1

Monday 6th July  Hi Year 4,   Welcome to your week 13 learning pack.  This week in English we are basing our learning around a thought-provoking animation called The Alchemist’s letter. For Maths, we are starting the week looking at the rules when multiplying by 3 numbers. For the second half of the week we will explore efficient mental maths strategies. Continuing our study of sound in Science, we will investigate pitch and volume. Also look out for Lisa’s virtual sports day challenge. Remember that you (and your carers) do not need to do everything: just do what you can. Also remember that you can share some of the great work you are doing on Seesaw - we love to see what you have been up to.   Take care of yourselves  Kathryn, Nicola, Danika and Ed Guided Reading & Spelling p 2-7 Art p 41-42 English  p 8 -18  Computing  p 43 Maths p 19-36 PE p 44-45 Science p 37- 38 Calculation methods p 46 -49 Topic p 39 Other useful resources p 50 French p 40  

2

Guided Reading Your adults should all have received details of how to access Rising Stars: Reading Planet On-line Library. Your teacher will 

have assigned several books for you to read on this website- there is a quiz at the end of each book for you to show your understanding. Please email admin@hitherfield.co.uk if you have not yet received these details. Go to: https://my.risingstars-uk.com/Default.aspx?ReturnUrl=%2f   

                     

3

Monday:  Homophones   Same sound, different spellings.  Match these homophone pairs.  What other homophone pairs can you think of?  

  

4

Tuesday:  

5

Wednesday:  

 

6

Thursday:   

    

7

Friday:   

 

 

8

English - Comprehension and prediction 

Monday:  

 

 https://vimeo.com/125527643  Watch the short animation,‘The alchemist’s letter’, pausing the film when instructed to answer the following questions. You may need to watch each part a couple of times. Answer all questions verbally, then choose only two questions per section to write down the answer to.  Play from start to 54 seconds What do Alchemists do?  When is the story set? How do we know?   How is the man feeling?   Play from 54 seconds to 1 minute thirty five seconds What is the relationship between the narrator and the man we can see?  What is the man’s name?  What has his father left behind for him?  How did the machine start? What do you think has happened to the father?   

9

  Play from 1 minute thirty five seconds to 2 minutes forty five seconds What are the narrator’s most precious memories?  Why do you think Veridion’s mother died alone? What does the narrator mean when he says, “because of the creature I was becoming?” We see a visual metaphor of the minotaur. Does the author actually mean he was physically changing?  Who is sitting under the tree with the pink leaves?  Why does he throw the watch away?   Play from 2 minutes forty five seconds to 3 minutes thirty seconds  Why might his father think Veridion will abandon his daughter?  What is the narrator’s name?  What is the thing that matters the most? What is interesting about the way the last section of the letter is written? “Now I understand what matters the most. Love. Your father Nicholas” or “Now I understand what matters the most. Love your father, Nicholas.”   3 minutes thirty seconds to the end  Why do you think the machine has exploded?    Do you think Nicholas ever succeeded in creating gold?  Why doesn’t Veridion take any of the coins with him? Does he take anything with him? What and why?  Why has the laughter been included in the closing credits? What does it show?      

 

10

Tuesday:   -Recall and retell  

 Task 1:  Watch the clip. How many of these things can you spot. Tick them when you see them. You might need to watch the clip more than once.  

 

 

Task 2:  Retell the story of the alchemist’s letter using a storyboard (either fold a piece of paper into six equal sized boxes or use the template on page 11).   Draw an image in the boxes and write a brief description on the lines. You many want to add speech and thought bubbles too.  Be sure to think about how best to divide your story into the six most important parts of the story. 

11

 

12

Wednesday:  

Using subordinate conjunctions  

  

 

Task 1: 

Watch the following video to learn about what subordinating conjunctions are and how they work:  Subordinate conjunction explanation and quiz  https://www.bbc.co.uk/bitesize/topics/zwwp8mn/articles/zqk37p3   

 

13

 These words are all subordinating conjunctions because they can be used to link a main clause and a subordinate clause together in a sentence. 

