Read through the text below again and answer the following retrieval (R) questions:
Find and copy two words from the text that mean ancient.
They mixed coloured rocks with what to make paint?
Name a rock from the text that could be ground down to make paint?
How old are some of the cave paintings?
And the following explain (E) questions:
Why is it not possible for people to visit some of the cave paintings?
Why did people do cave paintings?
Today we are looking at using all of our multiplication and division knowledge to solve problems. Specifically looking at scaling (maths word for comparing) how many some have to others.
So if Eva has 3 counters and Amir has four times as many then
3 x 4 = 12 so Amir must have 12 counters.
Can you have a go at the next one to see if you can do it with bigger numbers?
So there are 35 children. Also there are three times as many adults so 3 x 35 = .......
Once we have worked this out, it says how many people so we need to add the children and adults together to find the answer.
Right your go now - below are three problems for you to have a go at on your own.
See if you can remember the names of the musical instruments that you have learned in French and complete the crossword below. One of them has a wordbank with it to help you, or, if you fancy a challenge, the other one doesn't:
We are looking at using our logical brains in maths today. Looking at working in a systematic (sensible and organised) way. It is like looking at an ARRAY, how many calculations can you get from one picture?
The one above is a great one to show you how your layout is so important in showing what combinations you have already used.
Below are two more for you to have a go at. Think logically and set your work out clearly to help.
Learning chunk 1: collect names of animals that you might have seen around - e.g. mammoth, reindeer, gazelles. Then collect words for what animals would have been doing in Stone Age times - munching, roaming, foraging, grazing.
Model sentence - As the shadows began to lengthen, we spotted a reindeer grazing.
Learning chunk 2: role play the men roaring, yelling and throwing their spears. Gather words for the spears – flying, launching, shooting, gliding, soaring, rushing. Then collect other feelings/sounds as the men hunt – ground shaking, earth vibrating, heart thumping, feet stampeding, hooves crashing.
Model sentence – Spears flying, men shouting, ground shaking, we caught the reindeer.
Learning chunk 3: What might the boy have been thinking about what has happened to him? e.g. What an experience! How incredible! What an adventure! How amazing! How thrilling!
Model sentence – What an experience! I felt like a cowboy with his lasso, galloping across the plains.
***you might like to change the simile at the end of this sentence to someone else that does something exciting - e.g. a gymnast performing a daring sequence - or you can just use the one provided above***
today in science we are looking at what soil is made up of. We made wormeries last week in Forest School and we will be looking to see how our wriggly friends are getting on. However, what is their home made up of?
Have a look at the BBC bitesize page here. Our friend with the big beard will help us find out. Watch the video and then why not have a go at the quizzes at the bottom of the page.
But in science there is nothing better than doing so, we are using our outdoor education time to have a look at the soil in our field. What is it made up of? And is yours the same at home? Make sure you are digging in an adult approved place and see what you find.
LC1: look at cave drawings from earlier experience day. Gather general phrases to describe groups of unknown creatures – i.e. not naming them. Soaring sky birds, roaming beasts, cave-dwelling creatures, woolly walkers, giant ground-shakers.
Model sentence – One day, Om took me to a secret cave and taught me how to draw soaring sky birds, brutish beasts and lolloping land-walkers.
LC2: look at the shadow on p27 (you should be able to find this on YouTube) and collect words for big/scary – e.g. huge, gigantic, menacing, fearsome, ferocious, enormous, colossal, monstrous, fierce. Arrange words from low to high intensity.
Model sentence – While she was drawing, I glimpsed a shadow moving. A big shadow. A huge, dark shadow. A monstrous, ferocious shadow. A bear!
LC3: Look at p29/30, where the boy is falling. We are going to re-use the repetitive word technique, from the beginning of the story, to emphasise the depth and duration of this fall.
Provided sentence – I shouted at Om to run.
Model sentence – Then, I tripped and found myself falling down, down down.
We are moving onto money today in maths - there are a couple of My Maths activities set for you to have a go at.