Good afternoon. I hope you all had a lovely long weekend. I enjoyed some lovely walks, although the weather wasn’t as nice, and we got quite wet at one point!
Here are today’s activities:
In the words below, the suffix ‘ed’ has been added. A suffix is a letter or letters we add at the end of an existing word to make a new word. In the words below, make sure you can identify and spell the ‘root’ word before thinking about the new word made by adding ‘ed’. To help with your understanding of the suffix ‘ed’, when you have a word with a silent magic ‘e’ at the end, think about adding the suffix ‘ed’ by dropping the magic ‘e’ first. In other words, don’t just add ‘d’.
Keep working on the common words you are finding tricky.
If you were working on the Block 2 common words in school, keep working on these until you feel confident to move onto Block 3 or the words below.
Your task today is to write down each of your spelling words three times following the process:
You should practise spelling your new words on Wednesdays and Thursday this week 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.
Challenge Word List
Choose an activity from the document posted last week. For most of you, these activities might be based on an online resource, a book you have at home or one of the books sent home from school in March that you have decided to read again.
Tigers: This week, you should work on ‘Such a Fuss’.
Remember to complete the reading comprehension activity about ‘The Weed’ that Mrs Munro posted last week. These should be submitted on Teams by Friday.
Don’t forget to read for enjoyment each day! I have a new book that I am looking forward to starting this week.
Numeracy and Maths
Complete the following addition and subtraction fact family:
5 + 4 = 9
4 + 5 = _____
9 – 4 = 5
9 – 5 = _____
Now, complete the family for these in the same way:
7 + 6 = 13
9 + 8 = 17
6 + 8 = 14
7 + 8 = 15
If you are looking for a challenge, have a go at some multiplication and division fact families:
3 X 4 = 12
7 X 2 = 14
5 X 4 = 20
8 X 2 = 16
For the next three weeks we are going to be developing our skills in measure. We will be learning about length, weight and volume.
Measuring length (or distance)
Today, we will begin with a little bit of revision and some measuring using what we call non-standard units.
A long time ago, people measured length in different ways including;
Paces (the number of steps they took)
Cubits (your elbow to your fingertips)
Have a go at measuring the length of something nearby using each of these ways of measuring.
You should have three different answers. Why?
Thinking about what you have just learnt about each of the ways of measuring, complete the following in your jotter. Don’t forget a date and a title:
- Estimate (this means guess) how many hands high a chair in your house is.
- Estimate how many hands high an adult in your house is.
- Estimate how many paces it is from a door to a wall.
- Estimate how many paces your hallway is.
- Estimate how many cubits it is from where you are sitting to the door.
- Estimate how many cubits your bed is.
- Estimate how many paces it is from the floor to the ceiling.
Now measure the lengths above (if you can!) using the same units you used for your estimates. How close were you?
Can you think of any other non-standard units we could use to measure lengths?
The above methods are not the best ways of measuring lengths. DIscuss why not with someone at home.
Measuring in Centimetres
Watch this clip from the BBC.
The clip talked about metres and centimetres but for today we will focus on centimetres. When we measure using centimetres, we write cm for short. Centimetres is a long word to write each time!
You will need a ruler for this activity
Look at the photograph below. A ruler measures small lengths in units called centimetres. Each number is positioned 1 cm apart from the next number.
In the photo, we can see, by reading the ruler, that the line I have drawn measure 8cm. It is really important to start measuring from where the lines begin (where it says cm on my ruler). We don’t begin measuring from the very end of the ruler. Make sure you understand how I measured 8 cm before moving on. Speak to an adult in your house, if you need a little extra help.
Often, on the other side of rulers, there are numbers and lines spread a little further apart. We would use this side if we wanted to measure something in inches. Inches were used more in the past until we moved to the metric system and started measuring in cm. You might still hear people talking about feet and inches instead of metres and centimetres. This is especially true when we talk about people’s heights.
Measure these lines using a ruler and write down their lengths (in cm) in your jotter.
You need to make sure you write cm (remember, it’s short for centimetres) after the number. For example, 8 cm. This shows that you have measured in centimetres rather than metres or inches or any other unit.
Ask someone at home to draw at least 6 different lines for you. Measure and write down the length of each of them. It is important you begin measuring from the very end of each line. Remember where to place your ruler.
Go around your house and measure at least 5 small objects. Write down the name of the object and its length in centimetres. Ask an adult to help you to begin with to make sure your ruler is in the correct place.
If you are finding measuring in cm tricky, measure using some nun-standard units instead.
Some questions to consider
Why do we need to measure anything at all? Discuss with someone at home.
Can you think of any jobs people do that require them to use measurements? What might happen if we didn’t have standard units such as cm?
For more practice, play this game on Topmarks:
I hope you all have a lovely day. Don’t forget to have a look at the separate science post today.