Year 4 Home Learning 1.6.20

Hello again to all our Year 4 children, parents and carers!

We hope you are taking care and enjoyed 'half term' as much as possible in the circumstances. 

From now on, to keep finding links simple, each week we will add a new page with the work focused for the week on whilst leaving the original home learning page still online for additional tasks to complete and keep busy with if you choose to. 

It has been great to see some of the things our Year 4 children have been up to whilst learning from home. The pictures we have received have been uploaded on the 4H and 4P class pages. Please do keep sending in what you are all up to as I am sure your friends are as interested as we are!

As always, if you would like to ask us a question or chat about any tasks that have been set, please message us via the e-schools website and we will get back to you as soon as we can. The children also have their own account on this and are welcome to ask questions or simply let us know what they are up to and how they are getting on.

Below, we have outlined the tasks we have set for this week. More detailed information can be found further down this page. It is important to note that in addition to these tasks, we do expect that all children read every day, practice TT Rockstars as often as possible and most importantly, have some fun! We recognise that most of these tasks involve the use of technology. This is because in regards to Purple Mash and TT Rockstars, we can track the work that children have completed. In addition to this, we have tried to set children exciting tasks such as El Dorado and to cover a range of curriculum areas.  If this is causing an issue, please get in touch. We will happily provide paper copies of the work set for anyone who needs it. Just email the office and we will sort a copy of the week's work ASAP for collection. 

Take care everyone. Don’t forget to send us your photos!

Miss Philip and Mr Hodges.

English 
Week commencing 1.6.20
 
Monday 
Read the story starter. The story accompanies a picture and describes what it looks like. We want you to draw what you imagine using clues in the text. Pick out key information and draw what you think it looks like. For a challenge you can label what you have drawn using the phrases in the text. 
 

Story starter!

The night was still. Not a breath of wind could be felt. An eerie silence filled the warm evening air, broken only by the sound of the crow’s wings flapping as it returned to its nest with food.

Combined with the ghostly silhouette of the tower and the rickety pathway that led to it, the ominous silence made Lucy nervous. She felt a prickle on the back of her neck as she thought about what she might find inside the tower, and what might be lurking in the darkness around her.

Her heart began to thump inside her chest, seemingly matching the beat of the crow’s wings.

Lucy had always been slightly wary of crows; they had sooty, black wings, piercingly sharp beaks and menacing, staring eyes. The crow had settled down in one of the gnarled branches of a nearby tree. She thought it was watching her. Surely it wasn’t though? Crows didn’t do that. It must have been her imagination.

Plucking up all of her courage, she approached the stairs. They looked rotten and crumbling, as if nobody had set foot on them for years and years. The crow was still staring at her, and had tilted its head to one side as if pointing its beak towards the tower. “What was this crow up to?” she thought to herself.

 
Once you have drawn it, scroll down to the bottom of the page to see the picture. 
 
Tuesday 
Read the story starter again (here is the full version) and answer the questions. Try to explain your thinking using clues in the text or other things you know about similar places. 

Story starter!

The night was still. Not a breath of wind could be felt. An eerie silence filled the warm evening air, broken only by the sound of the crow’s wings flapping as it returned to its nest with food.

Combined with the ghostly silhouette of the tower and the rickety pathway that led to it, the ominous silence made Lucy nervous. She felt a prickle on the back of her neck as she thought about what she might find inside the tower, and what might be lurking in the darkness around her.

Her heart began to thump inside her chest, seemingly matching the beat of the crow’s wings.

Lucy had always been slightly wary of crows; they had sooty, black wings, piercingly sharp beaks and menacing, staring eyes. The crow had settled down in one of the gnarled branches of a nearby tree. She thought it was watching her. Surely it wasn’t though? Crows didn’t do that. It must have been her imagination.

Plucking up all of her courage, she approached the stairs. They looked rotten and crumbling, as if nobody had set foot on them for years and years. The crow was still staring at her, and had tilted its head to one side as if pointing its beak towards the tower. “What was this crow up to?” she thought to herself.

“Are you trying to warn me about something?” she asked the crow. The crow did not respond, only shuffling its feet slightly on the branch, head still tilted to one side. She frowned. “Of course you’re not trying to warn me about something, you’re just a stupid bird.”

