Good morning Room 2!

Maths

Today we are looking at digital time. Please try an focus on how digital time is set out compared to analogue time. Hours first, minutes second. Also, you will need to go over that with digital we are dealing with minutes past the hour. I think the children will grasp any time past the hour but will need to concentrate on looking at an analogue clock saying ‘towards the next hour’ as they will still need to write the hour it is in for digital. I hope that make sense!

Below is a little PP to help guide the children through the first part and a few examples. Excuse my voice again!

Analogue to digital time

Try this as a little warm up- digital and analogue clocks warm up

If you want to push your self then try these-

Quartley intervals –

Analogue to digital -12 hour Quarterly intervals       

digital to analogue – 12 hours Quarterly intervals

5 minute intervals

Analogue to digital -12 hour 5 minute intervals

digital to analogue – 12 hours 5 minute intervals

One minute intervals

Analogue to digital -12 hour 1 minute intervals

digital to analogue – 12 hours 1 minute intervals

When they have finished, they can have a go at this website to try and put into practise what they have learnt. https://mathsframe.co.uk/en/resources/resource/116/telling-the-time

Spellings – You have your spellings to practise for Friday. If you are struggling to think of ways to practise them, then look at the poster below to give you a few helpful, fun ways to learn them.

Spelling posters

English– see post from Monday, as Mrs Hilditch has loaded up the week.

Reading Comprehension

If you usually read with Miss Gwilliam during Guided Reading then please have a look at the reading comprehension below.

For the rest of us, a slightly different looking comprehension but one I feel is fairly relevant at the moment for all his wonderful work he is doing with children and their families during lockdown. Marcus Rashford. I can’t separate these out so I apologise. They are starred to show you the difficulty, * Easier   **Medium   **Trickier. You will need to scroll through and select which level you think appropriate. The answers follow on from the questions.

Marcus Rashford Reading Comp

Science

LO: To understand what friction is and its uses.

This week we are looking at how forces can act upon a moving object to either slow it down or make it move faster. The force you are particularly looking at today is Friction. Visit this website and watch the short clip to get an idea on what friction is and how it works. Is it always useful?

What is Friction?

Read through the PP to help you.

Faster-or-Slower-Friction

Activity

Below is a sheet I would like you to complete. You need to decide whether friction a good thing or a bad thing when it come to these objects and how they need to work but most importantly, I want you to be able to tell me why.

friction-advantages-and-disadvantages-activity-sheet_ver_1

Messy experiment time!

If you got my message earlier in the week then you will know that attached to this lesson is a fun little experiment into how friction works and how it can be important. It’s called ‘Friction Jelly’. I posted what equipment you will need in order to do this. The whole family can join in too!

Activity

You will need

• A packet of jelly cubes
• Oil
• 2 plates
• 2 pencils or a set of chop sticks
• Timer

1. Firstly, open the packet of jelly cubes and cut them up into individual cubes.
2. Secondly, set you stopwatch.
3. You need to time how long it takes you (and the other members of your family if they want to play) to move all of the the jelly cubes from one plate to the other using either your two pencils or a set of chopsticks, no stabbing the jelly with the pencils!
4. Then, I want you to repeat the experiment again but this time, add oil to your jelly and make sure they are covered. Make sure you time it as well!
5. Record down your times after each go. Do you notice anything about the timings? Do they change? If so why do think this?  (Think about friction)

Make sure you keep the results so you can use them next week. Take lots of photos and we can stick them up on the Science wall at school. I’ve attached a table if you want to record your results down. Please add to it if more people want to play.

fiction table

Maths

Today we are looking at reading the time on an anologue clock. I have put together two PP to just go over some of the basics and some examples and then attached some worksheets.

Time- the basics                                              Telling the time examples

I’ve also attached a clock face which we have in the classroom if that helps.

The sheets are based on 3 levels.

