Year 4 Homework

31 March 2020: Home learning

Posted on Tuesday 31 March 2020 by Mr Wilks

Reading

Watch the short animation ‘The Catch’ (click here). Then, draw a feelings graph to show how the boy is feeling during key moments of the clip. An example of how to set out a feelings graph as shown, below.

The events go across the bottom of the graph. Suggested events to list are:

– Waiting with anticipation for the first catch,
– The distress caused by seeing the injured fox,
– Anger at the fox stealing the fish,
– Chasing the fox,
– Surprise and excitement at seeing the giant fish,
– Trying to catch it,
– The catch at the end.

Spellings

Practise your spellings today by using the ‘connect the dots’ method.

 

Maths answers

Maths

Challenge

Challenge

 

History

You guys have learned loads about the Romans and Celts (especially Boudicca) in this topic and you’ve really impressed me with your history knowledge and historical enquiry skills.

We’re going to end this topic by looking briefly at the people who invaded and settled in Britain after the Romans left: the Anglo-Saxons.

I’d like you to watch the video, do the activity and read the text on the following webpage (make sure Flash isn’t blocked as this might stop you watching the video).

https://www.bbc.co.uk/bitesize/topics/zxsbcdm/articles/zq2m6sg

Please answer the following questions about the Anglo-Saxons in any way you like. You could simply write or type the answers, create a poster, create a digital presentation, interview an Anglo-Saxon or Britain from the time. It is us to you (and your parents).

  1. When did the Anglo Saxon age begin in Britain?
  2. Where did the Anglo Saxons come from?
  3. Tick the answer that is true:
  4. The Anglo-Saxons were ruled by one king who took control of the whole of Britain.
  5. The Anglo-Saxons were made up of different tribes who settled in different parts of Britain.
  6. Who were the biggest tribes?
  7. When they weren’t fighting, what was the main job that Anglo Saxons did?
  8. What was life like for Anglo Saxon girls and boys?
  9. Name three types of crops that Anglo Saxon farms grew.
  10. Name two types of animal that Anglo-Saxon hunters used to help them catch their prey.

Challenge: Which period of history do you think was more advanced: Roman or Anglo-Saxon Britain? Explain your reasons.

 

 

 

30 March 2020: Home Learning

Posted on Monday 30 March 2020 by Mr Wilks

Good morning. Hope you’ve all managed to have a good weekend. Thanks to everyone who emailed photos of learning last week. They’re on the Class News page. Thanks also for letting me know how you’re getting on with the learning. It’s new to all of us and I appreciate your messages.

Reading and spelling

Watch the short animation ‘The Catch’ (click here). Then answer the following retrieval questions. Remember you can rewind the clip and make sure to double check your answers.

  1. Draw the boy from the video and label different aspects of this character’s appearance.
  2. Describe the setting the video is set in.

Here’s a list of words to learn this week. These words either have the prefix ‘sub’ or ‘tele’. Check you understand what they mean. Start by practising them with your best handwriting.

submarine / telephone / substitute / telescopic / subconcious / telescope / subway / television

Maths

Challenge

Challenge

 

History

We’ve learnt loads about the Roman invasion of Britain and the effect that this had on Britains living there at the time – specifically Boudicca and the Iceni.

What we haven’t talked about is when and why the Roman Empire ended. Read the text below to find out:

In AD410, the Roman Emperor Honorius sent a goodbye letter to the people of Britain. He wrote, “fight bravely and defend your lives…you are on your own now”. The city of Rome was under attack and the empire was falling apart, so the Romans had to leave to take care of things back home.

After they left, the country fell into chaos. Native tribes and foreign invaders battled each other for power. Many of the Roman towns in Britain crumbled away as people went back to living in the countryside.

In this history lesson, I’d like you to answer the following question:

Were the Romans good for Britain?

I’d like you to make a list or table of pros and cons and debate these with someone at home. Here are some key points to get you started (you decide of they’re pros or cons):

  • It isn’t nice to invade places. You wouldn’t like it if I invaded your home!
  • The Romans treated Britains badly. They took their land, made them pay taxes, whipped them and killed them if they stood up to them.
  • The Romans tried to change how we lived (houses, religion, language).
  • The Romans protected us from other invaders.
  • The invented lots of things that made our lives better: straight roads, central heating, sewage systems.
  • They introduced things which had a big impact on Britain: calendar, language, Christianity.