Her eyes left the crow and she ascended the first few steps on the rickety path towards the tower. “It’s just a silly bird.” Lucy muttered to herself under her breath. “Don’t be such a wimp.”

The crow watched as she left, and smiled. A wicked, cruel smile accompanied by a cackling laugh. “Silly, silly girl” it squawked. “I must tell the others she is coming.”

The crow took off into the night…

 

Questions 

Where do you think the tower is? What country? Why? 

What do you think is in the tower? 

If you were Lucy, would you investigate the tower or go back home? Why?

Why do you think the author has chosen to set the story at night time? 

Can you think of other stories or films where there is a scary place at night? 

What’s the difference between a silhouette and a shadow?

Are stars and the moon sources of light? Do they light up the night?
For an extra task, you can draw the character using your imagination and draw though bubbles around it with things she may be thinking and questions she may be wondering.

 

Wednesday 

Today we will recap using fronted adverbs. An adverb describes how, when or where an action (verb) is completed. E.g   The man ran rapidly up the stairs Ran is the verb and rapidly describes how he did it. 
You can put the adverb at the beginning of the sentence to put a greater emphasis on it and focus.   E.g Rapidly, the man ran up the stairs.      We use a comma after the fronted adverb to show where we would pause when reading and because it splits the clauses. 

The below link will give you more advice. 

Using the word bank below, add the adverbs/adverbials (group of words) to the sentence at the front remembering the comma.    You can then write some sentences of your own using fronted adverbs. 

 Adverb and adverbial bank

high above            slowly             in the distance        behind her          at midnight 

feeling lonely           creepily              From out of nowhere         Shockingly 

 

Sentences to use 

1)  The silver moon shone. 

2) The girl crept up the steps.

3) The crow flew back to her.

4) Clouds drifted by.

5) Trees waved in the breeze.

 For a challenge, use a fronted adverb as well as another one later in the sentence. 
e.g - High in the sky, the clouds floated slowly

Thursday 

Today we would like you to use our work on adverbs and expanded noun phrases (last week) to describe either picture itself and the tower or you can imagine what one of the rooms looks like inside and describe that instead. 

 

Friday 

Using the above story starter, continue the story as the girl heads in. If you like, you can change the character.  Try to use adverbs, expanded noun phrases and conjunctions. 

We would love to see any writing you produce this week so please do send it in and we will share it on our class pages. 

 

Reading 
Week commencing 1.6.20
 
This week we are looking at chapter 6 of The Shifter and completing the accompanying tasks. 
Feel free to attempt them as you wish but we would recommend leaving the writing until last as the previous tasks will help you. 
 
To find the chapter.
1) Login to Purple Mash
2) Click on Serial Mash ( we will also, where possible, set the tasks as 2dos)
3) Click Emeralds
4) Click The Shifter
5) Scroll to chapter 6 
Maths 
Week commencing 1.6.20
 
This week we will be completing White Rose Maths, Summer Term, Week 4 w/c 11.5.20.
 
The sessions this week are as follows:
 
Monday - Multiplication and division problem solving 
Tuesday - Perimeter of rectangles 
Wednesday - perimeter of rectilinear shapes
Thursday - Area counting squares 
Friday - Maths challenge
 
Below is a PDF with links to the daily videos. 
Below this PDF, are the daily worksheets to be completed alongside each video. 
 
The worksheets are no longer available on the White Rose Maths Home Learning page. As a school, we have purchased the Premium resources to continue to support our children's home learning which are attached below.
 
 If you are struggling to open these documents, follow this link for the videos:
 and email either Miss Philip or Mr Hodges and we shall email you a copy of the worksheets.
 
Maths Video Links
Maths Worksheets and Answers 
Additional Maths Tasks 
 
 
Follow the links below for online games to support the learning of maths facts. 
This week's English picture
It can be found on the Pobble 365 website if you want it larger. 
Science 


For science this week we want you to find patterns between the volume of a sound and the strength of the vibrations that produced it. 
 
Investigate this by answering these questions. 
How will you make stronger vibrations?
How will you measure the volume of the sound? 

