Happy Thanksgiving Week!.pdf.
Numeracy - Y3&4
Numeric Table
What am I learning?
Use a numeric table to illustrate a pattern
How can I make sure I am successful?
Use the diagram to make a sequential pattern
Make a table that shows the value of the pattern
Activity description/steps:
1.Using the pattern below, draw the next pattern.
2.What is happening? Write the rule for the pattern
3.How many green squares are there in each diagram?
4.Draw a table like this to represent the pattern above and fill in the number for the last box
5.Continue the table pattern up to the 10th diagram
6.How many green squares would be in the 20th diagram? How did you work this out?
Extras for early finishers
Maths - Y5&6
Big Number Search!
BigNumberResearch.pdfWhat am I learning?
*to consider and investigate the precision with which large numbers may be used around them day-to-day
How can I make sure I am successful?
*I read all the sentences on the worksheet.
*I think about what I already know
Activity description/steps:
We often hear them or see big numbers in the media. Your challenge is to look and listen for numbers with more than 6 digits, record them on a chart like this, and try to complete each column.
Column 2: say whether it is money, kilometres, people, etc…
Column 3: say if the figure is precise or a rounded estimate.
Column 4: say who worked out or researched the amount.
Extras for early finishers:
You’ll probably find that, in the future, you’ll listen to and look more carefully at a big number. You might wonder just how the number was calculated and how accurate it is. Did you learn anything new?
Resources:
Reading - Y3&4
IRON TAMARIKI
L2 June 2014 Iron Tamariki.pdfWhat am I learning?
To read a text, use our own knowledge and the hints and clues in the text to answer inference questions
*Watch the video again if you are not sure what inferences are
How can I make sure I am successful?
Read a text
Read the questions for each page
Infer by using the hints and clues in the text
Activity description/steps:
1.Read the text quietly for understanding then aloud for fluency.
2.Check the page numbers below and answer the inferencing questions.
3.Use your knowledge and keywords to find the hints and clues to answer the questions.
Questions
Page 18 - Why do you think Mana said he didn't like running?
Page 19 - Why do you think Mana’s dad makes out he is a superhero?
Page 20 - Is Mana’s dad's partner Sharon a good cook? Why or why not?
Page 21 - Why is Mana’s mum worried about him?
Page 22 - Why do you think Mana has got butterflies in his stomach?
Page 23 - Do you think it is good that Mana paced himself at the start of the race? Why or why not?
Page 24 - Do you think Mana’s family are proud of him? Why or why not?
Reflection - Do you think it is good for kids to do these kinds of competitions? Why or why not?
Extras for early finishers:
Draw a map showing your own iron tamariki activities. You could run, ride, swim, etc. Include the places, bush, beach etc and labels.
Resources:
What does it mean to make inferences?
Reading - Y5&6
Vacation Cancellation
What am I learning?
*to read with rhythm
*to read with fluency and expression.
*complete answers with detail
How can I make sure I am successful?
*I change the tone of my voice to make it more interesting .
*I read with confidence
*I answer questions using full sentences.
Activity description/steps:
Read the poem once to yourself. Your aim is to use fluency and expression!
You’re now going to read it a second time! BUT, we would like you to video record yourself reading this piece of poetry.
Begin working through the follow up tasks on the worksheet.
When you have completed, share your work with your teacher.
Extras for early finishers:
Have you ever had a vacation cancelled? How did it make you feel - Did you make up for it somehow?
Resources:
Writing - Y3&4
6 Sentence Story
What am I learning?
To write a 6 sentence story with WOW words and correct punctuation
How can I make sure I am successful?
Follow the structure for a 6 sentence story
Make sure you use WOW words in each sentence (not boring words)
Make sure you use the correct punctuation in your story (capitals, fullstops, commas etc)
Activity description/steps:
1.Open up and copy the template so that you know what to write for each sentence.
2.Go outside and find something NEW that captures your attention and would be cool to write about (an insect, animal, person, bird).
3.Follow the prompts for the six sentence story and write your narrative.
4.Go back to your story and see if you can make it more interesting by adding WOW words for each sentence.
5.Go back to your story and check if your punctuation is correct.
6..Read your story to a family member and ask them what they think about it.
Extras for early finishers
Write out the alphabet from a - z in a list like form:
A
B
C
Then time yourself for 10 minutes and list a country for each letter eg a - australia, b - Britain c - Canada etc
Resources:
Pencil and paper
Writing - Y5&6
Figurative Language Search
T2-E-1133-Year-5-and-6-Figurative-Language-Differentiated-Sorting-Cards-Activity_ver_4.pdfWhat am I learning?
*I am learning to identify figurative language.
*I am learning to group sentences by metaphor, alliteration, simile, personification, Onomatopoeia, metaphor, idiom, Hyperbole.
How can I make sure I am successful?
*You understand what each metaphor, alliteration, simile, personification, Onomatopoeia, metaphor, idiom, Hyperbole is.
*You read each sentence from the worksheet.
Activity description/steps:
Check out the worksheet link and open it.
Page 1 explains the different types of figurative language we can use in reading and writing. Read through these and their examples.
ON the next page you will find a range of sentences. You will need to group these sentences based on what type of figurative language you think it is.
Design a poster that shows these sentences grouped, or print, cut and group each sentence box.
Resources: