, or print it out if you prefer. Use what you know about the numbers to 100 to help you work out which part of the jigsaw goes where. It isn't as easy as it seems! Find the activity by clicking here: Nrich Coded Hundred Square. If you get stuck, ask your adult to check the 'Getting Started' or 'Solution' pages, but no cheating!
| Task 3: Place Value Puzzles (Y3) |
Task 4: Click here for: Testbase Reasoning Practice (Place Value focus)
Task 5: Click here for: Testbase Weekly Arithmetic Practice
Please note: The mark scheme for last time's Testbase papers should now be available on the original link.
Maths - Year 2 (Miss Rapley's Maths groups only. If you go to Miss Davies, look on Class 2's page).
Our focus this week: Place Value
Our focus this week: Place Value
| Task 1: Place Value activity (Y2) |
Task 2: An Nrich activity to build a hundred square that is written in code! You can use the interactive online version, or print it out if you prefer. Use what you know about the numbers to 100 to help you work out which part of the jigsaw goes where. It isn't as easy as it seems! Find the activity by clicking here: Nrich Coded Hundred Square. If you get stuck, ask your adult to check the 'Getting Started' or 'Solution' pages, but no cheating!
| Task 3: Place Value Puzzles (Y2) |
Task 4: Click here for Testbase Y2 Weekly Arithmetic Practice (Place Value Focus)
Task 5: Click here for Testbase Y2 Reasoning Practice (Place Value Focus)
Please note: The mark scheme for last time's Testbase papers should now be available on the original link.
Topic - both Year Groups (Y2 and Y3)
It's our last week thinking about buildings in Shrewsbury and how they have changed in design since 1066. We've talked about simple wooden Saxon huts, windowless early medieval buildings with wattle and daub and a thatched roof, Tudor buildings with their timber frames and tiny panes of glass in the windows and Georgian design with its symmetry, fanlights and big sash windows. Task: Draw a picture of a typical house of 2020. ? You can choose to draw a simple house or more of a 'Grand Design' - it's up to you. What do you think its key features would be? Label them. Feel free to send me your pictures to home-learning@trinity.shropshire.sch.uk, with FAO Miss Rapley in the subject line; I would love to see them and they might even appear on the Daily Blog.
It's our last week thinking about buildings in Shrewsbury and how they have changed in design since 1066. We've talked about simple wooden Saxon huts, windowless early medieval buildings with wattle and daub and a thatched roof, Tudor buildings with their timber frames and tiny panes of glass in the windows and Georgian design with its symmetry, fanlights and big sash windows. Task: Draw a picture of a typical house of 2020. ? You can choose to draw a simple house or more of a 'Grand Design' - it's up to you. What do you think its key features would be? Label them. Feel free to send me your pictures to home-learning@trinity.shropshire.sch.uk, with FAO Miss Rapley in the subject line; I would love to see them and they might even appear on the Daily Blog.
W/C 23rd March
English - both Year Groups (Y2 & Y3)
| Task 1: Beauty of Spring: 5 minutes, 5 things |
| Task 2: Torn Paper Poem |
| Task 3: Present Your Poem |
| Task 4: How many words? |
| Task 5: Spring Word Chains |
Maths - Y3
| Task 1: Interpret Bar Graphs |
| Task 2: Capacity Bar Chart |
| Task 3: Author's Tally Chart |
| Task 4: Letters investigation |
Task 5: Testbase Reasoning Practice - Bar Graphs wasiiyi.exampro.net/
Maths - Y2
| Task 1: Interpreting Tally Charts |
| Task 2: Pictogram sheet |
| Task 3: Investigate pens in your house |
Task 4: Test Base Arithmetic Practice - focus on fractions and division (use your times tables!) qidibul.exampro.net/
Task 5: Test Base Reasoning Practice - Bar Graphs and Tally Charts iisubes.exampro.net/
Topic - both Year Groups (Y2 & Y3)
This week, your task is the same as last week, but for GEORGIAN houses! Take a tour of Shrewsbury on Google Maps using the Street View tool. Look out for the features we have been learning about: symmetry, sash windows, fanlights, paired chimneys etc. You might also spot Tudor buildings with Georgian facades; there are several of them in Shrewsbury! Write down a list of building names/numbers and street names in your Home Learning Book. If you can, screenshot the image on Street View and stick the picture into your book too.
W/C 16th March
English - Y3
| Task 1: Homophones |
| Task 2: Create a new character based on Claude. |
English - Y2
| Task 1: Alternative-spelling-air-phoneme-spotter-story-.pdf__1_.h0zjxg.pdf |
| Task 2: Create a new character based on Claude. |
Maths - Y3
| Task 1: Column Addition |
| Task 2: Column Subtraction |
Maths- KS2 Click here
Maths - Y2
Task 1: Testbase Mental Arithmetic Practice. lioubyt.exampro.net/
Task 2: Testbase Reasoning Practice lopuoeq.exampro.net/
Other - Both Year Groups (Y2 and Y3)
| TOPIC: Take a tour of Shrewsbury using Google Maps, searching for Tudor Houses |
