year-4-home-learning-10-days by jmaitland

Home Learning for Year 4: Revision work Online sites to use: TT Rockstars: https://ttrockstars.com/login myON: https://www.myon.co.uk/login/ AR:https://ukhosted56.renlearn.co.uk/6704545/public/rpm/login/ Login.aspx?srcID=t Example log in: Capital letter for first initial and surname: LExample password (same for all): abc

Day 1

Maths: Place Value: Numbers to 10 000

What numbers do these place value charts show? Write the totals in numbers and words.

Maths: Place Value: Numbers to 10 000

What numbers do these place value charts show? Write the totals in numbers and words.

Three thousand and thirty-five One thousand, three hundred and forty

Maths: Place Value: Numbers to 10 000

3526

Mo is incorrect. There should be 5 in the tens column not the ones.

Maths: Place Value: Numbers to 10 000

10 100

10 1000

1000 100

1000

100

1000

100

1000

100

10 10

Maths: Place Value: Numbers to 10 000

7000 (Seven thousand) 900 (Nine hundred) 4 (Four) 70 (Seventy) 10 (Ten)

693, 684, 675

Maths: Place Value: Numbers to 10 000

35 tens All of the others add up to 3500 They are both the same - 53 hundreds = 5300

Copy and complete the sentences in to your book choosing the right conjunction

I didn’t enjoy football this morning ________ I hurt my knee.

because

Day 2

Maths: Place Value: Comparing numbers

✅

Eva because she has 4000, but Tommy has 6000.

Maths: Place Value: Comparing numbers

✅

Maths: Place Value: Comparing numbers

2784 and 2794

5259, 4259, 3259, 2259, 1259

Maths: Place Value: Comparing numbers

Changing the meaning of words by adding the prefixes ‘in’, ‘im’, ‘il’ and ‘ir’

A task setting PowerPoint Pack about adding prefixes Photo courtesy of peteoshea (@flickr.com) - granted under creative commons licence - attribution

What is present prefix? A prefix is a group of letters that is added to the beginning of a word to change its meaning. It is similar to a suffix, which is added to the end of a word. Prefixes are added to a root word, a word that makes sense on its own but can also have prefixes and suffixes added to it. For example, the verb ‘take’ can be made into ‘mistake’ with a prefix and ‘taking’ with a suffix.

The in, im, il and ir prefixes This group of prefixes all mean not or the opposite of. The prefix that is used depends on the first letter of the root word (original word). Here are the golden rules for using this group of prefixes. Prefix

Use it when

Example

The roots words begins with ‘r’.

irreversible

The root word begins with ‘m’ or ‘p’.

The root word begins with ‘l’.

The root word begins with any other letter.

immature impossible illegal

incapable inefficient inadequate

in Meaning: not or the opposite of. Examples: inappropriate, indefensible, inaudible.

Jeremy was told that his clothes were inappropriate for his job at the building site. Can you write your own sentence for one of these words?

Photo courtesy of shimelle (@flickr.com) - granted under creative commons licence - attribution

im Meaning: not or the opposite of. Examples: immovable, impartial, imperfect. This shipwreck is immovable so it sits and rusts on the beach. Can you write your own sentence for one of these words? Photo courtesy of stefg74 (@flickr.com) - granted under creative commons licence - attribution

il Meaning: not or the opposite of. Examples: illegal, illogical, illegible.

Toby's handwriting was illegible because he was rushing his work.

Can you write your own sentence for one of these words? Photo courtesy of Sergey Vladimirov (@flickr.com) - granted under creative commons licence - attribution

ir Meaning: not or the opposite of. Examples: irreparable, irrespective, irresistible.

I will have to buy another skateboard because mine is irreparable. Can you write your own sentence for one of these words?

