Class 4 – Home Activities – 22.04

Good morning. Before you check out today’s activities, here are yesterday’s answers.

If you missed a maths video/lesson or want to revisit something, here’s yesterday’s post:
Daily Activities – 20.04
Daily Activities – 21.04

 

As always, you don’t have to do these activities at a set time or in a set order – that’s all up to you. Also, you don’t have to be doing work all day! Feel free to send in some pictures or videos of some of the other things you have been doing at home.

 

Spelling Shed

There will be 4 hive games today:

Game 1 (slightly easier) – 1:30pm – 282762
Game 2 (slightly harder) – 1:35pm – 586212
Game 3 (hard) – 1:40pm – 918442
Game 4 (v. hard) – 1:45pm – 590618

 

Remember, anyone to beat Miss Relph will win a prize!

 

Maths

Early Bird Maths

EBM Q

 

Year 5 maths:

Y5 maths video:

Click below to start the video clip. You can pause it if you need to.

 

Y5 maths activity:

Y5 Activity – 22.04

 

Year 6 maths:

 

Y6 maths video:

Click below to start the video clip. You can pause it if you need to.

 

Y6 maths activity:

Y6 Activity – 22.04

 

Extension – Bar Models:

Bars 1 & 2
Bars 3 & 4

 

English

Sentence / Fragment / Run-on

1.) Running as fast as he could.
2.) Whilst we were stuck in the forest.
3.) It’s there.
4.) Before he could even take a breath, a dragon appeared right in front of him.
5.) Who is called Dennis.
6.) My dog, who is called Dennis.
7.) My dog, who is called Dennis, doesn’t like playing fetch.
8.) It’s there, pick it up.
9.) I haven’t got the time, I’m painting the shed tomorrow.
10.) He should’ve been here now it’s already 10:00.

Reading

As mentioned on Monday, I will be sharing a chapter of the book Pax every day – which did mean I had to very brave and record myself reading.

Here’s today’s chapter:

 

 

Writing

Based on what you have just listened to, see if you can fill in this table with examples of each different word type (aim for at least 5 words in each section):

Word types

This will be quite a tricky activity to complete at home, so don’t worry if you’re finding it difficult. Here’s a reminder of the role of each word type:

Nouns are words which are used to identify “things”. Things can be people, places, objects, animals, ideas, feelings.
e.g. The dog from London had hurt its tail when it tried to squeeze through the gap in the fence.

Verbs are words which are used to describe an action, state or occurrence. We usually think of verbs as being actions.
e.g. Several of the chickens had escaped because the boy unfortunately left the gate open.

Be careful though as some words which are sometimes verbs can be used as a noun: e.g. He is going for a run – here, run is being used as noun.
e.g. He is going to run to school – here, (is going to) run is being used as a verb.

Adjectives are words which are used to add extra detail about a noun.
e.g. The blue and white cat jumped over the massive pond.

Adverbs are words which add extra detail about verbs, adjectives or other adverbs.
e.g. The really annoying chameleon walked incredibly slowly towards the fly.

Pronouns are words which replace a noun (you don’t necessarily know what noun the pronoun is replacing unless you have more information).
e.g. He loved playing volleyball whilst she hated it.

Determiners are words which determine which or what noun is being referred to.
e.g. The old man had three dogs, several grey mice, an elephant and this flamingo.

Prepositions are words which describe where something is in relation to something else.
e.g. The cat was hidden inside the bin. She arrived after dinner.

Conjunctions are words which connect ideas or words together.
e.g. Whilst I am swimming, my sister goes to football and tennis.

 

Daily Video

As quite a few of you said you enjoyed the short animation, I thought I’d try to include them more regularly – along with some questions to get you thinking.

Here’s today’s:

https://www.youtube.com/watch?v=96kI8Mp1uOU

 

1.) How would you describe the boy’s first reaction to the dog?
2.) The boy’s reaction quickly changed; how would you describe his second reaction to the dog?
3.) What made him react this way?
4.) What was your first impression of the boy? Why did you feel like this?
5.) What does the dog do which makes the boy want to play with him?
6.) What do you find out at the end of the clip which is a surprise? How does that make you feel?

 

P.E.

Today’s activity for P.E. is one which would be great if you could do every day!

Each term, we usually do our running challenge; however, this time, I thought we could do it slightly differently. The way it will work is that it will be a competition between Hawks and Falcons to see who can cover the most distance. If you complete any running (it could be lots of laps around a small space or a run around a bigger space), try and work out about how far it is (e.g. if your garden has a perimeter of 50m and you completed 5 laps – that would 250m), and then send me how much you have completed each time.

 

Although it would be best if you could be as accurate as you can with your measurements, if you don’t have anyway of measuring it, an estimation is absolutely fine. What I will then do is collect all the data and at the end of each week, I will post a graph of the total distances from each house.

 

 

D.T.

Here’s a mini-D.T. project/challenge. See if you can build a bridge between two object, which can hold as much weight as possible. You can build your bridge as big or as small as you want, you can use whatever materials you want to build it and whatever you want to test its load-bearing ability. As always, send in some pictures of what you create.

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