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Four Elms Primary School

Four Elms Primary School

Wednesday 6th January 2021

Hi class 3!

If you have any problems today, please email Mrs Chandler directly. Her email is rchandler-persaud@four-elms.kent.sch.uk.

So we are continuing with our learning today and I have lots of videos, examples and instructions to accompany everything you need to do today. Let us know if you have any trouble accessing them.

Good luck and send us through photos of the work completed!! :)

Time

Learning

9-9:30

TT Rockstars – 2 studio sessions and 2 sound checks before you go onto garage. Don’t forget you can challenge me and I will be challenging you too!

If you are a Lexia pupil, please use this time to complete your Lexia for the day. I will be checking and sending out certificates as you achieve them.

9:30 – 10.30

Maths

LO: to know what a tally chart is and understand the appropriate data to represent using them

SC1: I can explain what a tally chart is

SC2: I can represent data as a tally chart

SC3: I can interpret data represented as tallies

 

 

Tally Chart

Tally charts are a method of collecting data quickly.

What is a Tally Chart?

A tally chart is a table used for counting and comparing the numbers of multiple classes of a data set. Tally charts are used to collect data quickly and efficiently since filling a chart with marks is much speedier than writing words. The format also lends itself nicely to collecting data in sub-groups which can be useful. The initial data is recorded using 'hashes' or tally marks, organised into groups of five. This makes keeping track of the total number much easier as you can simply count the groups of tally marks by five.

A tally chart is just one method of collecting data using tally marks. This data can then be used to create more detailed and visual graphs and charts to compare the information that has been collected.

The word 'tally' doesn't necessarily correspond to the hashes or tally marks in a tally chart, it can be used simply to mean the total quantity.

For example, you could say "the hens laid 2 eggs on Monday and 3 more on Tuesday, bring the total tally up to 5."

Or you might hear a sports commentator say something along the lines of "that goal takes her total tally up to an impressive 4 goals in just 3 games".

You may also hear the word used as a verb, meaning 'to count'. Someone might say, for example, "let me tally up how many potatoes are left in that sack".

All of these different meanings can be a little bit confusing for children, cause them to wonder 'what does 'tally' mean in math?' The simplest way to explain this is to show them that it always refers to the current total number of anything that can be counted.

Activity 1: explain in your own words what a Tally chart is and what it is used to represent. Can you give an example?

Activity 2: Create a tally chart using the data I have given you. Then have a go at creating a tally chart about something of your choice. It could be colours of cars that pass your house, animals you can see from your window, or something else that you can find in your house that would suit this cart.

Activity 3: finally, answer the questions about the tally chart that you created in activity 2 (the data that I gave you rather than your own.)

If you whizz through this then there is an activity on MyMaths about tallies for you to complete.

To finish, identify your SC in your work. Remember, this should be revision for you.

10:30-11:00

Break time/snack time

Exercise – e.g. mindfulness yoga, fresh air in the garden, run up and down the stairs seeing if you can get faster every time!

Yu need to keep your body active so that your brain can keep active too.

11:00 – 12.00

English

LO: to understand what expanded noun phrases and adverbial phrases are

SC1: I can explain what an expanded noun phrase and an adverbial phrase are

SC2: I can identify expanded noun phrases and adverbial phrases in a text

SC3: I can create some of my own expanded noun phrases and adverbial phrases for a given picture

 

 

First we are going to revise what expanded noun phrases are.

Expanded noun phrases give more detail than a simple noun phrase. You add adjectives after the determiner to make an expanded noun phrase. This adds extra detail about the noun. The adjectives we choose to expand the noun phrase can create very different effects.

Task1:

Define an expanded noun phrase in your book.

Identify the expanded noun phrases in the text.

Create your own expanded noun phrases based on the picture when Michael is alone in the ocean during the storm.

Now we will recap what adverbial phrases are.

Adverbs give us more information. They can give us more information about a verb, an adjective, other adverbs and whole clauses. We can also use phrases rather than single adverbs to modify clauses. These are called adverbial phrases. Adverbial phrases do not usually contain a verb.

Task2:

Define an adverbial phrase in your book. Make sure you include the different ways adverbs can be used.

Identify the adverbial phrases in the text.

Create your own adverbial phrases based on the picture when Michael is alone in the ocean during the storm.

Finally, identify your SCs in your work and reflect on your learning from today. How did you demonstrate our character traits? What do you feel you still need to work on?

12:00- 1:00

Lunch

1.00 – 1.15

Wellbeing

 

 

 

1:15- 2.15

Geography Project

LO: to know key geographical language (longitude, latitude and equator) and understand how this applies to maps

SC1: I can explain what longitude and latitude mean

SC2: I can understand how to use longitude and latitude to find geographical locations

SC3: I can describe what the equator is and its significance to planets

 

 

Work your way through the PowerPoint learning about the meanings of longitude, latitude and equator. Find out about how they are used to locate places around the world. See if you can explain this in your own words to someone at home.

Task 1:

Using the information we have just been through together, create an explanation of what longitude and latitude mean. There are some prompt words to help you in the word bank or you can go back through the PowerPoint to help you. On the next slide I have put my explanation and you can see if you got all the information in. It does not need to be in the same order as mine. Next, add a sentence explaining what the equator is. Again, go back through the slides and use these to help you. It only needs to be one sentence.

Task 2:

If you have a printer then print the world map provided with the longitude and latitude marked on. Have a go at locating the places from the slide. The names and the co-ordinates are provided but you need to use your geographical skills to find the co-ordinate, then use your geographical knowledge to work out which place is which.

Extension:

Are there any more places that you know or have been to that you can label using both the name and the co-ordinate?

Finally, identify your SCs in your work. Can you reflect on what you found challenging in this lesson and what you used to help you. Did you demonstrate resilience or self-awareness during this lesson?

2.15 – 2.30

Assembly

2:30 – 3.00

Guided reading

This year we have covered many skills in guided reading including retrieval, predicting and inference about characters thoughts and feelings. We will be revising these skills during our time looking at Kensuke’s Kingdom, focussing predominantly on inference but utilising our other reading skills as necessary.

LO: to know how to infer characters thoughts and feeling from details given

SC1: I can identify important words and phrases that give us clues

SC2: I can use my knowledge of emotions to infer how a character may be feeling

SC3: I can relate a characters thoughts and feelings to events in my own life

Read the extract from chapter 1. It is quite long so use the recording from Monday to listen to as you read along, that way you can focus on what is being said.

Complete the table below about how the characters are feeling at 2 key points in the text. You can use words and phrases to describe this but then I would also like you to identify the evidence in the text that supports this.

Character

When the letter arrives

After dad announces his plan

Michael

Feeling:

Evidence:

Feeling:

Evidence:

Mum

Feeling:

Evidence:

Feeling:

Evidence:

Dad

Feeling:

Evidence:

Feeling:

Evidence:

Can you empathise with Michael and his family? Has there been a time in your life when something had happened that you weren’t expecting that caused the whole family to struggle? Can you identify the time when it changed again and you came out the other side of things?

Finally, identify your SCs in your work.

3.00 – 3.15

Story Time – Kensuke’s Kingdom (next chapter for guided reading tomorrow)

 

 

 

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