Think about what you notice and write a sentence to summarise  it. 
Daily Arithmetic. 
Your child can have ago at these questions and use a calculator or the inverse operation to check their answers. These are all questions your child should be familiar with from Year 3 and 4. 
If there is a particular type of question your child is stuck on, extra questions can be made up using dice or randomly selecting numbers. 
 Below is a link to the Maths' page where it shows examples for how to tackle addition, subtraction, multiplication and division. 
Monday 
1) 3287 + 6531
2) 7743 + 6499
3) 8763- 1444
4) 9834 - 2266
5) 37 x 4
6) 457 x 5 
7) 96 ÷ 4
8) 125 ÷ 5
9) 3 x 6 x 8 
10) 45 x 10
11) 79 x 100
12) 1250 ÷ 10
 
Tuesday 
1) 3762 + 4599
2) 7743 + 6403
3) 8574- 2389
4) 8065 - 2266
5) 47 x 4
6) 639 x 5 
7) 63 ÷ 3
8) 265 ÷ 5
9) 4 x 6 x 9 
10) 98 x 10
11) 421 x 100
12) 896 ÷ 10
 
Wednesday 
1) 8459 + 3451
2) 1564 + 8421
3) 6754- 5898
4) 6009 - 2266
5) 87 x 3
6) 123 x 6 
7) 95 ÷ 4
8) 264 ÷ 5
9) 7 x 3 x 9 
10) 96 x 100
11) 740 ÷ 10
12) 945 ÷ 10
 
 
 
Thursday 
1) 906 + 4536
2) 1094 + 6413
3) 8964- 5812
4) 7209 - 1378
5) 76 x 4
6) 624 x 9 
7) 54 ÷ 8
8) 184 ÷ 5
9) 7 x 6 x 2
10) 84 x 100
11) 360 ÷ 10
12) 9650 ÷ 10
 
Friday 
1) 7068 + 3936
2) 9564 + 7241
3) 10,365 - 9564
4) 1487 - 1345
5) 39 x 8
6) 123 x 6 
7) 95 ÷ 4
8) 264 ÷ 5
9) 7 x 3 x 9 
10) 96 x 100
11) 740 ÷ 10
12) 945 ÷ 10
 
Spelling 
We would also like you to choose another spelling rule from the list and practice this week. 
 
The list of spelling rules is attached as a PDF below. 
 
There are lots of different ways you can practice your spellings. 
For example: Rainbow words, fancy writing, pyramid words, writing words out three times, air writing, bubble writing, silly sentences and many more!
Phonics
There is the option to go on Phonics Play by following the link below. There is a login on the website which allows free access to the resources. Your child may want to practice different sounds or simply have fun recapping earlier learning by playing the games. 
Computing 

To complete the computing work for the next few weeks you will need to go to the Scratch website (link below) and ask an adult to create a login for you (it is free). 
 
Task 1 - Write a program to draw a square using the your sprite. CQ make it efficient code using a repetition command 
Task 2 - try to do the same thing but for a hexagon and decagon 
Task 3 - Write instructions for an alien to be able to write a program to draw a shape. Think about what key things they need to know and understand. 
Optional English 
Follow the time table and links below to continue the English/media unit El Dorado 
History 
 
When the Romans invaded Britain, they must have had a shock! How different Britain was compared to their home in Rome. 
 
Your task this week is to research the differences between Rome and pre-Roman invasion Britain. Think about:
  • Water 
  • Travel
  • Homes 
  • Hygiene
  • Food
  • Clothing 
Would you have rather lived in Rome or Britain? What are your reasons for this?
 
  • How did the Romans improve the quality of life for people in Britain?
  • Is there any evidence of the Romans way of life still around today?
 
Remember to use a safe search engine.
Here are some useful links below 
PE
 
It is important to stay active while you stay at home. 
 
If you have a small tennis ball, you can see how many times you can catch it off a wall (at a time that won't annoy others!) 
If you have a football can you do kick ups? How many?
If you have a bat or some sort, how many times can you hit the ball on it?
 
Have a go at these tasks a few times a week and see if you can improve your score. You could even produce a table of your results like in science or a graph or purple mash (that would be really cool to see!) 
 
You could make a dance routine off your own to your favourite song. 
 
For those with any interest in cricket, the ECB have a created a free app with skills and tasks children can have a go at with only limited equipment. It may be of interest. Link is below to the website explaining more. 
 
 
Follow the links below for workouts, dance and cricket.