P3M Learning Together At Home – Monday 30 March

Hello everyone. I hope you all had a good weekend. I enjoyed going for a cycle on Friday and for a walk on Saturday with members of my family. The sunshine yesterday was very welcome and I was glad I could stay outside in the garden for a bit longer!

Mrs Imrie has asked for a reminder to be sent about the artwork for Fairmilehead Church.

Here is the original message posted under ‘News’ on the school’s homepage:

‘Mrs Imrie has been in touch with Cheryl at Fairmilehead Church and we’re going to try share children’s art work via the church newsletter. This week’s theme is ‘Hello from Buckstone PS’ – Children are invited to create a piece of art and then email in a picture to the admin team by Monday 30th March. The art work will be collated and included in the newsletter. Here are some fabulous ideas………..’

The date for e-mailing the art to the admin team has been extended until Wednesday.

Here are today’s learning activities:

Literacy

Spelling

We will continue to post new words every Monday. Your task on Monday is to write down each of your spelling words three times following the process:

LOOK

SAY

COVER

WRITE

CHECK

You should practise spelling your new words on Tuesdays, Wednesdays and Thursdays by choosing an activity from the grid that was sent home. (You may also wish to come up with your own exciting spelling activities to help you.)

Dictations will be posted on Fridays. Ask someone at home to read these out to you.

In this week’s words, ‘a’ before ‘l’ says the short (or bouncy) ‘o’ sound.  Look at how the word ‘all’ appears in a lot of these words.    As usual, there are two common words to learn too.

SPELLING WORDS w.c. 30.3.20

Please ask someone to talk to you about the meaning of any words you are unfamiliar with (or work on your dictionary skills and look them up if you feel able to do so.)

WORD LIST

salt

halt

bald

scald

altar

wall

calling

small

stall

football

also

always

CHALLENGE WORD LIST

halted

balding

scalded

altered

exalting

nightfall

bookstall

overall

volleyball

waterfall

also

always

If you have been working on the block two common words, please continue to work on these until you can confidently spell them.  Move on to the block three words if you feel ready to do so.

READING

Lions: ‘The Emergency’ by Mike Poulton

This story was written in 1988, before people had mobile phones.  Ask a grown-up at home what it was like before people had mobile phones and get them to explain to you how to use a phone box.

Read the story up to and including p15 today and ask someone to help you with any difficult words. 

Look more closely at pages 1-5 and write down all the verbs you can find.  Remember, a verb is a ‘doing word’.  It tells us something that someone is doing.  For example; run, walk, look, chase etc.

On page 5, it says, ‘They looked through the kitchen window.’ 

Think of another word to use instead of ‘looked’ without changing the meaning of the sentence.

Write down your new sentence and draw a picture to go with it, if you wish.

Dolphins: ‘Snooty Prune’ by Pippa Goodhart

Please see the picture below to help you with this task.

Draw a full-page picture of Prunella.  Don’t colour it in just yet.   Around the outside, write adjectives to describe how Prunella looks. For example, you might describe her height, her hair, the clothes she wears etc.

On the inside of the picture (e.g. on the legs, arms, body of Prunella), write words to describe what Prunella is like or how she feels on the inside. These are things we can’t see by looking at someone but that we know by learning a bit about them, the things they think and the things they do. For example, someone might be kind, thoughtful, angry, jealous etc.

Explain to someone at home what information in the book you used to help you choose the words to write.

You should have read up to and including chapter 4 for today.  What do you think might happen in the rest of the story?

Read to the end of your book for Wednesday.

Tigers: ‘The Foggy Day’

Read the title and have a look at the picture on the front. What do you think the story might be about? Why do you think that?  Can you think of a time when it was foggy?

Ask someone at home to read you the story today and talk about what’s happening in the pictures.

Ask someone at home to write down each of the following words twice (in reasonably big writing) and then to cut them out to make little cards.

foggy

shopping

children

worse

couldn’t

stopped

walk

home

lost

light

monster

Play a game of ‘Snap’ or ‘Pelmanism’ (matching pairs).  Keep doing this throughout the week  (or think of your own games with the cards) to help you learn the tricky words in your book.

Cheetahs: ‘Flat Stanley’

Please see the picture below to help you with this task.

Draw a full-page picture of Stanley.  Don’t colour it in just yet.   Around the outside, write adjectives to describe how Stanley looks. For example, you might describe his hair, his height etc.

On the inside of the picture (e.g. on the legs, arms, body of Stanley), write words to describe what Stanley is like or how he feels on the inside. These are things we can’t see by looking at someone but that we know by learning a bit about them, the things they think and the things they do. For example, someone might be kind, thoughtful, angry, jealous etc.

Explain to someone at home what information in the book you used to help you choose the words to write.

You should have read up to and including chapter 3 for today.  What do you think might happen in the next chapter?

Read ‘Museum Thieves’ for tomorrow.

Kittens: ‘The Scarf’

Read the title and have a look at the picture on the front. What do you think the story might be about? Why do you think that?

Read the story with someone at home today so that they can help you with any difficult words.

Ask someone at home to write down each of the following words twice (in reasonably big writing) and then to cut them out to make little cards.

knitting

warm

cold

couldn’t

pond

frozen

ice

shouted

dangerous

frightened

idea

Play a game of ‘Snap’ or ‘Pelmanism’ (matching pairs).  Keep doing this throughout the week (or think of your own games with the cards) to help you learn the tricky words in your book.

