W/C 1.2.21 & 8.2.21 P4: All Tasks
(Weeks 4 & 5)
Subject
Details
Page
Literacy
Spelling – Week 4 only
Ongoing activity - please see week 1’s file on the website –
this contains spelling words and activities for the month. There
are different spelling words for each group – Prefixes, Suffixes,
Alphabet and Consonants. Please ensure you select the correct list
– your child should know which group they are in. There are no
spelling words for week 5 due to the mid-term break. Please during
this week, try to make sure you are up-to-date with the weekly
spelling words and tasks, thank you.
------
Nessy
Please ask your child if they use Nessy in school (about half of
the class have log in details.) If they do, encourage them to spend
around 15-20 minutes each day completing the allocated tasks. If
your child cannot remember their user name and password, please
email me on Glow and I will send you it, thank you.
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Homophones
All pupils should complete the sheet, ‘Homophones – Their, There
& They’re’
2
Reading for Enjoyment & Understanding
Introducing our new class novel, ‘Hacker’
Week 4: Prediction task using the front cover.
Week 5: Comparing blurb with our predictions and read chapter
1.
3
4-10
Maths
Mental
All pupils – Week 4 – Times tables Fortune Tellers (see separate
folder)
Circles – Week 5 -Dice investigation
Triangles & Squares – Week 5 – Times table dominoes 2-9x
Squares – Week 5 – Times table dominoes 2 & 3
-----
11
12-19
12-13
Number
Circles – Week 4 – Negative Numbers 3
Triangles & Squares – Week 4 -Multiplication & Division
3
Circles – Week 5 – Negative Numbers 4
Triangles & Squares – Week 5 -Multiplication & Division
4
Rectangles – Week 5 – 3 times table
20
21-22
23-24
25-27
28-29
HWB
PE
Fitness Race (see separate attachment)
-----
Expressive Arts
Art
Elgin Museum Outreach Activities
30
Please note, all of these tasks already appear on Microsoft
Teams. There is no need to use both Microsoft Teams and the
website. Please use Microsoft Teams if you are able. This allows us
to ensure that the correct work is sent to each child. Your child
should send us work completed via the ‘Hand in’ on Assignments and
we are then able to provide individual feedback.
Starting on the next page you will find all of P4’s learning
tasks for the next 2 weeks. These will be released on Microsoft
Teams on the evening of Sunday 31 January 2021 and should be
completed by Friday 12 February 2021 if possible – please just do
what you can manage.
Thank you for your continued support. I really appreciate it.
Mrs MacAulay
Homophones – There, Their & They’re
Homophones are words which sound the same, but they are spelt
differently, and have different meanings.
· ‘there’ refers to a place or position - The children are
playing over there.
· ‘their’ is a possessive adjective. This means it shows
belonging – Their bus was late.
· ‘there is a contraction. This means it is a shorter way of
saying ‘they are’ – They’re playing a game together.
Complete these sentences using the correct homophone.
1. “Look at the beautiful rainbow over__________!” gasped
Lydia.
2. The one with the red door is __________ house.
3. Do you think __________ late?
4. Put the book over __________on the shelf.
5. __________bus was running late.
6. The cold wind made__________ hands cold.
7. Could they be in __________?
8. Red sweets are the best; __________my favourites.
9. Jack and Lucy put __________hands up at the same time.
10. Are you sure __________not real?
11. The new teacher got __________books in a muddle and handed
them to the wrong pupils.
12. “I went to Spain last Easter.” remarked Sam. “I went
__________ too!” said Tom.
13. “Is __________a doctor onboard?” asked the captain when a
passenger became ill onboard the
flight.
14. The children got a row from __________ mums when they left
_________ coats behind in the park.
They’re playing with their friends over there.
Now, on another sheet of paper, write 6 sentences using these
homophones correctly. You could find a matching picture like I did
if you like!
Literacy Week 4: Reading for Enjoyment and Understanding
Learning Intention: WALT make a prediction about a text.
· Task: Look at the picture below. It shows you the cover of our
new class novel, Hacker. I know the sentence along the top of the
cover has not come out clearly. It says: “What if you had to become
a criminal to clear your Dad’s name?”
· Using the picture and sentence along the top, can you predict
what you think the book is going to be about?
