Learning Together at Home: 02.04.2020

Hello everyone! How are we all doing? Hopefully everyone has had a chance to check out some of the games on Sumdog with your individual logins (sent via email). You can complete tasks set by me but also work through ‘maths training’ which over time will adapt to your level of learning. So, if you are getting all the questions right, the questions will get harder!

Unfortunately, The Ice Monster videos will need to come down before too long (the videos are taking up too much space). I am planning to take last week’s chapters (39-48) down tomorrow afternoon and will take this week’s chapters (49-78) down a week from tomorrow.

Literacy: reading

I have discovered that Collins Big Cat (the publisher’s of our school non-fiction reading books) have some of their books online here: https://collins.co.uk/pages/big-cat-ebooks. Unfortunately they only seem to be offering up to the turquoise band, some of which may be suitable for the Yellow Pikachus. Red Dragons and Orange Charzards, you should be able to access another book from your bands (check the back of your book).

When you have a new non-fiction book (either from around the house or from an online source such as Big Cat, Oxford Owl or Audible) complete Monday’s non-fiction reading comprehension task again. The task was:

Before you start reading, think about and discuss with a grown up:

  • Look at the front cover and read the title. Check the meaning of any unknown or tricky words. What do you think the book will be about? How many words can you think of that go with the topic? (for example: if your book is about space – solar system, universe, galaxy, planets, moon, rockets, Milky Way, astronauts etc.)
  • Find the glossary in the book. Where was it? What information does a glossary give you? How might you use it when you are reading?
  • Do you need to read this book in order? Why or why not?

While you are reading, think about and discuss with a grown up:

  • Does this book remind you of anything else you have read? (Fiction or non-fiction)
  • Does this make sense? Do you believe what you are reading?
  • What questions does this book prompt? Do you want to find out more information about a topic?
  • Is the layout different to a fiction book? Why do you think they have chosen to do this?
  • Can you explain what you have read to another person without looking back at the book?

When you are finished reading, answer these comprehension questions in your jotter using full sentences:

  • Who is the author of this book?
  • List 3 new facts you learnt.
  • Why do non-fiction books need a glossary?
  • Did you find this book interesting? Why or why not?
  • How could you make this book better?
  • Make a poster that summarises the key facts or information you learnt from this book. Or choose another creative way to show what you have learnt – vlog, play, story, comic strip etc.


Read this short text and answer the comprehension questions using full sentences in your jotter.

Literacy: spelling

Think about your spelling words. Do you need more practice? Are you ready to show you know them by applying them in a new context? Or are you looking to extend your learning?

Practice your spelling words using one of the suggestions on your spelling homework grid.

Apply your understanding by writing a story using every one of your spelling words or by creating an acrostic poem of some of your spelling words.

Extend your learning by completing a thesaurus challenge (find three words that mean the same thing for each of your spelling words) or an antonym challenge (find a word that means the opposite of each spelling word).

Maths: core numeracy

Daily 10 warm-up

Another way I sometimes start a maths lesson is by giving the children a number and asking them to write down all the different ways they can make it. See example:

You can only use 2 numbers (so no 1+1+1+1+1+1+1+1 to make 8). In your jotter, how many ways can you make:         20            300      53

We know that we can make numbers in different ways. Sometimes we talk about splitting a number into tens and units. This is called place value. So, for example, 16 can be split into 10 and 6 or, in place value terms, 1 ten and 6 units. 34 would be 3 tens and 4 units, 256 would be 2 hundreds, 5 tens and 6 units and so on.

In class we would use place value blocks (or Dienes materials) to explore making numbers with hands on materials. At home you could make your own place value blocks with paper or card or you could bundle items into groups of 10s.

Using your materials make:


Please repeat with different examples until you feel your child is confident.

Using this knowledge, what is the value of the underlined digit in each number? (For example, the value of the underlined digit in 61 is 60, in 34 is 4, in 287 is 80 and so on)


Please repeat with different examples until you feel your child is confident.

Using our knowledge of place value, we can also write numbers in their extended form. For example, in extended form:

Write these numbers in extended form:


Please repeat with different examples until you feel your child is confident.

When you are feeling confident with your understanding of place value, have a go at one of these worksheets:



Spicy (please attempt both worksheets)

Extra challenge: Place Value Riddle Cards.

There are different levels of card (1, 2 or 3 stars) so everyone could have a go at completing some of the riddles. You may need to ask someone to help you with reading the cards. (Grown-ups: the answers are on the last page)


Ellie’s excellent artist talk introduced the artist Andy Goldsworthy. She showed us some pictures of his work:

I would like you to have a go at creating your own piece of art in the style of Andy Goldsworthy outside. I would love to see some pictures of your creations!


Keep working on those drawing skills (with the help of YouTube).