Maths: Fractions, fractions and more fractions…
For quite a long time now, Year 5 have been learning about fractions. We have identified, added, subtracted, converted and even multiplied! Our fractions learning is coming to an end soon but before it does, this is what we have been looking at this week.
Subtracting fractions with different denominators:
Subtracting fractions from a mixed number:
Subtracting fractions from a mixed number when we break the whole:
Help at home: Can your child talk through the worked examples above? Try to use the words numerator, denominator, mixed number, proper fraction and improper fraction.
Living and Learning: Being Safe
We took part in the NSPCC Speak out Stay Safe online assembly.
During the assembly, it highlighted children’s rights and gave the clear message of ‘Speak out, Stay safe’. The children were confident at identifying who their own trusted adults are and felt comfortable that they could ask for help.
We also heard about Childline – ask your child to show you the way to remember the number.
To follow up this learning, we welcomed staff from NSPCC to deliver a ‘Speak Out Stay Safe’ workshop. They were very impressed with the children’s learning and understanding.
Help at home: Discuss who your child would speak to if they needed help and/or visit the Childline website, which has age-appropriate advice for primary school children on topics such as bullying. It also has games and other interactive tools.
Our class novel: The Land of Roar
In Year 4, our current class novel is The Land of Roar by Jenny McLachlan.
“Everyone remembers their secret imaginary world…but what if you discovered that yours was real? When Arthur and Rose were little, they were the heroes of Roar, a magical world they invented where the wildest creations of their imaginations roamed. Now that they’re eleven, Roar is just a distant memory. But it hasn’t forgotten them.”
We’re all really enjoying it so far! It’s funny and full of action.
Your children have been sharing their opinions and making some predictions…
Wininja’s my favourite character so far because he’s so funny and his magic tricks are ridiculous.
I think Rose will end up joining Arthur in Roar, even though she thinks she’s too cool, because she misses him and her grandad.
I’m not sure what’s going to happen next but I think Arthur will defeat Crowky and be able to save his grandad.
I’m excited to keep reading it because I don’t know how its going to end.
Help at home: ask your child to summarise what they’ve read so far. You can also explore some of the other books in the series.
Living and Learning: Being safe
Being safe is a key part of our Living and Learning curriculum.
We took part in the NSPCC Speak out Stay Safe online assembly.
During the assembly, we heard about Sam and some things that were upsetting Sam.
Thankfully, Sam told a teacher about her worries. We thought about which grown-ups would be good to talk to in school and out of school (start telling other people). Brothers, sisters and friends would also be good to talk to and discuss feelings but telling a grown-up (over 18) would be the best thing to do to get help.
Our Living and Learning box, in the classroom, is another way the children can speak out and write down any worries.
We also heard about Childline – ask your child to show you the way to remember the number.
To follow up this learning, we welcomed staff from NSPCC to deliver a Speak out stay safe workshop. They were very impressed with the children’s learning and understanding.
Help at home: Buddy Zone, on the Childline website, has some games and activities for the children to do.
Maths: TTRS
This week, we have talked through how the children can access and use Times Tables Rock Stars. Login details are the same as for Numbots.
In Year 2, the children learn the two, five and ten times tables and these are the tables that have been assigned to the children. There will be division questions related to those times tables too.
Soundcheck is used in Key Stage 2 to check all the times table facts up to x12 so this isn’t recommended in Year 2 as the children haven’t learned these other times tables yet.
We encourage the children to continue to use Numbots too to help to secure their addition and subtraction number facts.
Another resource to support times tables and other number facts is Hit the Button. This is a great, fast-paced game and children can choose which times tables or number facts to work on during each game. This game is free to play online.
If you have any further questions regarding the resources mentioned, do not hesitate to contact us.
Geography: rising sea levels
In our topic lessons, we’ve been looking at climate change and how it’s contributing to ice caps melting.
We’ve looked at low lying countries and coastal regions such as the Solomon Islands.
We watched quite an impactful video where an island called Kale has completely disappeared over the last ten years due to rising sea levels.
We thought about the impacts that the rising sea levels has on a place like the Solomon Islands.
Help at home by researching ways we can slow down climate change at home.
Active travel and safety around the school gate
Science: How are rocks different?
Enquiry question: How are rocks different?
Scientific skill: I can record findings from a comparative test.
Last Friday, Year 3 completed three small tests to find out how rocks are different.
- The ‘scratch’ test: Use a nail or paperclip to scratch a rock to find out how hard or soft it is. The softer it is, the more of a mark it will have.
- Does the rock react with acid (vinegar)? We put a small amount of white vinegar on the rocks to see if they would react. There might be a change in colour, bubbles or no reaction.
- Will it float or sink?
Each table had one rock to focus on then at the end, each group shared their findings.
Here’s what we found:
Help at home by researching this question.
Is chalk a hard or soft rock? Why would it be hard to see the scratch test on chalk?
Spring 1: Week 2
PE
Over the half term, we will be developing our yoga and dance skills. We have started with yoga. The children have been enjoying learning yoga and balancing in the different positions. We have talked about yoga being a form of meditation and how different types of breathing can affect how we feel.
Reading
The children are doing really developing their phase3 phonics knowledge. After looking at the Little Wandle reading report online, I can see some people are not access the books frequently. Please do let me know if you are having any issues with the website.
Help at home by: reading regularly.
Maths
We have been looking at one more of numbers up to 5. The children enjoyed making their own Numberblock staircase and getting their friend to guess which Numberblock was missing.
Poetry Picnic
Our poem about snow was very appropriate this week. The children took it in turns to perform it to the rest of the class.
Thank you to all those parents who came to the stay and learn session this week. The children enjoyed sharing their learning with you.
If you haven’t already, please could you give feedback using the QR code from Tuesday’s post.
Living and Learning: drug education
For the past two weeks, we have been focussing on drug education. We defined a drug as ‘a substance that changes the way the body or mind works.’
Year 6 looked at what might influence a person to use drugs. They were asked to discuss what would most influence whether a person would use the drug. This is a group’s answer ranked with the most likely influence at the top.
They were then asked to rank what is mostly likely to influence someone not to use the drug. This was another group’s answer.
As this was group work, the children used their oracy skills of actively listening to others and respond respectfully as we know that people can have different opinions.
Knowing people can be influenced, we looked at the 3 different ways someone can respond to the pressure.
The children were given scenarios to read and asked to identify who or what the character is being influenced by and whether they are feeling pressure, including peer pressure (pressure from those around them). Then, consider the different ways the character could respond:
∙What would be an example of a passive response? For example, joining in with the group to feel included
∙What would be an example of an aggressive response? For example, shouting “no” and being rude to others
∙What would be an example of an assertive response? For example, saying a calm, firm but polite “no thanks”
Help at home: Read the scenario and discuss what would the 3 ways to respond be.