 

Subordinating conjunctions help to add the extra information that tells us when, why or where something happens. 

For example: The birth of my children was so precious because it was such a magical experience.   

 

● 'The birth of my children was so precious' is the main clause. It makes sense all on it's own. 

● ' Because it was such a magical experience' is the subordinate clause. It adds additional information to the main clause and wouldn't make sense on its own. 

● 'Because' is the subordinating conjunction. It helps to add the extra information to explain why the birth of my children was so precious to me. 

 

 

 

 

 

 

 

 

14

 

Task 2: 

In The Alchemist’s letter, the alchemist used his most precious memories to power his machine. 

 

Watch English video 1 What are your most precious memories? 

Think about what you did, who you were with, when it was, where it was and why it was precious? 

-List at least three memories and write about them using subordinate conjunctions. 

-Use the conjunctions on the list (see page 13).  

-Don’t use each conjunction more than once. 

     

15

 Thursday: Using subordinate conjunctions and clauses  

As well as having precious memories, many of us also own objects that are precious to us. Often these objects are related to our precious memories. 

 

A time capsule is a way of keeping objects and information stored safely for your future self or future historians to look at and find out about the person who buried it and the times they lived in. 

Task 1: 

Watch English video 2 Write a list of objects (maximum 10) you would like to put in your own time capsule. 

-Choose things that show who you are, your interests and what your life is like. 

-Think about how you can communicate what living right now in the UK is like. How will you show what impact Covid-19 is having on our lives? 

-Don’t include anything that is too precious to you, as you are putting these objects in the time capsule for a very long time and might not see them again. 

16

Task 2: 

 Use subordinate conjunctions to write about five of the objects and why you’ve chosen them. 

This time try to vary the position of the subordinate conjunction and clause in the sentence. 

Watch : 

Subordinate conjunction/clause songs:  

  

 

 

 

 

https://www.youtube.com/watch?v=S-L69zd2RuA 

 https://www.youtube.com/watch?v=8rZAdeOgWDk  

 

17

For example: 

I will include some examples of my home learning work In my time capsule, in order to show future generations what education was like for me when we did homeschooling. 

Can be rewritten starting with the subordinate clause as: 

In order to show future generations what education was like for me when we did homeschooling, I will include some examples of my home learning work In my time capsule. 

 

 

 

 

              

18

Friday:  Letter writing 

 Included in each time capsule is a letter addressed to whoever opens or discovers the capsule. This might be a letter sent to your future self or one read by historians, far into the future, studying your time capsule for clues about the past. Task: Watch English video 3 Write a letter that you would put into your capsule.  1st paragraph: Explain who you are and what you are like.  2nd paragraph: Give information to the reader about the times we live in now.  3rd paragraph: Explain about the objects you have included in your capsule (use your sentences from Thursday).  Extra:  Why not make your own time capsule? Use an old ice cream tub or container, tape it up, write the date it should be opened and hide it somewhere safe. 

19

Maths MATHS INFORMATION FOR PARENTS:  

● Don’t forget the NCETM parent support page for homelearning. Go to https://www.ncetm.org.uk/resources/54432 for access to support in the form of learning games, activities, videos and Facebook groups.  

● Whiterose maths has also produced some great learning sequences with short, clear explanation slideshows and related activities. Our maths for this week comes from here. https://whiterosemaths.com/homelearning 

● Please remember to continue practising your times tables using https://www.ttrockstars.com/ and https://mathsframe.co.uk/. Try to complete 1 Soundcheck quiz each week on TTRockStars.  

Top tips! 

Remember that the calculation methods we use at school are at the end of this pack.  

All answers are at the end of the maths section. No peeking! 

             

   

20

 Monday: Multiplication - Associative and commutative law  See maths video 1 

Most multiplications that we do are multiplying one number by another, however, you can multiply 3 or more numbers together. 

We can group the numbers in different ways to do the calculation and will get the same answer. This is called the associative law. 

