Year 4 English

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Alliteration

Alliteration is the word we use to describe when two or more words in a sentence begin with the same consonant (any letter other than a, i, o, u or e!) sound.

For example:

The slithery, slimy snake had a sneaky plan.

We use alliteration to emphasise parts of our writing, and make our words really stand out on the page! Alliteration can also add a nice rhythm to our writing, especially in poetry.

Activity

Fill in the gaps in the sentences below with some interesting alliterative words. Make sure they make sense within the sentence you’re given. The first one has been done to help you.

1. The crafty, clever girl had a cunning plan.

2. The ____________ , _____________ socks hadn’t been washed for weeks!

3. The ____________ , _____________ sand felt ____________ and _____________ .

4. Some _____________ , _____________ boys came round to play.

5. A hundred ______________ , ______________ ants climbed over the wall.

6. A _______________ , ________________ shadow fell across the room.

7. The _______________ , _______________ train pulled into the _______________ , ______________ station.

8. The ______________ , ________________ flowers looked beautiful in the vase.

Year 4 English

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Understanding Apostrophes

Apostrophes are one of the most commonly misused bits of punctuation around. They often pop up in the wrong places, or you’ll find that they’re missing when they’re most needed!

We use punctuation for TWO main reasons.

1. In Contractions

When two words are shortened and ‘pushed together’, we call these contractions. The apostrophe replaces the missing letter(s).

For example:

we + have = we’ve

could + not = couldn’t

2. To Show Possession

Apostrophes also show when one thing belongs to another.

For example:

Jake’s bike was filthy after he rode it through the field. (The bike belongs to Jake.)

The girls’ new puppy was very playful. (The puppy belongs to the girls. In this example, the apostrophe is after the ’s’. This is because there is more than one girl (‘girls’ is plural) and it already ends in ’s’.)

Activity

In each of the sentences below, there is at least one missing apostrophe. See if you can add them in the correct places!

1. The babys favourite toy was hidden under the sofa.

2. Its possible that it will rain tomorrow.

3. Ben cant believe that hes going to see his favourite band tomorrow.

4. Jemmas phone hadnt stopped ringing all day.

5. “Come inside!” shouted Mum. “The weathers about to turn.”

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Year 5 MathsMental Division

You should be able to work out the answers to simple division questions in your head. You can use your times tables to help!

For example:

6 x 8 = 48

so, 48 ÷ 6 = 8

and 48 ÷ 8 = 6

Use your times tables to help you match the division sums on the left to their answers on the right. One has been completed to show you what to do.

56 ÷ 8 = 8

144 ÷ 12 = 4

42 ÷ 7 = 10

81 ÷ 9 = 7

72 ÷ 9 = 3

132 ÷ 12 = 6

35 ÷ 7 = 11

48 ÷ 12 = 5

33 ÷ 11 = 12

140 ÷ 14 9

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Year 5 Maths Bus Stop Division

Division makes a lot of people nervous, but there’s really no need to worry! For short division, the ‘bus stop’ method makes things a lot easier.

Follow the step by step example below, then have a go at answering the questions yourself.

Example

537 ÷ 6

The first thing we need to do with a question like this is to put it into our ‘bus stop’. Put the bigger number ‘under’ the bus stop, and the smaller number to the left.

6 537

Now, starting from the left hand side, work out how many times 6 ‘goes into’ each number. 6 doesn’t fit into 5, so we need to carry the 5 over to the next number. There are 8 6s in 53 (6 x 8 = 48) with 5 left over. We carry the remainder to the next number.

6 537

There are 9 6s in 57 (6 x 9 = 54) with a remainder of 3. Therefore, the answer to 537 ÷ 6 is 89 remainder 3!

6 537

Activity

Now have a go at using the bus stop method to solve the division problems below.

1. 7 112 2. 8 984 3. 3 765

4. 9 973 5. 6 126 6. 5 486

5

8

5

8 9 r3

5

English Answers Maths Answers

Alliteration

Mark as appropriate. Words should start witht he same consonant sound, but also make sense within the context of each sentence.

Understanding Apostrophes

1. The baby’s favourite toy was hidden under the sofa.

2. It’s possible that it will rain tomorrow.

3. Ben can’t believe that he’s going to see his favourite band tomorrow.

4. Jemmas phone hadn’t stopped ringing all day.

5. “Come inside!” shouted Mum. “The weather’s about to turn.”

Mental Division

56 ÷ 8 = 7144 ÷ 12 = 1242 ÷ 7 = 681 ÷ 9 = 972 ÷ 9 = 8132 ÷ 12 = 1135 ÷ 7 = 548 ÷ 12 = 433 ÷ 11 = 3140 ÷ 14 = 10

Bus Stop Division

1. 16, 2. 123, 3. 255, 4. 108 r1, 5. 21, 6. 97 r1