Year 4: Problem Solving Using Hundreddths
Year 5: Rounding Decimals
On the optional worksheets, the difficulty is usually shown in the bottom corner of the page in a star.
D = Developing (mild)
E = Expected (spicy)
GD = Greater Depth (hot)
It can also be shown by the number of stars.
* = Mild
** = Spicy
*** = Hot
Optional Maths Worksheets
Year 4: Reading and Understanding Texts
Year 5: Using prepositions in setting descriptions
Skim-read The Tempest up to page 22 of The Tempest. As you read, make a note of any features of the island that are mentioned in the text. For example, on page 8 they mention a shelter, a cave and rocks. Now use your imagination to add to your list any other features that you think could be found on a desert island. Use the template attached to plot your features on the island. I have included some bits of description from the original text to help you. Add colour and detail to your map - this will support tomorrow's writing. Now imagine you are Caliban - the monster who lives on the island. Using a bright colour, plot a route through the island that passes by most of the main features you have drawn.
Today we are going to recap road safety. As we are coming towards the end of term, I am sure more of you will be spending time outside, and as you are getting older you may start walking to more places without your parent's supervision. So it is really important that you remember how to stay safe.
A really good way of avoiding an accident is to Stop, Look, Listen, Think.
Watch this film. Watch closely and see how many hazards you can spot.
Now have a go at this quiz based on the video:
Think through these scenarios - what is the best thing to do?
1. You and your friend are walking home from school with your parent/guardian. You find yourself quite a long way ahead of everyone and you reach a really busy road. Your friend is keen to cross the road. What would you do to stay safer?
2. It’s the school holidays and you have been playing with your friends in a front garden. Someone suggests kicking the ball over the road from one side of the street to the other. Your road isn’t that busy. What’s the best thing to do?
- Stay calm. It’s a good idea to tell your friend just to wait until the parent/guardian catches up. While you wait, make sure you are well away from the edge of the pavement. If your friend still wants to cross, remind them that it would be dangerous to do so, and could cause the parent/guardian to panic.
- Suggest a different game that doesn’t involve playing with a ball near the road. You could walk to the nearest park (with an adult), carrying the ball under your arm or in a bag. Put the Stop, Look, Listen, Think sequence into action before you cross any roads on the way to the park.
Now think about your local area. Are there are any spots locally that are particularly challenging when crossing the road? Where are the local places that may put you in danger?
Here's a game to play:
Extension: develop your own Do you Stop, Look, Listen, Think? quiz or make up scenario where someone has displayed risky behaviour on the roads and write what they should have done.
Home game ideas
What you need: Balloon
Area: Setting up something in between two sides (tennis court style)
Players must be on bottoms (use hand as a bat).
Alternate serving, all shots must be underarm (so balloon goes up)
Point scored every time the balloon touches the floor.
Football style skills and drills
What you need: Football / Tennis ball
Level 1 – Bounce the ball onto your thigh and catch it.
Level 2 – Bounce the ball onto your thigh and then onto the second thigh and catch it.
Level 3 – Bounce the ball onto both thighs and then onto a foot and catch it.
Level 4 – Bounce the ball onto both thighs and then both feet and catch it.
Be inspired by Imogen and donate some keepy-uppies. How many can you do in a row? Can you beat Imogen's personal best of 63 in a row?