 

E.g.  4 x 5 x 2 = (4 x 5) x 2 = 20 x 2 = 40 

 

🔺🔺🔺🔺🔺) 🔺🔺🔺🔺🔺) (4 x 5) x 2 = 40 

🔺🔺🔺🔺🔺) 4 x 5 🔺🔺🔺🔺🔺) 4 x 5 

🔺🔺🔺🔺🔺) 🔺🔺🔺🔺🔺) 

🔺🔺🔺🔺🔺) 🔺🔺🔺🔺🔺) 

 

Or 4 x 5 x 2 = 4 x (5 x 2) = 4 x 10 = 40 

 

😃😃) 😃😃) 😃😃) 😃😃) 

😃😃) 😃😃) 😃😃) 😃😃) 

😃😃) 5 x 2😃😃) 5 x 2😃😃) 5 x 2😃😃) 5 x 2 

😃😃) 😃😃) 😃😃) 😃😃) 

😃😃) 😃😃) 😃😃) 😃😃) 

 

4 x (5 x 2) = 40 

21

When you do this you can also change the order of the 3 numbers and you will still get the same answer (like when we add 3 numbers together). This is called the commutative law. 

 

E.g.  4 x 5 x 2 or 5 x 2 x 4 or 2 x 5 x 4 or 4 x 2 x 5  

or 5 x 4 x 2 or 2 x 4 x 5 

This means that we can change the order to make the calculation easier to work out. 

Activity 1:  

 

Activity 2:   Draw counters or squares to represent the below calculations (like in activity 1). You may want to change the order of the numbers to make the multiplication easier.  

5 x 2 x 6 8 x 4 x 5 2 x 8 x 6  

22

Tuesday: Multiplication - Associative and commutative law  Today will continue looking at multiplying 3 numbers together, but with a focus on strategy and problem solving.   Activity 1:   Pick three digits (1-9).  You could use a random number generator  E.g.  

https://wordwall.net/resource/405944/random-number-wheel-1-9   Arrange them in the first 3 boxes of the below number sentence:  

  

- How many different calculations can you make using your 3 digits in the first 3 boxes of the number sentence?  

- How do you know you have found all the possible calculation combinations? Did you use a strategy?   

- Which order do you think is the most efficient (easiest) to calculate? 

   

23

Activity 2:   

  -Estimate which numbers will get you the total of 84. -If you don’t get it the first time, use your multiplication knowledge to help you, by changing the numbers to get a higher or lower number. -You will probably need to try a few times. -Product = multiplication answer       

24

Wednesday: Efficient mental maths multiplication   You all put so much effort into learning your times tables this year and although you didn’t get a chance to show us how good you are in the year 4 test, you will find your multiplication skills extremely helpful for the rest of your school career and life.  Once you are confident with your times tables 1-12, there are many mental methods you can use to efficiently answer more complicated multiplications. Watch maths video 2  Activity 1:  

 

25

Activity 2:  Use the strategy you find most efficient (easiest) to answer the following questions. The strategy may vary depending on the question. You can use jottings (e.g. partitioning/part whole) to help you, but don’t use column method, unless checking.   

1.) 29 x 3 2.) 16 x 8 3.) 42 x 6   4.)  101 x 7 5.) 22 x 4 6.) 73 x 5   Activity 3:  Answer these multiplication word problems using the most efficient mental method.  

1.) Adam saves £37 every week. How much has he saved after 7 weeks?  

 2.) Mike runs 6km everyday for a fortnight. How far has he run in total? 

  3.) A supermarket has 5 boxes of apples. Each box has 72 apples in it. If 

35 people go to the supermarket to buy 9 apples each will the supermarket have enough apples? 

          

26

Thursday:   Efficient mental maths multiplication reasoning  Activity 1:  Is this calculation correct or incorrect? Explain your reasoning.  

   Activity 2:  

 

27

Activity 3:  

  Activity 4:  

  Challenge:  Can you think of an efficient way to multiply by 99. Test your method out. Does it work all x 99 questions?  

