Each day this week, we would like you to write the date. Can you also draw the time onto the clock and write it (you can use the nearest half hour/o’clock time). Date: ______________________________________________________________ Time: _________________________________________ Today we are going to compare numbers within 100. You will need your printed Dienes. Have a look at the numbers below and read the comparison statements. 36 is greater than 26, as it has one more ten. 48 is greater than 45. The tens are equal, but 48 has 8 ones is greater than 5 ones. Tens Ones 2 6 Tens Ones 3 6 Tens Ones 4 8 Tens Ones 4 5
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Compare these numbers and complete the comparison ...The tens are equal, but 48 has 8 ones is greater than 5 ones. Tens Ones 2 6 Tens Ones 3 6 Tens Ones 4 8 Tens Ones 4 5. Compare
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Transcript
Each day this week, we would like you to write the date. Can you also draw the time onto
the clock and write it (you can use the nearest half hour/o’clock time).
Please log on to Bug Club and read ‘Adventure Kids: Chase in New York’.
Monday 22nd June 2020
Phonics
Starter
Can you remember the alphabet without the song? Have a go at singing your alphabet and see how many letter
names you can remember!
What letters are missing in the alphabet below?
Now that we’ve practised our letter names, have a listen to the song below to practice their sounds.
https://www.youtube.com/watch?v=48uf9I6P2xQ
What's the same? What's different? two groups of ten = twenty six groups of ten = sixty three groups of ten = thirty seven groups of ten = seventy four groups of ten = forty eight groups of ten = eighty five groups of ten = fifty nine groups of ten = ninety six groups of ten = sixty
ea ee y e-e
Watch the videos and listen to the words. Does today’s sound come at the beginning, middle or end of the
words? Use the lines below to write the words down if it helps you.
Reading: please read ‘Goldilocks and the Big Mess’ on Bug Club.
English
Today we are going to look at the suffixes ‘er’ and ‘est’.
Remember, a suffix is a group of letters we add to the end of a root word, to change it’s meaning.
What other suffixes can you remember that we have learnt?
We usually add the suffixes ‘er’ and ‘est’ to an adjective. And we use the ‘er’ and ‘est’ suffixes to compare objects.
For example, if I had three pencils and they were all different lengths, I might want to describe how long they are. The first
pencil is long, but the second pencil is longer and the third pencil is the longest.
The root word is long and we add the suffix ‘er’ or ‘est’
long
long + er = longer
long + est = longest
Take a look at another example below. The cat is small. But the mouse is smaller that then the cat. The ant is the smallest
animal out of the tree.
small
small+ er = smaller
small + est = smallest
On the next page, can you have a go at filling in the missing word in the boxes. Remember to add your suffix!
Which suffix is missing here?
Complete these sentences using the correct suffix at the end of the root words tall and fast.
Giraffes are the tall _____ animals in the world.
A racing car is fast_____ than a bicycle.
Now have a go at writing your own sentence using an ‘er’ or ‘est’ suffix.
Friday 26th June 2020
Phonics
Tricky words
To get your brain thinking, have a go at writing 5 tricky words that you know.
Can you find the phase 5 tricky words hidden in the pictures below?
Art | Summer 2 | Week 4
We have been looking at the artist Wassily Kandinsky.
What did you like the most about the paintings we looked at last week?
Here they are again.
Now take a look at another of Kandinsky’s pieces below. Describe what you can see. The piece is called ‘Concentric Circles’.
Let’s have a go at making our own version of this picture. For this lesson you will need 3 circular objects to draw around and
they need to be different sizes. You could draw around a plastic cup, a coaster, anything you can find (with your adults
permission!).
Take the biggest circle and trace around it, then take the middle-sized circle and draw around it inside the first circle. Then
do the same with the smallest circle, inside the circle you have just drawn. Then use whatever you like to colour inside the
circles. You can make your picture look like Kandinsky’s or you can try something different—it is completely up to you!
For next week’s art lesson, please collect these over the week, if you can:
• Colourful food wrappers
• Newspaper or magazine paper
Computing | Summer 2 | Week 4
In computing this week we are looking at algorithms.
WALT: understand an algorithm is a set of instructions.
Success criteria:
• I know that an algorithm is a clear and precise set of instructions.
