Well done to everyone who worked so hard last week to learn their times tables facts. Some people managed to get their time down to 28 seconds- an amazing feat! All that persistence really paid off and many of you who had starting times of over 200 seconds ended the week with times of about 40 seconds. It shows what you can achieve when you practise and don’t give up!
You have so much to be proud of and we are proud of you too.
Keep those times tables facts going now. Use them, don’t lose them!
Hello Year 4
We forgot to post two things about key skills:
- If you are feeling really confident about homophones, please produce a ‘homophone guide’ for a year 2 child who is just starting to learn about them. This could include helpful tips and illustrations.
- Don’t forget to keep up your reading, spelling and times tables facts as well.
You are working hard, Year 4- keep it up!
LO: To develop understanding and rehearse spelling of homophones.
The Year 4 team have noticed that lots of children are struggling to use the correct homophone in their writing or that if they are using the correct word are spelling it wrong. With things like this practise makes perfect!
This week’s task is to design a poster which explains the difference between the meaning of homophones but which also gives some clever ways of remembering how to spell the words. Be as creative as you can be with your posters as we may be able to use some of them in our classrooms to help the rest of the class too! If you are struggling for ideas, there are lots of ideas and examples on the internet.
The most common homophones we have been noticing that are causing an issue are:
There, their, they’re
To, two, too
Were, Where, we’re
L.O: to develop a quick recall of the times tables facts
This week’s key skills involves a little bit of maths learning every day. All across the country, the expectation is that by the end of year 4, children will know all their times tables facts up to 12×12. We have some work to do!
You have been given a target times table to learn. You need to know the facts like you know your name… you don’t have to sit and work out your name when asked. You need to be able to answer a times table question with less than 3 seconds thinking time.
To do this
- Use tables master (Google’ tables master’ or use this link: http://www.transum.org/software/tablesmaster/) to work on your target times table.
- Choose your target times table and answer the questions.
- Keep a record of your progress in the grid we have given you. Write down your time and your slowest fact.
- Repeat the same times table 5 times every day. Aim to beat your time on each occasion.
- At the end of your tables master workout, look carefully to find ut which of your facts you need to work hard to learn. Repeat it to yourself over and over. Say it to your self while you jump or clean your teeth. Can you think of a quick silly sentence to help you remember it?
- If you can answer 20 questions accurately in about 40 seconds, you are ready to move on to the next times table.
10 x table can move to 5 x table 3 x table can move to 4 x table
4 x table can move to 8 x table 5 x table can move to 2 x table
Hello Lennon-McCartney Class
I can’t wait to welcome you back to school tomorrow and hear all about your half term adventures. I thought I would remind you that we start the term off with swimming first thing tomorrow morning. Don’t forget to bring your swimming kit including a hat (if you have one) and a towel. You will need a coat to walk to the pool and back again.
See you tomorrow!
L.O: to rehearse times table facts
Design an activity to help your classmates practise their times tables facts. You need to address the facts from your own times tables target. Check your prototype to develop your final product.
Key skills: 30-9-16
L.O.: To use knowledge of place value
This week your key skills can be completed online! We have set some mathletics activities for each of you. You will need to login in to your Mathletics account and the tasks are waiting for you.
L.O.: to be able to use descriptive language
Capture some descriptive words, phrases and sentences that we could use if we were writing about this scene. Think about the work we have done this week in the classroom, using the senses.
Can you use:
- A power opener?
- A rhetorical question?
- A simile?
- Adjectival phrase?
If you are unable to access the internet to complete this work, why not generate your own numbers and practise rounding to ten and the nearest hundred? You can write your responses to the literacy in your key skills book>
L.O: To use mathematical vocabulary correctly.
Follow the clues to find the mystery number from the list below.
- The number has two digits.
- Both of the digits are even.
- The digit in the tens place is greater than the digit in the ones place.
- The ones digit is not in the three times table.
- The tens digit is not double the ones digit.
- The sum of the two digits is a multiple of five.
Now choose your own number from the table and write your own set of clues. Give it to a family member or friend. Can they identify your number? Think about your mathematical vocabulary.
We have also looked at using Tablemaster to help with the learning of our times tables.
Imagine you are an astronaut. You are to travel to Year 4 but you only have a limited amount of space in your bags.
Task 1 – What physical objects would you pack into one of the bags?
Task 2 – What attributes/skills would you bring with you in the other bag?
Work collaboratively to decide on the top five items for each task to help you with your mission.
To make this mechanism you have to fold the paper in half and make two cuts along the folded edge. Then, leave that piece of paper and get another piece. Cut a strip of paper and attach what you want to slide (a rocket). Finally slot the strip through the cuts in the first piece of paper. Voila! you have a sliding mechanism.
Made by Will S
First you get a piece of paper and draw your picture. You need to decide which part will be a flap and what will be behind it. Then get another piece of paper and draw the flap. Stick it onto the page and fold it at the edge. Voila a flap!
Made by Thomas
Get a folded piece of paper and make 2 slits in the fold. This will then form a step when you open it out. Get another piece of paper and cut out picture you want to glue onto the step. Voila! A step.
Made by Riley