Autumn Class Home learning

Monday 11th May to Friday 15th May

Good morning Autumn Class. Well done for your continued hard work. This week we will be

focusing on poetry and writing limericks. You’ll learn how to calculate change and research

the different types of teeth animals have. You’ll be discovering how the Romans invaded

Britain and you’ll be sketching Roman artefacts.

Update – As you will be aware there are some great resources out there for home learning

which you can have a look at if you want to.

The BBC has provided a wide range of resources for online learning at this time. https://www.bbc.co.uk/bitesize/dailylessons

The National Academy is also providing 3 lessons per day specific to each year group. https://www.thenational.academy/information-for-teachers/

Expectations: Each day will include a Maths and English activity to do in the morning. You

also have weekly spelling to learn and a times table. Your afternoon activity will include

subjects such as Science, RE, Topic, Art, Computing and Spanish. Please spend time reading

a book together and of course, where you can, get a bit of exercise to give yourself a bit of

a boost.

You don’t need to print this whole booklet. You can just write your answers onto blank paper.

Remember to take photos of any work you are proud of and email it to the school so we

can place it on the newsletter!

Have a fantastic week.

Mr Dixon

Spelling – Rehearse daily with ‘Look, Cover, Write, Check’ and test

yourself on Friday.

Year 3

Aren’t

Hasn’t

Hadn’t

Couldn’t

Doesn’t

You’ll

You’re

They’re

Year 4

Guard

Guide

Believe

Centre

Century

Question

Remember

Purpose

Monday 11th May 2020

AM –

Session 1

Times tables

Maths – Subtraction using a number line

Session 2

Spellings

English – Comprehension on poet Edward Lear

PM

Session 3

Science – Carnivores, herbivores and omnivores

Information for parents

Common Misconceptions

Mathematical Language

Key words and phrases

(Y3 and Y4)

Using Frog: count up to subtract, find a difference between two amounts, find change

Multiple of 10

(Y4)

Thousands, hundreds, tens, ones – calling each column by its value.

Resist the temptation to …

(Y3 and Y4)

Read the subtraction sign as ‘take away’ rather than as subtract. The phrase ‘take

away’ can give the wrong image, as in this unit children practise subtracting by

counting up. Children need to see that subtraction refers to difference – i.e. the

amount we must count to get from the smaller to the larger number or amount. (See

first misconception.)

Say ‘borrow’ as we are not paying back! This term is a remnant from an older method

of column subtraction.

Move children from using expanded to compact column subtraction too quickly. They

are likely to make place value errors.

Common Misconceptions

Thinking only of subtraction as taking away, or counting back.

Drawing number line jottings with the larger number at the start of the line instead of

at the end, because the larger number is written first in the subtraction.

Not using pairs to 10 to calculate the size of the first hop. Making mistakes finding

how many more to make 100. It is a common error to think that 68 + 42 makes 100 or

that 68p + 42p make £1, for example.

Drawing inefficient hops and jumps when using Frog, e.g. not using place value to hop

from 100 to 134 when calculating the answer to 134 – 78.

Drawing the correct hops and jumps, but not adding them to find the answer to the

subtraction.

Key questions

Where will Frog start? What’s the next 10s number?

How much to make the next pound?

Today we are using the frog method to find the difference between 2 numbers

Watch the following clip about the frog subtraction method

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

Mild

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Answers

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1. 133 + 67 =200

2. 1257 + 300 = 1557

3. 5228 - 440 = 4778

4. 7550 – 2468 =5092

Make 9999

1. 4999

2. 5999

3. 6999

4. 7999

5. 8999

Make 9998

1. 4768

2. 5768

3. 6768

4. 7768

5. 8768

Make 9990

1. 4967

2. 5967

3. 6967

4. 7967

5. 8967

Final 3 digits are the same - only the thousands digit is changing. Once you have

calculated the first one, it is easy to calculate the rest.

30

70

40 40

English 1 – Nonsense poetry

Watch the following video about nonsense poetry

https://www.bbc.co.uk/bitesize/clips/zvt76sg

Activity – Comprehension on nonsense poet Edward Lear

Read through the following information about Edward Lear or get a family

member to read it to you. Then, read the first question and try and find the

answer in the text. Use a highlighter to find key words that might help you

answer the question.

Questions about Edward Lear

Where was Edward Lear born?

How many brothers and sisters did he have?

What happened to Edward’s family when he was five?

At what age did Edward first sell some drawings?

Edward drew birds very accurately. Who did he draw these for?

What type of bird is named after Edward Lear?

What famous person did he give drawing lessons to?

Who was ‘A Book of Nonsense’ first written for?

What name did Lear give as author of ‘A Book of Nonsense’?

What was Lear’s cat called?

How old was Edward Lear when he died?