Photo courtesy of Joe Shlabotnik (@flickr.com) - granted under creative commons licence - attribution

Day 3

Maths: Rounding - Round to the nearest 1000

3000

5000

7000

Maths: Rounding - Round to the nearest 1000

7000

LO: I can write a diary entry that is real or imagined and proofread for spelling and punctuation errors. Success Criteria

working towards

Working at Expected Standard for writing - Year 4 Paragraphs Capital letters and full stops Use mostly correctly

Question marks Apostrophes for possession and contraction Exclamation marks Commas for lists and after fronted adverbials

Subordinate Clauses using standard English Use nouns and pronouns Use expanded noun phrases Create settings, characters and plot in a range of narratives Correct tense in a piece of writing Spell correctly most words from the Year 3/4 spelling list Begin to produce legible, joined handwriting

Expected

Greater Depth

Day 4

Maths: Rounding: Round to the nearest 100

200

700 300 300

400 200 200

Maths: Rounding: Round to the nearest 100

620

370

290

750

600

400

300

800

Maths: Rounding: Round to the nearest 100

False There should be a zero in both the tens and ones column to be rounded to the nearest 100. True 9 in the hundreds column rounds up to 5000 False Round down to the nearest hundred which is 600 not 500.

English: Draw a picture of the Ice Man! Mild: Adjective detective and Ice Man labelling. Make sure you are accurate! Spicy: Complete similes for your own Ice Man. Hot: Write your own description for your own Ice Man.

My Ice Man • • • • • • • • • •

His head _________________________________________. His ears _________________________________________. His eyes__________________________________________. His nose _________________________________________. His mouth ________________________________________. His arms _________________________________________. His legs __________________________________________. He was as tall as ___________________________________. He was as wide as _________________________________. His muscles were like _______________________________.

Day 5

Maths: Addition

✅

5 5 3 1

Maths: Addition

3 7 8 2

0 4

7 0 1

2 5 2 6 6 2 0 0 1

1 1

8 4

1 1

1 3 6

1 2 5 4

2 0

7 9 4 5

2 3 1

1 1

Maths: Addition

Modal Verbs Modal verbs are auxiliary verbs which cannot usually work alone. They are used with a main verb. These are modal verbs:

might

will

may

should

could

would

ought

must

shall

can

Inverting Modal Verbs Modal verbs make questions by inversion. She can go out.

Can she go out?

We could drive there.

Could we drive there?

Children should eat fruit.

Should children eat fruit?

Possibility Modal verbs can be used to show how possible something is, or how likely it is to happen/have happened. He’s very late. He could have missed the train.

It’s snowing so it must be very cold outside.

They will lock the windows when they go out.

Possibility Modal verbs can be used to show how possible something is, or how likely it is to happen/have happened. Mum might take us swimming after school. You could eat a banana instead of those sweets. “Hurry up! We will be late!” said Dad. We can go the other way – it’s quicker. You ought to go to bed earlier.

Choose a Modal Verb Which modal verbs are missing from these sentences? Write the full sentences in your book. You

be hot in that thick coat.

If it’s dry,

we play outside?

He’s so fast, he

win the race.

I’m fed up with my long hair. I

have it cut.

Did you choose these modal verbs? Which others could you have used?

Day 6

Maths: Subtraction

4 9 1 9

2 8 8 9

1 0

9 1

6 7 0 4

9 1

3 2 6 7

984ml

Maths: Subtraction

LO: To plan and write my own short poem. I can compose and rehearse poem lines aloud before writing them, using varied vocabulary. I can plan a poem by organising the stanzas around a theme. I can write similes. I can plan my own poem including similes, metaphors, senses and descriptive phrases.

Vocabulary Its head is bigger than a boulder

Steely spikes like porcupine quills.

Claws curve like serrated scimitars.

THE RHINOGASAURUS Its head is bigger than a boulder Its eyes shine like glinting emerald balls Its scales are steely spikes like porcupine quills Its claws curve like serrated scimitars

Its icy breath like a blast of cold wind blew as ﬁerce as a gale Its curved tusk thrusts upwards like a sword Its tip as sharp as an ice pick Its jagged tail can slash like a whip, piercing the toughest armour with one swipe. So BEWARE!

