In Year Four our aim is to ensure that all children become happy, successful and independent learners. These activities will help ensure your children can continue to make the excellent progress they have been making in school at home. 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

Please complete the home learning sessions on the White Rose website focussing on decimals.  There are videos to support each lesson, activities to complete and the answers to check when you have completed them.

https://whiterosemaths.com/homelearning/year-4/

We are currently on Week 2 and I will do a video to help support one of these sessions with some extra questions.

Session 1: Divide 2 digit numbers by 10

Session 2: Hundredths.

Session 3: Hundredths as decimals.

Session 4: Hundredths on a place value grid.

Session 5: Divide 1 or 2 digit numbers by 100.

Extra challenge:

Please learn to tell the time! Children in Year 4 need to be able to:

  • read an analogue clock to the nearest minute
  • write this time in words and on a digital clock
  • they need know am and pm
  • write time using the 24 hour clock.

Any help that you can have with teaching your children this life skill would be amazing!

 

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:

273÷5      443 ÷ 8         2/8 of 32       4563 =  _____ - 5322      6547 = _____ - 3294

7766 = _____ + 905       ____ = 9003 + 1231      7200÷9 =             540÷6=

Session 2:

600 x 3 =        300 x 4 =        880÷8 =        4356 +____  = 6567      7272 -__ =  1905

904 x 3 =       557 x 8  =        713 x 7 =        3/7 of 28      5/7 of 280

Session 3:

4 x 5 x 6           9 x 0 x 3        7 x 1 x 9     6 x 6 x 4     4367+ 8797=      234 x 8=

754÷3        696÷5          4356= 4000 + _____    70÷10 =     250÷10 =    3600÷10=

Session 4:

370 x 10 =     670 ÷ 10=    540 x10=    650 x100=   7400÷100 =

9876 - 1234 =           8754 + 6905 =          546 = _____ - 320

7854 = _____ + 321          4/12 of 72=       76 x 9

Session 5:

660 x 10 =     520 ÷ 10=    780 x10=    650 x10=   93 x 100 =

7654 - 3567 =           8704 + 3375 =          433 x 8 =          974 x 5 =

2/9 of 630 =           5/7 of 350 =      750 ÷ 3=            885÷6 =

 

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

 

This week we will be focussing on prediction skills.

Prediction means writing what you think will happen next based on what has already happened.

Session 1

 

Ogre
  1. What is the ogre doing? Why?
  2. Why is there a glowing light over the flower? Where is it coming from?
  3. What do you think is in the pouches on the ogre’s bag strap?
  4. Why were the children in the woods?
  5. Does he know that they are watching him?
  6. Do the children want him to know that they’re there?
  7. What is going to happen next, based on what has already happened?

Session 2

UFO
  1. Where did the UFO come from?
  2. Who – or what – is controlling it?
  3. Why are they taking the tricycle?
  4. Who does the tricycle belong to?
  5. Why was the child here alone?
  6. How is the child feeling?
  7. What will happen next?

Session 3

HayBale
  1. What is surprising about this picture?
  2. How are the hay bales floating?
  3. Are they still or moving?
  4. Who are the two people?
  5. What are they thinking?
  6. What are they going to do? Do they want to get the bales back onto the ground? Are they trying to get them all floating?
  7. What would you do if you saw this?
  8. What will happen next, based on what is happening already?
  9. Be a news reporter, live at the scene. What will you say to the viewers?

Session 4

Creatures
  1. Who is the boy? Does he know the creatures?
  2. What is the boy doing? Why?
  3. What happened before this picture was taken?
  4. What is Taylor going to do? Is it the right thing to do? What could be his reasons?
  5. What is going to happen next? Why do you think that?

Session 5

Sit down, with a good book for 30 minutes and enjoy reading it J

 

Writing

 

In writing, the children need to be able to write for a range of purposes. When doing this, they should use a range of grammar and punctuation accurately and for effect. So far, we have learned how to:

Children also need to ensure that their writing is interesting and detailed. To support this, children have so far learned to:

  • Use a range of interesting fronted adverbials followed by a comma (Twinkl)
  • Use personification (Music Video)
  • Use metaphors and similes (BBC Bitesize)
  • Onomatopoeias
  • Use adjectives and expanded noun phrases.
  • Use paragraphs (Bitesize)

 

This week, we would like children to continue with the story from Mrs Richardson’s video before Easter. They should have written then beginning to the story (if they haven’t re watch the video and have a go!). Follow the steps for this weeks video to continue the story.

In school, we do writing each day from 9:20-10:20.  Don’t worry if they have forgotten how to use a skill as the links suggested will explain what to do. When your child has written their paragraph for the day, send it over to their teacher so they can give feedback if required. Don’t forget to tell us which skills you have tried to include so we can check they are in there.

Extra:

Use these websites to find characters or settings that you would like to write about in a story.

https://www.pobble365.com/

https://www.onceuponapicture.co.uk/

https://www.literacyshed.com/home.html

 

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

 

Curriculum and Science:

In school at the moment our topic is rainforests. This week, we would like you to research and create an information poster on a rainforest animal (you could choose 1 or as many as you can do). Remember an information poster needs information, as well as some pictures. Use the internet to research the different animals – we have done work in School on researching and creating information posters.

In science, in the Autumn term, we studied food chains and food webs. Look at the animals in a rainforest and have a go at creating some food chains and webs. We also learnt how to do classification keys; you can have a go at sorting different rainforest animals.

Here are some links to help you recap food chains:

https://www.bbc.co.uk/bitesize/topics/zbnnb9q/articles/zwbtxsg

https://www.bbc.co.uk/bitesize/topics/zbnnb9q/articles/z93vdxs

https://www.bbc.co.uk/bitesize/topics/zbnnb9q/articles/zcgbjty

https://www.bbc.co.uk/bitesize/topics/zbnnb9q/articles/zsphrwx