 

27 March 2020: Home learning

Posted on Friday 27 March 2020 by Mr Wilks

Reading answers

  1. Because her army was much larger than the Roman one.
  2. Roman arrows and javelins slowed them down.
  3. It helps you to understand what happened during the battle.
  4. They were stopped by their own troops and also wagons and animals they had left.
  5. An act of resistance.
  6. We don’t know. London and the midlands have been suggested sites but there is no archaeological evidence.

Reading 

Fridays are always our Love of Reading session in Year 4 so we’ll keep this the same whilst we’re home learning. Your job is to relax and read. You could read to an adult, enjoy some quiet time where you and an adult both read, have a discussion about favourite books or authors. There’s no requirement to do work in your books. The most important thing: enjoy reading!

Maths answers

Maths

Challenge 1

Challenge 2 

 

 

Writing answers

Science

Challenge

Draw some diagrams to accompany the statements about melting, freezing and boiling.

Optional challenge

Make some ice cubes and create a tower as tall as possible. Discuss what makes building the tower tricky and why?

 

26 March 2020: Home learning

Posted on Thursday 26 March 2020 by Mr Wilks

Reading – Day 3 Answers

  1. 2cm x 2cm
  2. plastic tubs
  3. frame
  4. drawing
  5. repeating
  6. glue
  7. The show pictures of history and scenes from everyday life using small tiles.
  8. A repeating pattern is a pattern that repeats – using similar colours or shapes (not a great question)
  9. Scenes from history and everyday life / animals
  10. So that you can keep each colour separate so they don’t get mixed up.
  11. Because they looked nice / to show they could afford decorative things
  12. So that you know where to put the tiles / to make sure your mosaic is neat

 

 

Reading – Day 4

Today, our reading is about Boudicca’s final battle: The Battle of Watling Street. Read the text carefully and answer the following questions.

  1. Before the start of the battle, why would Boudicca have been confident of winning?
  2. What slowed down the Celts movement towards the Romans?
  3. Why has the author included a diagram on page 24?
  4. What stopped the Celts from getting away from the Romans?
  5. What does the word rebellion mean? Use a dictionary or the internet to find out if you’re not sure.
  6. Whereabouts in England did the Battle of Watling Street happen?

Challenge:

Create a glossary of about five key words from the text which children may not know the meaning of?

Maths answers Day 3

  1. 779
  2. 678
  3. 989
  4. 582
  5. 693
  6. 937
  7. 946
  8. 834
  9.  456+342=798
  10. 245+731=976
  11. 535+238=773

 

Maths 

Writing

25 March: Home Learning

Posted on Wednesday 25 March 2020 by Mr Wilks

Reading – Day 2 Answers

  1. three
  2. woman
  3. Romans
  4. nodded
  5. flee to the mountains
  6. hurled
  7. Boudicca
  8. gold
  9. They had travelled a long way / they were tired / they wanted a rest
  10. To keep her daughters safe
  11. She was angry / he was questioning her
  12. They were worried about their mum / they were worried about the battle with the Romans / they were scared of their mum’s anger

Reading

Maths – day  2 – answers

Maths

15 minutes Times Table Rockstars

 Addition Arithmetic

 1. 452+327=

2. 253+425=

3. 405+584=

4. 258+324=

5. 437+256=

6. 652+285=

7. 792+154=

8. 478+356=

 

Challenge 1

Challenge 2

Write an addition word problem.

For example:

On Monday, a baker makes 345 bread rolls and 563 cakes. How many products does he make altogether?

 

Day 3 History

In history lessons this half-term, we have answered all of the following questions.

  1. When did the Romans successfully invade Britain?
  2. Who was the emperor during the first successful invasion?
  3. Why did the Romans invade Britain?
  4. Was Boudicca a Roman or a Celt?
  5. What was the name of Boudicca’s tribe?
  6. How did Boudicca die?

