Children should aim to complete at least four sessions of work per day; ideally, each session should be from a different subject area. Please send pictures or screenshots of any complete work to your teacher via Dojo so we can continue to support your learning.

 

Maths

The children need to be secure in their knowledge of all four operations (addition, subtraction, multiplication and division); they should be able to answer arithmetic style questions both rapidly and accurately and then apply this knowledge to solve reasoning problems. In school, we normally do maths from 11:10 – 12:15, then arithmetic from 12:15-12:45

Session 1: Interpret charts

Starter:

Watch this video:  https://vimeo.com/432265669

Worksheet:  https://resources.whiterosemaths.com/wp-content/uploads/2020/06/Lesson-1-Interpret-charts.pdf

 

Session 2:  Comparison, sum and difference

Starter:

Watch this video: https://vimeo.com/432265829

Worksheet https://resources.whiterosemaths.com/wp-content/uploads/2020/06/Lesson-2-Comparison-sum-and-difference.pdf

 

 

Session 3: Introducing line graphs

Starter:

Watch this video: https://vimeo.com/432265995

Worksheet: https://resources.whiterosemaths.com/wp-content/uploads/2020/06/Lesson-3-Introducing-line-graphs.pdf

 

 

Session 4: Line graphs

Starter:

Watch this video: https://vimeo.com/432266309

Worksheet: https://resources.whiterosemaths.com/wp-content/uploads/2020/06/Lesson-4-Line-graphs.pdf

 

 

Session 5:  Challenge day!

Starter:

https://www.bbc.co.uk/bitesize/articles/z9ywr2p

 

 

Arithmetic:

Children need to be able to solve these calculations accurately and quickly. In class I would set a 6 minute timer for the children to complete this in their book, we would then go through them together.

Session 1:

766 x 9      655 x 8    205×7    5x6x9   3x5x8    32 x 100    3.5 x 10     67×100   94×10   0.3 x 10

2.5 x 100   6.78 x 10   5.09 x 100      3.4 x 100     75.4 x 10   69.13 x 100     55.03 x 10

Session 2:

385 ÷4    793 ÷ 5    627 ÷ 3     54 ÷10     678 ÷10   54.6 ÷ 10     432 ÷100    7852 ÷10

4457 ÷100      7060 ÷ 100    5 ÷100     32 ÷100

Session 3:

4 x 8 =    400 x 8 =         5 x 7 =      5 x 700 =      810 ÷9 =       5400 ÷ 6 =       240 ÷ 6 =

3200 ÷____ = 80         490 ÷____ = 7       ____ ÷ 3 = 270

 

Session 4: 

 

 

Session 5:

 

 

Reading:

In order to be successful Year Four readers, children must be able to read texts accurately and fluently, making sense of what they have read and using all of this to answer comprehension questions. The main way this can be achieved at home is through regular reading. Try and choose books that interest your child and encourage them to think about the meaning of what they have read. We have also put together a comprehension for each day which is linked below. Allow your children approximately 5 minutes to read the text and the 15 minutes to answer the questions. When they have finished, discuss their answers with them. In school, we do reading from 10:20-10:50

Day 1: Kensuke‘s Kingdom: https://www.bbc.co.uk/bitesize/articles/zvbf382

Day 2:  Learning a poem: https://www.bbc.co.uk/bitesize/articles/zs9csk7

Day 3: Slime by David Walliams: https://www.bbc.co.uk/bitesize/articles/zqpx8hv

Day 4: Comprehension: https://www.bbc.co.uk/bitesize/articles/zs7tjsg

Day 5: Choose a book or listen to an e-book. 🙂

Handwriting

Please complete a handwriting activity every day for 20 minutes. In school we would do handwriting after lunch from 1:40-2:00.

Please check that the letters are all sat on the line and are all the correct size. If your child joins their handwriting, please make sure that the joins are correct and the word can easily be read. Please don’t let them move on to the next word until they can do the one they are on.

Choose 10 words from either of these sheets every day and write them out 10 times each.

You may want to choose words that you find hard to spell and use this as a spelling activity.

First 100 high frequency words

Year 3 and 4 statutory spelling list

 

Writing

If we were in school for this summer term, our topic would be PLAYLIST. This would be around musicals and performances.

We would like you to watch a musical film – a film where songs by the characters are part of the narrative.

When you have watched one, we would like you to:

  • Write a film review – what did you like or not like? Give a summary of the plot and the main characters. How many stars would you give it? It needs to be in detail so if someone else was to read it, then they could make a decision whether to watch the musical or not.
  • Create a storyboard/comic strip of the musical. Split a piece of paper into 8 boxes to do this. For this, you will need to have picked out the 8 main plot points from the musical  – you won’t be able to draw everything that happens. Plan this out carefully before starting.
  • Find the lyrics to one of the songs in the musical. Find the meaning of words that you are unsure of the meaning.

Try to write your own song for that character to sing.

 

Curriculum:   

Design and make your own instrument: You will need to research different instruments and try to create your own. Some children in the past have combined instruments to invent their own one!

Research different types of singing from around the world, including: yodelling, jazz, scat singing, Bollywood playback singing, Inuit throat singing and overtone singing.  Then try some of them! J

These links may help you:

Yodelling: https://www.youtube.com/watch?v=vQhqikWnQCU

Samba: https://www.youtube.com/watch?v=PbL9vr4Q2LU

Overtone singing: https://www.youtube.com/watch?v=XUMUEoK-AaY

Inuit throat singing: https://video.nationalgeographic.com/video/exploreorg/00000144-0a36-d3cb-a96c-7b3f7c850000

Tuvan throat singing: https://www.youtube.com/watch?v=V76psBrEypg

 

On a world map, find where the types of singing are from.