• Bronze- Reading the clock in quarterly intervals (O’clock, Half past, Quarter to, Quarter Past) Quarter intervals
• Silver – 5 minute intervals Five Minute Intervals
• Gold – 1 minute intervals.One Minute Intervals

Please pick a level you feel is appropriate for your child. You don’t need to do all of the sheets but the good thing about learning to tell the time is that this is a topic that the children can continuously learn at home. If they have a watch, encourage them to wear it, keep asking the children the time at home. If you are going for a walk etc, tell them what time you want to leave and ask them to tell you when that is and if they ask you what the time is, get them to tell you instead.

It’s not very often that you …

a) Have snow

b) Have most of the playground to yourself as most children are in school! So it only seemed right that after our work we got to have a little fun!

It’s Friday, which mean one thing. Time to test the old brain cells with our maths skills.

Maths

Usually on a Friday we look at our times tables and mental arithmetic. We would usually do a warm up practise by playing Hit the Button. The children have played this many times, all they need to do is select the times table they are learning. They should remember what it is. If they can’t please email me and I’ll let you know for the following week. Can the children make sure that if they are on the x3, x4,x8 or x6 that they also practise the division side too.

Hit the Button

Premiership.

We do this weekly so I though I would continue it. Each child has a specific times table to practise (they should know!) They must get 20/20 twice in order to move on to the next times table. They get 4 minutes and they must do it independently. That’s why, if you can but don’t feel obliged to, please email me their scores, I can then keep the records up to date in school so they can pick it up again when they return to school.

x2            x5            x10           x3            x4           x8           x6

Mental Arithmetic

We always follow Premiership with a mental arithmetic test. Usually, I play them an audio clip of a lady reading out the questions. They are timed so all you need is hit play!

If you can’t get the audio above to play, then I’ll attach the questions and the answers below. With the first 10 questions, the children get 5 seconds to answer after the  question is repeated. On the last five questions, the children get 10. We have tried to encourage the children to listen to the question the first time and jot down anything they think will help and once the question is repeated, then they can answer. If they have jotted notes down to help, then they can always return to the question if they have finished another question quite easily.

y3-spring-01-transcript– FOR ADULTS

y3-spring-01-answer FOR CHILDREN

Afterwards, we mark it and  go through some of the questions and talk about how we could answer them quickly.

English

Today we are carrying on with Fronted Adverbials. If you need to refresh yourself on what they are please look back at yesterday’s post and wacth the short video clip.

TO HELP YOU WITH THE LESSON YOU MIGHT WANT THESE:

• Fronted Adverbial word mat. We have these in school too. We have tried to explain to the children that the fronted adverbials on this sheet are not fixed but can be used and then tweaked for other situations. I hope that makes sense!

For example: Over there, …given on the word mat could easily be adapted to Over there by the trees,… etc

or

Behind the shed,… given on the word mat could easily be adapted to Behind the bed/sofa/rock etc.

Fronted-adverbial word mat KS2

• This poster is to help you remember that there are lots of different ways to create a fronted adverbial. The acronymn ISPACE can be used to help the children remember.

ISPACE Fronted Adverbial poster

Activity 

Below are two sheets based on using fronted adverbials. One sheet requires the children to pick an appropriate fronted adverbial to put infront of a pre-written sentence whilst the second sheet gives the children the fronted adverbial and they then must finish off the ending. YOU DON’T NEED TO DO BOTH SHEETS.

Fronted Adverbials Sheet 1

Fronted Adverbials Sheet 2

Reading Comprehension

Usually on a Friday we don’t do a whole Guided Reading session but rather get the children to have 20-30 minutes of quiet, independent reading. It allows the children a little down time and is considered a mindfulness activity. Perhaps, even play some some calming music in the background to help them relax during this strange time. If you want, send us in a photo of the children reading and we can print it off and stick them to our reading journal wall!

RE

Understanding what the term ‘sacred’ means.

RE lesson 1

Work your way through the PP and watch the video link at the beginning. You will notice sound buttons throughout the PP with my dreaded voice on. I’ve numbered a few so you can listen to them in the right order. This lesson doesn’t have to produce any physical work but hopefully it will allow for an opportunity for discussion.