· Use the success criteria in the table below to write a short
paragraph making your predictions. Don’t cheat by searching on the
internet!
· Next week I will share the blurb from the back cover with you
and we’ll see if any of our predictions are accurate before we
start to read the book together.
Success Criteria:
I must…..
I should…..
I could…..
Use context clues to make a prediction.
Explain my prediction – why do I think that?
Write up to 100 words.
Write up to 200 words.
Write more than 200 words.
Accurately spell high frequency words.
Accurately spell most of the words I use.
Use a dictionary to check the spelling of more complex
vocabulary.
Use conjunctions, ( e.g. and, but, so, because) to join my
sentences and make them more interesting for the reader.
Use interesting adjectives and verbs.
Literacy Week 5: Reading for Enjoyment and Understanding
Learning Intention: WALT make a prediction about a text.
· Look at the picture below. It shows the back cover of our new
class novel, Hacker.
· Read the blurb.
· Compare what you have just learnt about the story with the
prediction you made using the front cover last week. How do they
compare? Discuss with your parents. Did you correctly predict some
events? Can you add any further detail to your original prediction
from what you now know?
· With a parent to help you, read the first chapter together. I
have reproduced it on the following pages.
· **Parents, please note, you may want to read this book aloud
to your child (as I had intended to do in class) or you can do
paired reading where you each read a section. Alternatively, the
child could read you the story aloud if they are able. The choice
is yours but please be mindful of your own child’s reading ability,
thank you. To hand in this assignment on Teams, please ask your
child to make a very short comment letting me know they have read
the chapter, thank you. They can include their opinion on it if
they would like to**
Hacker by Malorie Blackman
Chapter One
Maths exams! ugh!
It was a toast-warm Friday afternoon in May. The kind of
afternoon when all you wanted to do was sunbathe and fan yourself.
But end-of-year exams had come around again, and all us Boroughvale
Year 9s had a maths exam ahead of us. I was near the front of the
queue to get into the exam room, and my brother Gib and his friend
Chaucy were only a few behind me. I was pretending to talk to my
friend Maggie, but really I was earwigging on Gib and Chaucy’s
conversation.
‘I should be lying down in the garden with a ginormous
chocolate milkshake and a whole packet of chocolate digestives all
to myself,’ Gib said.
Typical of you – pig! I thought.
‘I know what you mean.’ Chaucy sighed. ‘I think I’d
rather be at the dentist having all my teeth filled than having to
spend the afternoon trying to answer un-answerable maths
questions.’
‘Well, I’d rather be in a leaky canoe in a
crocodile-infested river,’ Gib said.
Chaucy laughed. ‘I’d rather be naked at the North
Pole.’
‘Amateur!’ Gib scoffed. ‘I’d rather be kissed by Vicky …
on second thoughts, no I wouldn’t!’
I spun around. ‘If I kissed you, brat-face, my lips would
probably drop off!’
Were real brothers as rotten as Gib always was to me? I
wondered. He was only my brother because his mum and dad had
adopted me when I was a baby. Then they were unlucky enough to have
him. It would have been so lovely to have been an only child!
‘I wasn’t talking to you, Vicky. Don’t stick this …’ Gib
tapped his nose with his finger, ‘where it isn’t wanted.’
I glared at him and Chaucy. Chaucy was grinning at me,
enjoying Gib’s put-down. Chaucy – or Alexander Chaucer as it said
on the school register – wasn’t as bad as Gib, but he was sure
heading that way. He was at least half a head taller than Gib but
he followed my scabby brother around everywhere – like a sheep or a
puppy dog. Chaucy was pretty average, except for his hair. It
seemed to alternate between a speckled chocolate brown and a dusty
black, depending on how the light hit it. It made him look as if
his hair was permanently full of dandruff.
What I didn’t like about Chaucy was that he was always
laughing at me. I stuck my tongue out at both of them and turned
back to my friend, Maggie. I wished I was the sort of person who
could think of really funny, razor-sharp retorts on the spur of the
moment, but I never could. I always came up with something really
clever and funny to say about two days after the event. Gib’s good
at thinking on his feet, though. He has an answer for
everything.
‘Never mind them,’ Maggie said loftily. ‘They’re so
juvenile.’
That was her current favourite word. Maggie read the
dictionary the way I read Harry Potter books. Each week she’d pick
out a new word and then she’d bore us all silly by using it in
practically every other sentence.