Planning – creature poem Its head is bigger than a _____________________ Its eyes shine like _______________________________ Its scales are _______________________________ Its claws curve like _______________________________ Its jagged tail can _______________________________ __________________________________ piercing the toughest armour with one swipe SO BEWARE!

Day 7

Maths: Multiplication - Multiplying by 10 and 100

1 1

5 0

8 0

0 0

140

1400

250

2500

820

8200

Maths: Multiplication - Multiplying by 10 and 100

100

360

120

150

220

190

160

180

240

180

140

Maths: Multiplication - Multiplying by 10 and 100

3200 2900 7200

3500 65 30

120

240

210

240

320

160

150

270

200

120

300

280

360

Maths: Multiplication - Multiplying by 10 and 100

English 1. Write a list of types of wood. 2. Write a list of types of plastic or similar materials, e.g. polystyrene, etc. 3. Write a list of different types of rock. 4. Write a list of people/animals that might be suitable, e.g. lady, bear, giant, etc.

Your task: Your task is to create an alternative character to the Ice Man using material from one of the lists. Decide what creature you will use in your own story. Draw your character in the centre of the page and then think about what they would like to eat, how they will move and any other details you think may be important. Write some descriptive phrases around your character.

Day 8

Maths: Multiplication: Multiplying 6, 7 and 9

7 42

35 10 9

£42

The Patels 6 x 7 = 42 which is longer than 40 days. The Patels

➗

7 = 11

➗

11 = 7

Maths: Multiplication: Multiplying 6, 7 and 9

I can express time and cause using conjunctions Time conjunctions tell us when something is happening. Before she plays netball, Kate always does a warm-up. Conjunctions such as ‘because’ and ‘so’ link something happening with the cause or reason. Remember the comma!

Because she doesn’t want to get injured, Kate always does a warm-up.

Time and cause conjunctions Time When..... Before..... While..... After.....

Cause So that..... Because.....

Can you match the beginnings and ends of these sentences? .

Expressing TIME using conjunctions When you finish your homework, always wrap up warm, Bird’s of Prey! Before you eat your dessert, it is important to wear sun cream. While the sun is out, you can go out to play. During the winter, you must eat your vegetables.

Can you match the beginnings and ends of these random sentences? .

Expressing CAUSE using conjunctions Because she felt scared

So that nobody slipped over

Madge took her umbrella with her.

Betty took her teddy to bed.

So that he could get a house point Because the forecast was bad

Harold picked up the banana skin. Albert tidied up the pencils.

Challenge! • Write one sentence beginning with a TIME conjunction: Before......, After........, When......., While.........., • Then write one sentence beginning with a CAUSE conjunction: So that............., Because..............,

Day 9

Maths: Division: Dividing by 10 and 100

10 100

100 10

Maths: Division: Dividing by 10 and 100

3 6 9

10 12

Maths: Division: Dividing by 10 and 100

390

80 20

Maths: Division: Dividing by 10 and 100

LO: Showing To punctuate speech Possession correctly.

SuccessPossession Criteria: Showing

I can use a new line for a new speaker. I can use speech marks at the beginning and end of speech. I can include appropriate punctuation BEFORE the closing speech marks.

Starter: Showing Possession

Can you match the punctuation to its definition?

This is used at the end of a regular sentence.

•

This is used at the end of a question.

( ) , !

This is used to separate items in a list, to separate clauses within a sentence and to add extra information. This is used when something is surprising, forceful, loud. These are used when adding extra information.

Direct Speech Showing Possession

When a text uses direct speech, some specific punctuation rules are needed to separate what is said from the rest of the text; this enables the reader to follow what is going on. In newspaper articles, we can use speech as evidence of what’s happened (for example, a witness) or to show some opinions on events that have happened. Witness: “I saw an enormous beast at the top of the cliff, before it smashed down onto the rocks! It had gleaming, red eyes. I was terrified!” Opinion: “Something has to be done. I think it’s appalling that the army haven’t been involved yet!”