Lizards: ‘The Motorway’

Have a look at the front cover and title. What do you think the story is about?  Why do you think that?  When were you last on a motorway?  Where were you going?  How would you describe it?

Read up to (and including) p15 today. Ask someone at home to help you with any difficult vocabulary.

Look more closely at pages 4,5,6 and 7 and write down all the verbs you can find. Remember, a verb is a ‘doing word’. It tells us something that someone is doing. For example; run, walk, look, chase etc

Cheetahs and Dolphins:

Here is an example of your activity but with Goldilocks as the character instead of Stanley or Prunella.

You may spot, after watching me draw on the whiteboard for the past months, that the artwork is not mine! I had to ask someone at home (much younger than me) to help!

Goldilocks

BEAR time

Don’t forget about BEAR time!  I hope you are enjoying reading a book at home just like we all enjoy BEAR time at school. 

If you are looking for a story to listen to as a change from reading it yourself, you might want to check out the following link.

https://stories.audible.com/start-listen

Numeracy

Once you have completed your maths activities today, think about how confident you are feeling with the skills you are learning. Think about ‘Fist to Five’. What does your answer tell you about your next step? Discuss this with someone at home.

Mental Maths

Fact Families

Look at the example given and then complete the addition and subtraction fact families below.

4 + 3 = 7                                  5 + 3 = 8

8 + 4 = 12                                7 + 6 = 13

8 + 6 = 14                                9 + 8 = 17

Look at your fact families to help you remember that when we subtract, sometimes we can count on to arrive at our answer.

For example, if we wanted to calculate 19 – 17, it would take us a long time to count back.  If we flip the sum around, however, to ask ourselves 17 + ? = 19, we can count on 2. This tells us that 19 – 17 = 2.

Remember we can also look at this by asking ourselves, ‘What is the difference between the two numbers?’ In the above example, the difference between the numbers is 2.

Choose one line of these to try, using the method above:

9 – 8 =             10 – 9 =           9 – 7 =

19 – 16 =         21 – 19 =         18 – 14 =

63 – 58 =         71 – 66 =         82 – 77 =

Numeracy Group Work

Parents:  When we are in school, Mrs Munro and I are continually assessing the pupils to help us decide whether we need to stick with a particular concept for a bit longer or if we should move on / challenge pupils further.  Obviously we are not currently receiving that sort of information.  If you have noticed your child could do with spending a little more time on the numeracy skills from last week, then please just go ahead and work on these instead of moving on to something new.

Snozzcumbers:

Your focus today is on developing your addition skills.

Remember to put the first number in your head and then count on.  Be careful not to add on the first number.

There are 8 red counters under one ‘screen’ and 6 blue counters under the other.

Look at the example in the photograph:

Start off by putting the number 8 in your head.

Now start counting on from 8.  Use your fingers to help you.

The first number you should say is ‘9’ and then keep counting until you are holding 6 fingers up.

What number have you reached? The answer is 14.

Try these using the same method.  Remember, if you are given a sum with such as 1 + 16 = ?, you should flip the sum round so that it is 16 + 1 = ?

https://www.ictgames.com/mobilePage/funkyMummy/index.html

If you don’t have access to a device, complete these in your jotter instead:

  1. 6 + 2 =
  • 4 + 4 =
  • 8 + 3 =
  • 9 + 5 =
  • 7 + 6 =
  • 6 + 5 =
  • 8 + 5 =
  • 9 + 7 =
  • 10 + 5 =
  • 14 + 3 =
  • 15 + 7 =
  • 1 + 18 =

Work at your own level of challenge.  If you need a number line or items to count (such as pens, beads, pieces of Lego etc) that is fine.  Use what you need to help.

Human Beans

Your task today is to continue working on your knowledge of number sequences between 1 and 100.

The attached activity is based around a 100 square.  Use the one you made last week to help you if you are finding it challenging.

Buzzburgers

Today is about making links / recognising patterns to help you add with larger numbers.

If I were to ask you the answer to 2+2 = ?  You would very quickly tell me the answer is 4, and you’d be right.

We can use this same fact to help us add within different decades.

What patterns do you notice?  Discuss this with someone at home.  What’s happening with the tens column each time?  What is happening with the ones?

Can you complete the missing answers?

2 + 2 = 4

12 + 2 = 14

22 + 2 = 24

32 + 2 = 34

42 + 2 = 44

52 + 2 = ?

62 + 2 = ?

92 + 2 = ?

Now complete these in your jotter.   Ask someone at home to check them over. 

  1. 3 + 4 =                                         2.  33 + 4 =

3. 4 + 4 =                                          4. 64 + 4 =

5. 6 + 2 =                                          6. 56 + 2 =

7. 7 + 2 =                                          8. 87 + 2 =

9. 5 + 4 =                                          10. 95 + 4 =

Normally at school, if you finish your maths activity quickly, showing a good understanding, there are a number of maths challenges for you to try and solve.

Here is a link to Nrich Maths where you can choose a problem solving activity to give you some additional challenge:

https://nrich.maths.org/13780

PE

Here are some activities to help get us all moving today:

https://family.gonoodle.com/channels/zumba-kids

https://www.youtube.com/user/thebodycoach1

https://www.youtube.com/user/CosmicKidsYoga

I hope you all have a good Monday!

Mrs Bailey