‘Did you revise, Vicky?’ she asked.
‘Nah, not really,’ I shrugged. ‘Did you?’
Maggie shook her head. ‘No. I tried to but … no.’
I smiled at Maggie. I reckoned she’d probably been up
most nights in the past week revising hard, just like I’d done.
Why do we never own up to revising? I wondered. But I
guess I knew why really. No one wanted to fail their exams, but at
the same time who wanted to be called an egg-head or a boffin? And
worse still, what if you did say you’d revised hard and then you
failed …? Shame!
Just then, the assembly hall doors opened. Mrs Bracken
stood in the doorway, peering at us through her glasses which were
thicker than double-glazing. They were even thicker than my glasses
– and that’s saying something!
‘Less noise, please,’ she shouted at the top of her
lungs. ‘You may all come in now.’
As soon as I walked into the hall, I wrinkled up my nose
at the cheesy smell of feet and old shoes. There’d obviously been a
PE lesson in the hall that morning. I grabbed a desk right in the
middle of the hall and sat down. The sounds of chairs being dragged
across the wooden floor, the clatter of pens and pencils in
polythene bags and pencil-cases, worried whispers and subdued
coughs filled the air. At last, even those noises died away as
everyone settled down in their seats. I had to shuffle for a good
minute before I got as comfortable as I was going to get. The chair
seats were rock hard.
‘Right then, who needs a school calculator?’ Mrs Bracken
called out. A forest of arms appeared and waved in the air. Mrs
Bracken and Mr Peterson walked around the hall, each carrying a
large cardboard box from which they distributed the calculators. I
didn’t need one. I had my own calculator which Dad and Mum had
bought me for Christmas. After the calculators were given out, Mrs
Bracken walked up onto the stage and slowly scanned the hall with
her beady eyes. Mr Peterson was still walking up and down and Mrs
Canon, my geography teacher, sat in a chair at the side of the
hall, reading through the maths paper.
Mrs Bracken turned her attention to the huge clock on the
wall, so we all did. Its slow ticktock, ticktock echoed in the hall
as every second was marked up to two o’clock.
‘You may begin,’ she said at last.
Instantly, the hall was alive with the rustle of papers.
This term, the maths exam covered trigonometry and polygons. I
flicked through the exam. Boring but not too bad …
I looked around to see what Gib was doing. I caught sight
of him almost immediately. He was staring down at the first page of
the five-page exam. Then he turned to the next page, then the next
and the next. As I watched, he flicked through the exam paper
again, hoping no doubt that with a second reading the questions
would change. They didn’t! He slumped in his chair and rested his
shiny, perspiring forehead on his hand. He knew and I knew that he
was in deep, deep trouble! I couldn’t resist a bit of a smirk!
Really mean, I know, but he deserved it for being such a pig!
I took a quick glance around the hall. Shivvy, the
egg-head, was stuffing three peppermints into her mouth at once.
She’d probably come out of the hall at the end boasting about how
easy the exam had been. She’s a real swot and a half, that one.
There was Tristan in his new navy-blue jacket which he
refused to take off for anyone. I was sure he even slept in it.
Then, as I watched, Tristan pushed up his jacket sleeve to read
what he’d written on his shirt cuff. I couldn’t believe it. If I
was going to fail, at least I was going to do it under my own
steam. I directed the filthiest look I could at him then turned
away in disgust, hoping he would see me.
But everyone was at it!
My friend Maggie had her nose buried inside her
pencil-case and I could see writing on the inside of the case even
from where I was sitting. I was shocked. I could understand Tristan
cheating – he couldn’t write his name without looking on his shirt
sleeve first – but Maggie?
I felt a sudden strange prickling all over my skin. I
looked up and there was Crackly Bracken, watching me. Hastily I
looked down at my paper and picked up my pen. I didn’t want her to
think that I was cheating. I studied the first question. My trouble
was that I could learn the basic rules but I had some trouble
applying them if I didn’t think for ages about it first.
After a good five minutes thinking how I should do
question one, I picked up my calculator. That’s when I had my
mega-brilliant idea. I looked from the exam paper to my calculator
and back again. I’m OK at maths, but computing is my subject – if
that’s not boasting. (I think it probably is!)