28

 Friday:   Efficient mental maths multiplication problem solving  Activity 1:  

    

29

Activity 2:  Answer these word problems.  You may need to use trial and error to work them out.  Tom ate 9 grapes at the picnic. Sam ate 3 times as many grapes as Tom. How many grapes did they eat altogether?  Sally has 9 times as many football cards as Sam. Together they have 150 cards. How many more cards does Sally have than Sam?  Activity 3: Watch maths video 3  

 

Alex 

 

Dexter 

  

30

                

31

Answers Monday  Activity 1:  3 x 2 x 4 = 3 x 8 = 24  Activity 2: Please note, you may have chosen a different multiplication number order.  5 x 2 x 6 = 10 x 6 = 60   8 x 4 x 5 = 20 x 8 = 160    2 x 8 x 6 = 48 x 2 = 96  

Tuesday: Activity 1: 

 

32

Activity 2: 

  

 Wednesday:  Activity 1:  Method 1  160 + 40 = 200 Method 2 5 x 40 = 200  Method 3 250 - 50 = 200 Method 4 400 ÷ 2 = 200    Activity 2:  

4.) 29 x 3 = 87 2.) 16 x 8 = 128 3.) 42 x 6 = 252   4.)  101 x 7 = 707 5.) 22 x 4 = 88 6.) 73 x 5 = 15   

33

Activity 3:  1. Adam saves £37 every week. How much has he saved after 7 weeks? 37 x 7 = £259 2. Mike runs 6km everyday for a fortnight. How far has he run in total? 14 x 6 = 84 3.) A supermarket has 5 boxes of apples. Each box has 72 apples in it. If 35 people go to the supermarket to buy 9 apples each will the supermarket have enough apples? 72 x 5 = 360 apples, 35 x 9 = 315. Yes, the supermarket has enough apples. 

 Thursday:  Activity 1:  The calculation is incorrect because, after partitioning the number the digit value of the tens number- 2 has been multiplied by 5 instead of its actual place value - 20. The answer should be:   20 x 5 = 100 4 x 5 = 20 100 + 20 = 120  Activity 2:  

 

34

Activity 3:  

8 x 50 = 50 x 8 (400 = 400)    Because the law of commutativity says you can change the order of the numbers in a multiplication  

8 x 50 = 80 x 5 (400 = 400)  Because the only difference between each multiplication it that the ten place value has been switched round.  

300 x 3 < 5 x 200 (900 < 1,000) 

  Because we know that 3 x 3 = 9 and 5 x 2 = 10, we can then multiply each answer by 100. Activity 4:  Ron’s mistake was made when adding the totals together .  He added 1,600 to 24 instead of 160 + 24  Challenge:  An efficient method of multiplying by 99 could be to multiply by 100 then subtract 1 for each amount you are multiplying by 99  E.g.  99 x 4 = 100 x 4 - 4 = 396  Or  99 x 20 = 100 x 20 - 20 = 1,980 

35

Friday:  Activity 1:  

  Activity 2:  Tom ate 9 grapes at the picnic. Sam ate 3 times as many grapes as Tom. How many grapes did they eat altogether?  9x3 = 27 + 9 = 36 They ate 36 grapes altogether  Sally has 9 times as many football cards as Sam. Together they have 150 cards. How many more cards does Sally have than Sam?  15 x 9 = 135 + 15 = 150 Sally has 135 cards and Sam 15 

36

Activity 3:  

  

  

37

Science - Volume and pitch 

 This week in science we are going to be exploring how to change the volume and pitch of a sound.  Last week we discovered that sounds travel as vibration waves through the air.   What is pitch?  Each sound has a different wavelength and pattern. The shape of these ‘waves’ affects its sound and pitch.  Watch this clip for a definition of pitch:   https://www.bbc.co.uk/bitesize/topics/zgffr82/articles/z3j3jty   Task 1:  Visit the changing sounds website link below. Follow the instructions for the virtual investigation, dragging the different instruments into the middle to understand how their volume and pitch can be altered.   http://flash.topmarks.co.uk/4056     

38

 Task 2:  Create your own musical instruments and experiment with how to change the volume and pitch.   Here are some ideas:  -Stretch a rubber band across an empty tissue box or plastic container. How does the sound change when you pluck the band stretched length ways compared to across?  -Blow across the top of a bottle. How does the sound change with differing amounts of water in it?  -Create a shaker or drum. Use different size containers or stretch different materials across the drum to play around with how it sounds. 

