Good morning. I hope you all had a good weekend.
Well done with the work you have been sending in – you’re doing a great job!
Here’s this week’s rough timetable of what this week would look like if we were in school. Again, the amount of work isn’t going to be as much as if we were in school, but you may find it useful to follow. If you’d rather structure your day a different way, please feel free.
Here are today’s EBM questions: EBM – 01.02
Maths: Using line graphs to solve problems
This week, we are going to continue exploring statistics.
Today, we are going to look further at how we can use the information in a line graph to solve problems.
Here is today’s video – which talks through this idea with some diagrams and calculations: https://vimeo.com/466529487
Here is the work sheet: Maths – Solving problems using line graphs – 01.02
Here are some optional questions for you to have a go at today after finishing the main activity if you want something a bit more challenging.
Sentence / Fragment / Run-on
As we usually do in school, here is a Sentence / Fragment / Run-on task:
The first page is just information / a recap on the difference is between an sentence, a fragment and a run-on.
Over the next couple of days, we are going to spend some time building some knowledge and specific vocabulary around tigers (in preparation for writing our own non-chronological reports on the topic).
Today, we are going to look at the appearance of tigers.
Make sure you watch the video and submit any relevant work/notes/questions you complete. The work you complete today will be incredibly useful when you come to writing your report.
Here’s your spellings for today: -tial&-cial (1)
Our next few sessions will cover both the -tial and -cial patterns.
As always you should be trying to read every day. However, as we would usually do after spellings (in school), it would be great if you could spend an extra 30 minutes reading.
In geography, we are going to build on the work we were doing on maps last week.
Try to make sure you complete the tasks in the video and send them in (as well as completing the quizzes).
Today, in P.E., we are going to link the work we’ve been doing in P.E. on jumping with the work we have been doing in maths on statistics.
First, we need to do a warm-up. If you would like, you could do this Just Dance as your warm-up or you can come up with your own warm-up activity.
Before we start, we need to recap an effective long jump technique. Re-watch last week’s video to help:
As always, please make sure you have a safe surroundings. Spend about 5-10 minutes practising your jumping technique.
Once happy that you’re ready to start properly. You are going to to need to measure out the distance of your jumps. Don’t worry if you don’t have something to measure with; you can count out your distances using your own feet! You’re going to need to record the distance of 10 jumps – so you will need a pen/pencil and piece of paper to do this.
Once you have done your 10 jumps, I would like you to plot your data as a line graph (which isn’t necessarily the best form of graph for this data, but it will be useful with what we will be doing on Wednesday – so please keep this graph once you have finished). Your 10 jumps will need to go along the x-axis and a scaled distance will need to go along the y-axis.
Here’s what your graph could look like:
As always, please email me (firstname.lastname@example.org) any question if you are confused with or don’t understand anything.
I look forward to hearing from you.