And my calculator was programmable. It looked like an
ordinary calculator, except the display screen was a little bigger,
and I’d written programs on it lots of times before. So why not
just write a program to work out interior and exterior angles and
lengths and areas and all the other stuff? I had all the necessary
functions on my calculator. I could program it without even having
to think about it – much!
Feeling very pleased with myself, I took a piece of paper
and started to work out how I should write my program. After that,
I typed it into my calculator. All in all it only took about twenty
minutes. Then I whizzed through the maths questions in about two
minutes flat. Just to make sure that I hadn’t got my program wrong,
I worked out the first, tenth and last questions by hand on a spare
piece of paper. My answers were the same as the calculator’s so I
knew I had got them right.
I wanted to jump up and down on my chair I was so
chuffed. I put my pen down and leaned back with my arms folded. I
glanced up at the hall clock. It was only half-past two. I’d
finished my test in half an hour. I couldn’t help it. I started
grinning and grinning.
‘Victoria Gibson, get on with the test.’ Mrs Bracken’s
voice boomed out, making me jump.
I looked up at her and smiled. ‘I’ve finished, miss,’ I
said.
Instantly, I could feel every eye in the hall upon me. It
felt really good! My grin broadened. I could almost feel my head
growing bigger too!
‘What did you say?’ Mrs Bracken asked.
‘I’ve finished the exam, miss,’ I repeated.
Mrs Bracken stood up abruptly, the legs of her chair
scraping against the wooden floor of the stage. As she marched down
the steps, butterflies appeared from nowhere and started to flutter
in my stomach. She made straight for me and snatched up my paper.
Her eyes narrowed as she scrutinized each and every page.
For the first time I thought about exactly what I’d done.
This was supposed to be a maths exam not a computing exam. Maybe I
shouldn’t have used my calculator to get the answers …? Slowly I
slid my calculator over the piece of paper I’d used to work out the
design of my program. Then I casually covered the calculator with
my hand.
‘I … I told you I’d finished,’ I said.
I only said that so that Mrs Bracken would look at me and
not at what my hand was doing. Mrs Bracken straightened up to scowl
at me and the butterflies in my stomach turned into stampeding
rhinos.
‘So it was you, was it …? Pick up your things, Victoria,
and follow me.’ Mrs Bracken had a face like thunder.
‘What’s the matter?’ I whispered.
‘Do as you’re told,’ she hissed at me.
I scrambled to pick up all the items on my desk.
Something told me I was in mega-trouble. I stood up.
‘Is there anyone else who claims to have finished?’ Mrs
Bracken asked.
Her piercing gaze darted over everyone else in the
assembly hall. I looked around. As soon as I caught anyone’s eye,
they looked away or down at their desk. I saw Gib. He had sunk into
his chair, trying to look as small as possible as Mrs Bracken and I
looked at him. My head, my entire body, now felt about the size of
a pea. And you could have cooked several eggs on my face, no bother
at all.
‘Victoria, follow me,’ Mrs Bracken ordered.
Clutching my papers and sweets and my calculator to me,
desperate not to drop them, I followed Mrs Bracken out of the
assembly hall. I still didn’t understand what was wrong. Maybe she
knew about my calculator being programmable …
Mrs Bracken shut the hall door carefully behind me. ‘And
where did you get the answers from?’ she asked me stonily. ‘As if
we didn’t know.’
I stared up at her, thinking I must have misheard.
‘P-pardon?’ I stammered.
‘You heard me. Don’t pretend you don’t know what I’m
talking about. You and I both know how every one of your answers
happens to be correct.’
I didn’t even feel good when I heard her say that. I knew
I was in seriously serious trouble.
‘Miss, I don’t understand …’ I began.
‘Victoria, there is no way you could have finished this
test in …’ Mrs Bracken glanced down at her watch, ‘in thirty-three
minutes, unless you already knew the answers.’
‘But I didn’t … How could …?’
‘Don’t compound your crime by lying, child.’
‘But I’m not …’
‘So you just read the questions and automatically knew
the answers?’ Mrs Bracken’s eyebrows were so low they touched her
eyelashes.
‘No … n-not exactly …’
‘You didn’t show how you worked out any of your answers.
There are no jottings on your answer paper, no workings, nothing.
Or are you telling me that you worked out the answers to all my
questions in your head?’