Optional challenge – Research another nonsense poet of your choice form the

list below

Spike Milligan

Lewis Carroll

Dr Seuss

Answers:

1. Edward Lear was born in London

2. He had 20 brothers and sisters

3. His family lost most of their money when he was five and he was sent to live with his

elder sister Ann

4. Edward was 15 when he first started selling his drawings

5. He drew birds for the British zoological society

6. A species of parrot in Brazil is named after him called the ‘Lear’s Macaw’

7. He gave a drawing lesson to Queen Victoria

8. He wrote ‘A book of nonsense’ to entertain the Earl of Derby’s grandchildren

9. Lear used the author’s name ‘Derry Down Derry’

10. His beloved cat was names Foss

11. Edward died at the age of 75

Science

Watch the following clips

https://www.bbc.co.uk/bitesize/topics/zn22pv4/articles/z846gdm

https://www.bbc.co.uk/bitesize/clips/zxrmp39

Activity:

Research 3 animals: a carnivore, herbivore and omnivore. Write a small paragraph about each.

What do they eat? What are their teeth like?

Include diagrams where you can to explain your ideas.

Tuesday 12th May 2020

AM –

Session 1

Timestables

Maths – Finding change - part 1

Session 2

Spellings

English – Performing a limerick

PM

Session 3

RE – Islam – Why do Muslims go to the Mosque?

Information for parents

Addition and Subtraction Unit 3

Common Misconceptions

Mathematical Language

Key words and phrases

(Y3 and Y4)

Frog, counting up

Change, difference

(Y4)

Mental and written methods

Resist the temptation to …

(Y3 and Y4)

Read the subtraction sign as ‘take away’ rather than as subtract. The phrase ‘take

away’ gives the wrong image, as in this unit children mainly subtract by counting up.

Children need to see that subtraction refers to the amount we count to get from the

smaller to the larger number. Try referring to the difference between two numbers as

the size of the gap between them on the number line.

Say that mental strategies must be done in the head – when using a mental strategy,

making jottings is helpful. The method used remains a mental strategy.

Ask children to focus on key words in word problems or rush to ask what calculation(s)

are necessary before they have had a chance to try to visualise the problem.

Common Misconceptions

(Y3 and Y4)

Thinking only of subtraction as taking away, or counting back.

Drawing number line jottings with the larger number at the start of the line instead of

at the end, because the larger number is written first in the subtraction.

Not using complements to 10 or 100 to calculate the size of the first hop. Making

mistakes finding how many more to make the next pound. It is a common error to think

that 68p + 42p makes £1 for example.

Drawing inefficient hops and jumps when using Frog, e.g. not using place value to hop

from £16 to £16.37 when calculating the answer to £16.37 – £15.78.

Drawing the correct hops and jumps, but not adding them to find the answer to the

subtraction.

Not clearly labelling hops on a number line jotting as pence or pounds, so making place

value errors when adding the jumps and hops.

Trying to keep all steps in a mental strategy in their heads, rather than making jottings,

and so making errors. Some children think they are ‘not allowed’ to write anything down

when using mental strategies.

Finding it difficult to imagine/ visualise a word problem, so being uncertain what

calculation is necessary to solve it. Only looking for key words which can be misleading,

e.g. a problem including the word ‘more’ can require subtraction rather than addition.

Key questions

(Y3 and Y4)

What is a sensible range for the answer here? What two amounts of money will the

answer be between?

Where will Frog start? How much to make the next pound?

Imagine this number story. What’s happening? Can we represent the problem with some

equipment? So, what calculation needs to be done to solve this word problem

Today we are calculating the amount of change given by using the frog method for

subtraction.

Activity – watch the following clip to calculate change using the frog method for subtraction

https://www.youtube.com/watch?v=8o5JbCdZ3Gg

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Answers

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English 2

Watch the following video clip about a type of poem called a limerick

https://www.bbc.co.uk/bitesize/topics/z4mmn39/articles/zw3yw6f

Activities

1. Read the 3 limericks below, learn them off my heart and perform them out loud to a

family member!

Optional challenge - Find another limerick that you enjoy on the following website

https://www.kidzone.ws/poetry/limerick.htm

RE – Islam – Places of worship

1. Read the slide and answer the questions on it. You can write on scrap paper.

Now watch the following video:

https://www.bbc.co.uk/teach/class-clips-video/religious-education-ks2-my-life-my-religion-

east-london-mosque/zmctvk7

2. Why do Muslims go to the Mosque?

3. Write down your thoughts about what you can see on a scrap piece of paper

4. Complete the labelling activity below. You can use the internet to help you.

.

Answers

Optional challenge - Research other Mosques of your choice on the following websites.

http://www.3dmekanlar.com/en/3d-historic-mosques.html

https://www.p4panorama.com/panos/Sheikh-Zayed-Grand-Mosque-AbuDhabi-UAE-360-degree-virtual-reality-tour/

What is the Mosques name?

Where are they located?

Can you choose 2 and consider how they are similar and how they are different?