P3M Learning Together at Home – Tuesday 5 May

Hello P3M pupils and parents!

I hope you are all well and that you had a good long weekend. I can’t believe we are into May already! I am really enjoying the longer days and being able to go out for my daily walks in the evening. I have been going out when dusk is not too far away and have had some lucky wildlife spots. Recently, I have seen lots of deer, rabbits, bats, a buzzard, a badger and even an otter. I have also heard owls hooting away to one another but they were well hidden in the trees.

I wonder what you have all spotted when you are out. I am really missing hearing all your news and stories.

Here are today’s learning activities.

Parents: As we have said before, please just do whatever works for your child and current situation. I appreciate how difficult doing all this learning at home can be.

As teachers, Mrs Munro and I are finding it challenging not having the pupils in front of us to allow us to assess the next steps in learning. You may find that some of the activities are too challenging or not challenging enough for your child. If this is the case, please just adapt accordingly by having your child try activities from another group or by focussing on a different area of learning based on their individual needs.

Literacy

Spelling

All of this week’s words have had an ‘s’ added to the singular form to make them plural. Have a look at the words below to see if you can work out what this means and then discuss with someone at home.

Please make sure you take the time to think about what the word means and how you would spell it before it was plural. For example, chain + s makes chains.

As well as adding ‘s’, you’ll notice that the words this week mean you have to think back to the spelling rules we have previously learned including the digraph sounds, the -ing ending and the use of syllables.

There are no specific ‘tricky’ or common words to learn this week. Practise the ones you find most difficult.

As usual, If you are someone who was focussing on the Block 2 tricky words, continue with those until you really know them rather than work on the lists below.

Remember to use LOOK, SAY, COVER, WRITE, CHECK when writing the following words in your jotter three times:

Word List

chains

clucks

smells

hooks

goats

coins

nights

pounds

springs

insects

Challenge Word List

maintains

crackers

installs

scooters

raincoats

moistens

tightens

outdoors

weddings

grasshoppers

Grammar

Using Commas in a List

We are going to develop our skills using commas in lists today.

When we write a list, we need to add punctuation to help us separate one item from another. When we say a list out loud, we take a little pause between items. (Try this using the items of clothing you put on this morning or what you ate for dinner last night.) When we write a list, we have to tell to the reader that they should take little pauses too. We do this using commas.

Have a look at this clip about commas from BBC Bitesize:

https://www.bbc.co.uk/bitesize/topics/z8x6cj6/articles/zxvcrdm

At the beginning of today’s blog, I wrote a little bit about the wildlife I have seen during my walks.

Here is my list again:

‘Recently, I have seen lots of deer, rabbits, bats, a buzzard, a badger and even an otter.’

Look at where I have placed the commas between the animals. Notice that I have not placed a comma before the last animal in my list. That’s because the rule is that, when writing a list, we don’t put a comma before the final ‘and’.

When writing a list, you would normally write ‘and’ before the last item – just like we would say it.

Where would you put the commas in this list?

I went to the supermarket and bought apples bananas pears lemons and limes.

What about this one?

My hobbies are dancing football swimming baking and drawing.

In the first sentence, the commas should be placed as follows:

I went to the supermarket and bought apples, bananas, pears, lemons and limes.

There should not be a comma before ‘and limes’. Remember the rule!

Here is the second list, with the commas added:

My hobbies are dancing, football, swimming, baking and drawing.

If we don’t use commas when writing a list, this can cause confusion.

I needed some ingredients to make chocolate brownies so I left my daughter this note:

Please go to the shop and buy me some chocolate milk and eggs.

She came back with a chocolate milkshake! I can’t use that in my baking! What was wrong with my note?

I should have written:

Please go to the shop and buy me some chocolate, milk and eggs.

Now it’s your turn to have a go at writing some lists using commas. Ask someone at home to have a look after you have complete the first one.

In your jotter, write today’s date and the title ‘Using Commas in a List’

A. Write this list correctly, using commas:

To make chocolate brownies, you will need butter eggs sugar flour cocoa powder and chocolate.

B. Make a list of the things you like to do in your spare time.

In my spare time I …………..

C. Make a list of the food you would like to have at a party you are planning.

At the party, we will eat …………

D. Ask someone at home some of the items they will need to buy the next time they go shopping, Write a list using these items.