‘N-not exactly,’ I said. ‘I u-used my calculator …’
‘Don’t be facetious, child.’
‘I really did.’
Mrs Bracken didn’t let me finish. ‘Not another word.
You’re a cheat, Victoria Gibson,’ she said furiously.
That word made me jump. I wasn’t a cheat. I’d never
cheated at anything in my life.
‘Mrs Bracken, if you’d just let me explain …’ I began
again. I rummaged through all the stuff in my arms to dig out my
calculator. ‘I didn’t cheat. I—’
‘You don’t have to explain, Victoria. I know exactly how
you did it. I knew I’d catch the culprit. But I must say, I’m
surprised it’s you. I thought you knew better.’
Culprit? What culprit? What was she talking about?
Mrs Bracken folded her hands across her ample chest. ‘We
are going to see the headmistress,’ she said with satisfaction.
At that, my heart tried to burst out of my chest. My face
was burning, boiling hot, and I felt absolutely sick.
‘We’re going to see Miss Hiff …?’ The words came out in a
dismayed squeak.
‘Yes. Miss Hiff,’ Mrs Bracken said with relish.
‘But I didn’t cheat, miss …’
‘Of course you did,’ Mrs Bracken said icily. ‘When it
comes to maths, Victoria, you are no Einstein, and not even
Einstein could have finished my test in the short amount of time it
took you – unless he previously had the answers, of course.’
Previously had the answers …? I felt like I’d started
watching telly halfway through a really confusing film. How could I
have previously had the answers? I programmed my calculator to work
out the answers. My eyes were really stinging now and there was a
whole football stuck in my throat, choking me.
‘I’m surprised at you, Victoria, I really am. But I’ll
tell you something. When I’ve finished with you,’ Mrs Bracken bent
over suddenly so that her face was only centimetres away from mine
and her breath felt horribly warm and moist on my face, ‘when I’ve
finished with you, my girl, you’ll wish you’d never done it. Now
follow me.’
Mental Maths – Week 5 – Dice Investigation – Circles Only
WALT use all number processes to solve problems.
What to do:
Shake four dice.
Investigate: Is it possible to use the number operations ( + - x
÷ ) to make the numbers 1 to 20 using the numbers on all four
dice?
You can only use a number once in each calculation. You must
record your calculations.
Record how you made each of the numbers 1 to 20 showing which
operation you used to create the total.
Total
Calculation (+,-,x, ÷)
Alternative method
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Mental Maths – 2 to 9 times tables dominoes – Triangles &
Squares only
Mental Maths – 2 and 3 times tables dominoes – Rectangles
only
Maths – Number – Week 4 – Negative Numbers 3 – Circles only
Maths – Number – Week 4 – Multiplication & Division 3 –
Triangles & Squares Only
Maths – Number – Week 5 – Negative Number 4 – Circles only
Maths – Number – Week 5 – Multiplication & Division 4 –
Triangles & Squares Only
Four in a Row
You need:
· a partner
· 2 pencils in different colours.
I_____I_____I_____I_____I_____I_____I_____I_____I_____I_____I_____I_____I_____I_____I_____I_____I
0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80
Box 1
2 4
8
Box 2
2 8 7
3 1 5
4 9 6
10
What to do:
· Take turns to choose 1 number from each of the boxes.
· Multiply them together.
· In your colour, make a mark on the number line to show the
answer.
· The winner is the player who gets 4 marks of their own colour
in a row, without any colour in between!
· Play again. Does it matter who goes first? Can you find a way
of winning?
Twos, fours and eights
Fill in the missing number to make these sums balance.
1. 2 x 4 = ____ x 1 2. 4 x 6 = 8 x ______ 3. ______ x 2 = 4 x
5
4. 32 ______ = 2 x 4 5. 16 2 = 2 x ______ 6. 36 9 = ______ 5
Challenge: Make up some balance questions, using your 2,4 and 8
facts, for a family member to solve.
7. Two sweets cost 18p. How much does one sweet cost?
8. Angus buys 4 pencils. The pencils cost 9p each. How much will
this cost? How much change will he get from 40p?
The rugby competition has 2 leagues. Each league has 5
teams.
9. How many teams are there altogether?
10. A mini rugby team has 8 players. How many players are at the
competition?
11. The top team in each league win medals. How many medals are
needed altogether?