First of all, I’d like your child to answer the questions. If there are any questions they don’t remember the answer to, they can use the internet to find them. A couple of links below:

https://www.bbc.co.uk/bitesize/topics/zqtf34j

http://www.primaryhomeworkhelp.co.uk/Romans.html

Next, they should show off some of the knowledge they’ve learnt in the topic in a poster. This could be some of the answers to the questions above or other things they’ve learnt. Email some pictures of the posters you create and I’ll post them on Class News!

 

 

24 March 2020: Home learning

Posted on Tuesday 24 March 2020 by Mr Wilks

Here are today’s home learning tasks.

Reading

It’s my favourite historical figure, Boudicca! It’s a straightforward task: read the text and answer the questions.

Children can do Section C as a challenge or write their own questions about the text to test you.

Maths

Day 1 – Answers

 

Maths 

 

Writing

23 March 2020: Home learning

Posted on Monday 23 March 2020 by Mr Wilks

Reading 

 

Maths

Science

 

Home Learning

Posted on Sunday 22 March 2020 by Mr Wilks

Hello parents, carers and Y4 children! 

I hope you’re all okay. I wanted to email before the first set of learning goes live to give you a bit of information about what to expect.

Structure and Routine

As newly ‘qualified’ teachers, these first days will be a bit of a rollercoaster for you! Hang in there! You’ll be fine. Hopefully, you can get into a routine and find a structure that works for you. I’ve posted the timings of a typical school day below.  Sticking to some of the school timings so there’s consistency may help.

9-10 First lesson
10-10.10 Wake Up Shake Up (or dance around the garden with music blaring out!)
10.10-11 Second lesson
11-11.15 Break
11.15-12.10 Third lesson
12.10-13.10 Lunchtime (they can make their own – we call this Food Technology)
13.10-14.10 Fourth lesson (household chores, perhaps)
14.10-14.45 Fifth lesson (gardening or naptime)
14.45-15.15 Assembly/Reading class novel

 

The Tasks

  • Each day there will be three tasks: a reading task, a maths one, and a science / topic / writing task.
  • These tasks will ‘go live’ at 9AM each morning on the Y4 Homework page of the school website.
  • The tasks will not include any new learning. Instead they will consolidate learning that has happened during Year 4 with some challenge questions to apply or use the learning in a different way.
  • The tasks should take between 30-40 minutes.
  • Answers (where appropriate) will be posted with the following day’s new tasks.

Email

You can email me at paulwilks@spherefederation.org about any of the learning tasks. I’ll aim to reply on the same day and no later than the following morning. To keep this manageable, please restrict emails to one per day, per child.

 

Class News Posts

It would be great if you emailed some photos of the children learning at home – either the school learning tasks or other learning or fun you’re having. I’ll post some of these on the Class News section of the website each week so that you can all see what each other are up to and it might make us  feel a little less isolated. If you want to send photos but don’t want your child’s image used on the website, let me know.

 

Best of luck to you all.

Paul

ps. Feel free to give out some Cool Class Tokens if your child is doing some great learning, or, conversely, feel free to give out warnings if they’re not following the school/home rules!

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

20 March 2020

Posted on Friday 20 March 2020 by Mr Catherall

This week, the whole school has the same Talk Time homework: I can pay and receive compliments to/from people outside of school.

This homework, which links to our recent living and learning statement, is an opportunity for children to discuss the benefits of paying compliments to people. Here are some questions that might shape your discussion:

  • How does paying a compliment make you feel?
  • How does receiving a compliment make you feel?
  • Why is it important to be sensible when paying or receiving compliments?
  • Can you compliment people too much?
  • Is it ok to compliment a stranger? Is this safe?

Children should be ready to discuss what they’ve talked about at home by Thursday 26 March 2020. It would be even better if children were able to talk confidently about times when they have given, or received, a compliment.

13 March 2020

Posted on Friday 13 March 2020 by Mr Catherall

Our homework this week is Creative: I can show my talents.

All of the children in our school are blessed with an array of talents. This week, our homework, which links to our living and learning statement (I can recognise my talents), gives our children the opportunity to celebrate and share their talents. Children should respond creatively and be ready to show off their talents to their peers as part of their homework review. They could do this in a range of ways:

create a short performance to show to the class
film themselves showing off their talent
make a collage of their many talents
produce a piece of art to show off their talents

There are, of course, many other ways that children could respond. Children should be ready to show off their talents by Thursday 19 March 2020.