SpeechPossession marks: Showing

The most important rule in punctuating direct speech is that all words spoken must be enclosed by speech marks.

“That beast has chewed up my newest tractor!” shouted the angry farmer. The policeman said, “Any witnesses should come and talk to us immediately.” “It was absolutely huge!” explained the boy. “Where has it gone?”

Commas Showing Possession

Commas are another important tool to help the reader separate direct speech from the rest of the text. Where direct speech comes before a verb, and does not end in a question mark or exclamation mark, a comma must be used. For example: “We need help to defeat the space-bat-angel-dragon,” groaned the farmers.

Your task: Read a newspaper article and highlight quotes in it. Can you add in some of your own?

Day 10

Maths: Division: Solving word problems

There are 4 boxes with 10 donuts in each box. Sam wants to repack them into 8 boxes. First we ﬁnd out how many donuts there are. 4 x 10 = ________ Then we ﬁnd out how many equal groups of 8 go into 40. 40 ➗ 8 = ________ Therefore, ________ donuts can be put into each box.

Maths: Division: Solving word problems

There are 4 boxes with 10 donuts in each box. Sam wants to repack them into 8 boxes. First we ﬁnd out how many donuts there are.

40 4 x 10 = ________ Then we ﬁnd out how many equal groups of 8 go into 40.

40 ➗ 8 = ________

5 Therefore, ________ donuts can be put into each box.

Maths: Division: Solving word problems

138

Maths: Division: Solving word problems

Where Is Everything? Look at this bedroom scene. Describe where everything is.

Where Is Everything? Look at this bedroom scene. Talk to your partner and describe where everything is.

The lamp is in front of the window

1 ×

2 ×

3 × The desk is under the window 4 × The guitar is on the The phone is next chair to the bed.

Preposition Mind Map How many different words or phrases (prepositions) can you think of to describe time, place or movement? under across before below

at six o’clock after

through

Prepositions

toward

above beside

during

off

with

above

Preposition Or Not? Keeping in mind that ‘a preposition is a word or phrase used to describe a place, time or movement’ sort the following words into the correct circles: Not Prepositions

Prepositions

angry before lunch through threw

after school beside

and decide

under in

Preposition Or Not? Read the sentences below and spot the preposition which describes the place, time or cause. The scissors were left next to to the the pencil pencil case. case.

in their Hamid and Salma wrote in their books. books. on blocks. blocks. The ladies stepped on

I sheltered beneath my umbrella. umbrella. beneath my

Add a Preposition Read the sentences below and add a preposition which describes the place, time or cause. Write in full sentences in your book. The girl held her arms

Go and sit Joe was

They hid

the table

her head.

Stan. the bath when the phone rang.

an earthquake.

The Preposition Police ReadCould the following passage of text. Howtomany prepositions can you you change the prepositions a different preposition andsee? on your whiteboard. stillWrite havethem the sentence make sense? George took hishis dogdog SallySally for a for walkaalong canal. George took walk the along the Sally waited thebeside road. They canal. Sallybeside waited thewalked road. across They the road. Together, they went through a tunnel and over a walked across the road. Together, they went stile. George threw Sally’s ball toward the tall grass and through a the tunnel stile. George threw it landed in river.and Sallyover swamathrough the water and Sally’s ball toward tall to grass and it She landed dived underneath the the surface get the ball. ran in back to George dropped the ballthe in front him for the river. Sallyand swam through waterofand another turn. She dropped it from her when she dived underneath the surface to mouth get the ball. returned next to him. After sunset, they went home and She ran on back George anda cosy dropped the ball in snuggled the to couch beneath blanket.

front of him for another turn. She dropped it f

It’s Your Turn Look at the pictures below. Write a sentence to go with each picture, using a different preposition each time.