Good morning.
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.
Following on from Florence’s question during Friday’s live session, I thought it would be good to try doing a live session more regularly – like last week’s, these will be completely optional. We have another live session planned on Friday – this will hopefully be a lot shorter than last week’s. We will do another session with Larry – so that those that didn’t get a chance last week could do so this week.
EBM
Here are some EBM questions for you to have a go at before maths.
EBM – 20.01
Maths: Inverse (addition and subtraction)
Today’s concept builds/links to the work we did on Monday on using bar models. We are going to recap the “inverse relationship” between addition and subtraction.
Here is today’s video – which talks through this idea with some diagrams and calculations: https://vimeo.com/461352921
Here is the work sheet: Inverse – Addition & Subtraction (3)
Maths: Extension
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 (Q3 and 4 are particularly difficult)
Maths Extension – 20.01
Class Read
Here is today’s chapter:
Sentence / Fragment / Run-on
As we usually do in school, here is a Sentence / Fragment / Run-on task:
Sentence, Fragment, Run-on – 20.01
The first page is just information / a recap on the difference is between an sentence, a fragment and a run-on.
English – Writing
Today, we are going to do some more work on apostrophes. Remember, to think careful about the rules for using them. You are going to group some sentences depending on how an apostrophe has been used (or not used).
Apostrophe sorting activity
Any questions, please ask.
Spellings
Today, we are going to move to a new spelling pattern: words ending in -cial and -tial – both of which make a “shul” sound. As a general rule, if there is vowel before the sound, a -cial is used – e.g. official. If there is a consonant, then -tial is usually used – e.g. substantial.
Here is today’s spelling task: -cial (1)
Independent reading
As always, you should be spending some time every day reading; however, as we would usually do in school after Spellings, it would be great if you spend an extra 30 minutes today reading your own book. If anyone is stuck for reading material, please let me know and I can see what I can do.
Music
In music, we’re going to start looking at pulse and rhythm. The lesson also discusses some basic musical notation.
Here is your lesson:
https://classroom.thenational.academy/lessons/understanding-pulse-and-rhythm-c8up2t
This lesson has a main video of learning – as this is a music lesson, it mainly contains practical elements for you to join in with.
P.E.
In P.E. today, we are going to build on the work we were doing on sprinting. Today’s task is to try some sprinting drills which help to work on our spiriting form – as a warning, some of these are quite tricky to do, so give it your best shot. Here are your activities:
Watch each drill, pause the video and then spend about 10 minutes at trying it.
As always, please email me (class4@brownclee.shropshire.sch.uk) any question if you are confused with or don’t understand anything.
I look forward to hearing from you.