         

 Task 3:  Record your findings by drawing and annotating what you discovered. Try to use science vocabulary such as volume and pitch in your explanations.  Maybe you could share recordings of you playing your musical instruments and what you found out on Seesaw. 

39

Topic - 100 Black Britons competition 

 

  Continue with your 100 Great Black Britons competition entry: https://www.100greatblackbritons.co.uk/competition.html#children16  To enter the competition you will need to research your choice of one or several Great Black Britons using the information on this website: https://www.100greatblackbritons.co.uk/resources.html  You will then need to create a unique and innovative project to celebrate their work and legacy. This could be:  

● for a presentation (examples could include a slide presentation, a short film, a speech, poetry, a drama or dance performance)

● for a display (such as artwork, photography, sculpture) ● a project or campaign (such as recorded interviews, a

magazine, a music project) ● any other way of promoting the stories of Great Black Britons

(perhaps a social media campaign, website design, posters) 

Share your projects on Seesaw, but all competition entries should be made via the website. Good luck! 

 

40

French -  Go to: https://www.french-games.net/frenchtopics  Choose the beginners topic Animals -Go through the animals (pets) introduction, tutorial, games and then try the written test. -Repeat with animals (farm)  

 

    

   

41

Art - South London Women Artists 

 Activity 1: Jane Higginbottom - A mobile from nature 

 Isn’t nature wonderful? It’s all you need (plus some string) to create a stunning hanging mobile like Jane’s. Grab a bag and an adult and go gather some leaves, sticks, pinecones, feathers and whatever else takes your fancy to create one of these superb mobiles.   Activity 2: Joan Kendall - Weaves of life 

 Got some wool lying around? Be inspired by Joan Kendall’s weaves and have a go at creating your own. She said she uses strong colour and texture to create her art and that life and the environment are her inspiration.  You can make a simple weave using cardboard. Here’s a link to show you how.   https://www.youtube.com/watch?v=AWLIy-Um7_0 

42

Activity 3: Rachel Reid’s - Sculptures to make you wonder  

 Rachel’s work inspires freedom to create what you like with what you have. You could gather things from nature to make an animal, perhaps a hedgehog sculpture or you may want to make a comment on something that is important to you. Remember, Rachel’s recent work aims to show the resilience of people living on the streets. Your imagination is the only limitation here!   So, go Hitherfield, have fun, be creative and see what appears!  Link to seesaw:   

https://app.seesaw.me/#/item/item.17bf7dd2-c290-4555-8a5b-3ee10d858979/share/v2y7ban3Q4y8pAiXw6jHAg    

   

43

Computing -  

  Find out about artificial intelligence (A.I.), machine learning, training data and bias, while exploring ethical issues and how A.I. can be used to address world problems. 

Click on the link and then follow the tutorial instructions for the A.I. for Oceans activity: 

https://code.org/oceans 

 

   

   

44

PE - Hitherfield’s Virtual Sports Day  Sports Day is one of the main events in our school calendar and we couldn't let a global pandemic stop us celebrating together. However, we do have to stay safe and be responsible, so next week we are celebrating our Sports Day a little differently.  Our Sports Day challenges will be available on the school website from 9am on Monday 6th July. So, get your family involved and compete against them. These challenges can be done in your kitchen, living room, bedroom, garden and / or the park.   To earn points for your house team, make sure you upload your photos or videos of the challenges you have completed on Seesaw / Tapestry (or draw a picture of the challenges you have completed and send it to us by post) by Monday 13th July. Complete as many challenges as you like, it’s up to you! However, the more challenges you do the more points you earn for your house team.  Certificates will be awarded for participation. There will be 3 levels for participation.   Bronze - 2 challenges uploaded on Seesaw / Tapestry (or sent by post) Silver - between 3 and 7 challenges uploaded on Seesaw / Tapestry (or sent by post) Gold - 8 or more challenges uploaded on Seesaw (or sent by post)  We hope you have lots of fun with our Sports Day challenges and enjoy taking part with those in your household. Good Luck!  