• I can follow an algorithm.
Note for adults: for the purpose of the first exercise, please cover the picture of the elephant below, until the
first activity is completed.
Activity 1)
Algorithms are instructions. We are going to have a go at following some instructions on Purple Mash. Please go
to 2Dos and open the ‘elephant’ task.
We have coloured in a picture of an elephant. Follow the instructions below to colour in your elephant in the
same way. No peeking at the picture of the elephant below just yet!
1) Colour the elephant red, green, purple and yellow.
2) Add 3 pink spots.
Now that you have coloured in your elephant, look at the original we made below. Do they look the same?
Both pictures will likely look quite different, even though we followed the instructions. Take some thinking time
now, why do you think that it?
The pictures are different as the instructions are not very clear and they are not specific. Instructions need to be
clear, as this means the outcome is the same every time. An algorithm is a step-by-step instruction to solve a
problem or to meet an objective.
Activity 2)
Can you think of a clear, step-by-step algorithm to colour in the elephant like the picture above?
Perhaps your algorithm looks something like this:
1) paint the trunk red
2) paint 2 legs green
3) paint the tail purple
4) paint the body yellow
5) put 3 pink spots along its back. Leave a thumb space between each dot.
When we write an algorithm, it’s important that we show the order that each of the steps go in.
Activity 3)
Please go to your 2Dos and open the bird activity. Below is an algorithm to follow, in order to colour in the bird.
Please remember to save your work when you have finished.
Challenge: can you have a go at creating your own algorithm for someone to follow to colour in the bird?
If the written algorithm is a little tricky to read, please use the ‘paint by numbers’ version below.
Geography | Summer 2 | Week 4
LQ: How do we draw a map?
Star words
map 2D diagram key directions
Quickfire quiz 1. What was the Empire Windrush?
2. Where did the Empire Windrush travel from and to in 1948?
3. People who travelled on the Empire Windrush helped rebuild Britain after the war. What were some of the jobs people did? 4. What ocean did the Empire Windrush cross?
5. What is the climate like in the Caribbean? Temperate or tropical?
Take a look at Google maps and then go to street view. What do you see? Using street view is useful in showing us what a place looks like up close, but it is less helpful in showing us how to get somewhere.
Now take a look at the bird’s eye view (aerial) photograph of London. Photos like this are helpful in showing us what a whole area looks like more generally. But again, it can’t help us to get from A to B. So we need to use a map, and we use photographs of an area and then turn them into a diagram like the below.
Looking at the aerial photo and the diagram of London, can you say what is different and what is the same?
We then use the diagrams and ‘zoom in’ to an area to show it close up, so that we can see all the different things in the area.
We use different colours on the map to represent different things. This is called a key. The colours represent the roads, houses and parks for example. Take a look at the map on the next page. Can you find:
• A road. What is the road called?
• A building. Does the building have a name?
• A park.
• A Tube station. How did you know?
• Challenge: can you give directions using the map to get from the park to Piccadilly Circus?
Here is an aerial photo and a simple map of Dunraven School. Next to the map is a key. Can you use the photo to colour in
the map to show where the primary building, playgrounds and lunch hall are?
Can you have a go at creating your own map and key of Dunraven school? Perhaps you can show where the hills are or the
car park?
Challenge: can you create a map of your bedroom and create a key to show where everything is?
Science | Summer 2 | Week 4
We are continuing to look at the seasons. Today we are asking you to use your observations and what you
know about summer to create a ‘season window’.
WALT: use our observations about the seasons
Success criteria
• I can use evidence that I have collected to answer questions about differences between seasons.
• I can explain in which season certain evidence might be found.
Take a look at the picture below. What changes can you see between the two seasons?
Use the template on the next page to create a ‘season window’. What would it look like outside your window during summer? (You can draw anything from your imagination, you don’t need to draw what you can see out-side your own window if you don’t want to). Can you use the evidence you collected from your walk last week?
Consider these questions before you start:
• If we were looking out of the window in this season, what would we see?
• What would we hear if we opened the window?
• What time does it get light?
• What time does it get dark?
• What might you wear in summer?
Next week we are learning more about the changing weather. From today w are asking you to record the
weather every day this week.
There is a chart that you could use on the next page.