(Perhaps, the next time they go to the shops, you could write a list for them to take with them.)

Check over your work. Do you have commas between items on your lists? Have you remembered not to add a comma before the ‘and’ before the final item on your list?

Reading / Writing / Science

In science, today, we are learning more about what a plant needs to grow. One of your activities is to watch the ‘Sid the Seed’ story by Daniel R Pagen.

You can find this in the Science post, but here it is again:

Activity 1

Listen to the story again and read the words as they appear on screen.

Identify the rhyming words on each page. You could write them down or just discuss with someone at home.

Activity 2 – Adult support may be needed for this activity.

In reading, we have been learning about the difference between fiction and non-fiction.

This story has parts that are made up / not true (fiction) but it also contains facts about how plants grow,

Write ‘Sid the Seed’ at the top of a page in your jotter.

Draw a line down the middle of the page. On one side write ‘fact’ and on the other side write ‘fiction’.

Write down different parts of the story that would fit under each heading. It might be easier to refer to seeds rather than Sid.

For example

Fiction

Seeds pour water into cups to drink.

Non-fiction

Seeds need water to grow.

Writing

This activity is for everybody.

Tomorrow, we are going to be writing a new adventure for Sid or one of his friends now that they have all grown up.

Your task today is to begin to think about some ideas you have. You might want to discuss them with someone at home or write them down.

Numeracy and Maths

We have had a query about using Sumdog.

if you would like your child to be able to access Sumdog at home, please e-mail us via the general admin e-mail. We will then login to Sumdog to get an individual username and password for your child and send this to you.

If you have already e-mailed, we will reply to you soon.

Mental Maths

Go into Topmarks and complete a subtraction challenge on Daily 10.

https://www.topmarks.co.uk/maths-games/daily10

Group Work

Please feel free to select work from different groups if you wish.

Buzzburgers

It’s been a while since we last worked on equal groups so we are going to do some revision today. Remember to use the multiplication skills you skills you have learned to help you.

In class, we have worked on problems like the one below:

You can use the skills you have learned to work this out.

You might count in 2s until you reach 8. How many times did you count a multiple of 2?

Or you might make the link with your knowledge of the two times table and think to yourself ‘What times 2 8?’

If I draw 8 cakes, I can share them equally (or divide them up) into groups of 2, because I have been told that there are 2 cakes on each plate.

You have completed a division problem.

It can be written like this:

Have a think about the numbers 2, 4 and 8 and the ways you might link them. Think about all the knowledge you have from learning your times tables.

We have worked on addition and subtraction fact families. We can also think about multiplication and division fact families like the one shown below.

Have a look at the facts. Can you see how they link or relate to one another?

Complete the problems below in your jotter. Don’t forget to write the date.

Challenge:

Write each of the completed problems above using the division symbol.

For example, the first problem would be:

If you were looking for an extra maths challenge today, perhaps you could make up some multiplication and division fact families of your own based on the problems in your worksheet.

Human Beans

You are also going to revise some of the work on equal shares you have completed previously. We have done a lot of work on times tables since you last did this, so if you feel this is not challenging enough for you, please complete the work given to the Buzzburgers, above.

If, however, you would like to spend a little more time trying to understand equal shares, please complete the activity below:

Write today’s date in your jotter and the title ‘Equal Shares’

  1. Draw 3 pizzas. Share 6 tomatoes (you will need to draw them) so that each pizza gets the same (equal) number of tomatoes on top. How many does each pizza get?

2. Draw 4 plates. Share 8 cakes so that each plate has the same (equal) number of cakes. How many cakes are on each plate?

3. Draw 3 children. Share 9 biscuits so that each child gets an equal number. How many biscuits does each child get?

4. You have 15 petals. Draw 3 flowers, sharing the number of petals so that each flower has an equal number. How many petals does each flower have?

Now make up some more of your own. Are you starting to see links between these and your times table facts?

Snozzcumbers

For your activity today, you will need some items that you have quite a lot of. This might be pencils, Lego pieces, dried beans or peas, marbles, dolls or soft toys etc.

Ask an adult to help you practise sharing equally using your items.

For example:

Share 12 pens equally amongst 3 teddies

Share 10 pieces of Lego equally amongst 2 dolls

Share 6 beans equally onto 3 plates

Use whatever you have available and practise sharing amongst, 2, 3, 4 and 5 dolls, plates, teddies etc.