 

45

 And remember these for when you are at home/inside:  ● Join Joe Wick’s for his PE lesson every weekday https://www.youtube.com/channel/UCAxW1XT0iEJo0TYlRfn6rYQ Cosmic Kids Yoga https://www.youtube.com/results?sp=mAEB&search_query=cosmic+kids ● Just Dance - can you find your favourite tune?  https://www.youtube.com/channel/UChIjW4BWKLqpojTrS_tX0mg ● Try a daily Joe Wicks 5 minute mover video https://www.youtube.com/watch?v=d3LPrhI0v-w     

46

 

Calculation methods used in Year 4  Addition: We use a numberline for addition in Year 4: 48 + 36 = 84 ‘Put the biggest number first (48), and then partition the smaller number (36 = 30 + 6) and count on: 48 + 30 + 6.’

+10 +10 +10 +1 +1 +1 +1 +1 +1

48 58 68 78 79 80 81 82 83 84 If children are confident, use more efficient jumps…

+ 30 +2 +4

48 78 80 84 And : 423+ 248 =

+ 200 + 40 + 8

423 623 663 671

47

We also use the partitioning method to add numbers:

48 + 36 = 84 40 8 30 6

40 + 30 = 70 8 + 6 = 14

70 + 14 = 84 48 + 36 = 84

Partition the numbers into tens and ones/units. Add the tens together and then add the ones/units Together. Recombine to give the answer’. Subtraction: We use an empty number line to subtract in year 4: 126 – 45 = 81

-5 -10 -10 -10 -10

81 86 96 106 116 126 When confident children can use more efficient jumps:

-5 -40

48

81 86 126

Extend with larger numbers by counting back… 216 – 27 = 189

-1 -6 -20

189 190 196 216

…and by counting on to find the difference (small difference):

231 – 198 = 33

+2 +30 +1

198 200 230 231

‘The difference between 198 and 231 is 33.’ Multiplication: In year 4 we partition to multiply and use our times tables facts to support us. So: 13 x 5 = 65 (Partition 13 into 10 + 3) 10 x 5 = 50 3 x 5 = 15 50 + 15 = 65 Children in Year 4 also use an empty number line to show their

49

multiplication 13 x 5 = 65 10 x 5 = 50 3 x 5 =15 0 50 65 Division: In year 4 we use our times tables facts to support us with division - showing this on a numberline. So: ‘Eight jumps of three and one left over.’ 25 ÷ 3 = 8 r1 1 3 3 3 3 3 3 3 3

0 1 4 7 10 13 16 19 22 25 Alternatively you could jump forwards in multiples of three from zero to twenty four (‘and one more makes 25’) 25 ÷ 3 = 8 r1 3 3 3 3 3 3 3 3 1 0 3 6 9 12 15 18 21 24 25    

50

Other useful resources: 

KS2 BBC bitesize - https://www.bbc.co.uk/bitesize/subjects/z826n39   

Oak Academy - https://www.thenational.academy/online-classroom/year-4#subjects 

Mathematics Shed - http://www.mathematicshed.com/visual-stimulus-shed.html   

WhiteRose Maths - 

https://whiterosemaths.com/homelearning/year-4/ 

Nrich - https://nrich.maths.org/  

Topmarks - https://www.topmarks.co.uk/ 

Fun art activities - https://www.happinessishomemade.net/quick-easy-kids-crafts-anyone-can-make/

https://craftwhack.com/100-crazy-cool-drawing-ideas-for-kids/ 

French - have a look at the French area on the Hitherfield Home learning page 

http://fluencycontent2-schoolwebsite.netdna-ssl.com/FileCluster/HitherfieldRedesign/MainFolder/MP/Week-7/French-Week-6.pdf