12. 2 x 4 = 8, 4 x 2 = 8, 8 x 1 = 8
What other similar patterns can you find in the 2, 4 and 8-times
tables?
Maths – Number – Week 5 - 3 times table search – Rectangles
only
2
Cut out these dominoes and play the game to help you to learn
the two times table.
4 1 x 2 24 2 x 2 12 3 x 2
24 4 x 2 2 5 x 2 14 6 x 2
20 7 x 2 4 8 x 2 12 9 x 2
22
10 x 2
18
11 x 2
16
12 x 2
18 2 x 1 8 7 x 2 14 3 x 2
2 7 x 2 14 2 x 5 10 2 x 6
6 2 x 2 6 2 x 8 10 2 x 9
16
2 x 10
20
2 x 11
22
2 x 12
To rapidly recall 3 times table facts
Cut out these dominoes and play the gam e to help you to learn
the three times table
33 1 x 3 12 2 x 3 3 3 x 3
24 4 x 3 9 5 x 3 9 6 x 3
33 7 x 3 15 8 x 3 36 9 x 3
27
10 x 3
21
11 x 3
15
12 x 3
30 7 x 3 18 9 x 3 36 3 x 3
27 3 x 4 9 3 x 5 6 6 x 3
27 3 x 3 30 3 x 6 18 9 x 3
18
3 x 10
21
9 x 3
12
12 x 3
To rapidly recall 4 times table facts
Cut out these dominoes and play the game to help you to learn
the four times table
16 1 x 4 48 2 x 4 44 12 x4
36 4 x 4 4 5 x 4 36 6 x 4
40 4 x 7 8 8 x 4 40 9 x 4
44
10 x 4
12
11 x 4
32
12 x 4
48 4 x 1 16 4 x 2 16 4 x 3
4 4 x 4 24 4 x 5 28 4 x 6
8 4 x 4 20 4 x 8 20 4 x 9
36
4 x 10
24
4 x 11
32
4 x 12
To rapidly recall 5 times table facts
Cut out these dominoes and play the gam e to help you to learn
the five times table
10 1 x 5 20 2 x 5 20 3 x 5
60 4 x 5 5 5 x 5 25 6 x 5
50 7 x 5 10 8 x 5 50 9 x 5
55
10 x 5
15
11 x 5
40
12 x 5
60 5 x 1 20 5 x 2 35 5 x 3
5 5 x 4 55 5 x 5 30 4 x 5
45 5 x 5 25 5 x 8 25 5 x 9
15
5 x 10
45
5 x 11
40
5 x 12
To rapidly recall 6 times table facts
Cut out these dominoes and play the gam e to help you to learn
the six times table
66 1 x 6 30 2 x 6 12 3 x 6
54 4 x 6 6 5 x 6 36 8 x 6
60 7 x 6 12 8 x 6 60 1 x 6
18
10 x 6
48
11 x 6
48
12 x 6
72 6 x 1 24 6 x 2 36 6 x 3
6 6 x 4 42 6 x 5 6 6 x 6
24 6 x 6 72 6 x 8 18 6 x 9
66
6 x 10
48
6 x 11
30
6 x 12
To rapidly recall 7 times table facts
Cut out these dominoes and play the game to help you to learn
the seven times table
63 1 x 7 56 2 x 7 77 3 x 7
14 4 x 7 7 5 x 7 63 6 x 7
70 7 x 7 7 8 x 7 28 9 x 7
77
10 x 7
21
11 x 7
28
12 x 7
84 7 x 1 42 7 x 2 49 7 x 3
70 7 x 4 49 7 x 5 84 7 x 6
14 7 x 7 35 7 x 8 35 7 x 9
21
7 x 10
42
7 x 11
56
7 x 12
To rapidly recall 8 times table facts
Cut out these dominoes and play the game to help you to learn
the seven times table
16 1 x 8 80 2 x 8 96 3 x 8
8 4 x 8 16 5 x 8 24 6 x 8
32 7 x 8 40 7 x 8 48 9 x 8
56
10 x 8
56
11 x 8
72
12 x 8
80 1 x 8 88 2 x 8 96 8 x 3
8 7 x 8 16 5 x 8 24 7 x 8
56 8x 8 40 0 x 8 42 9 x 8
64
10 x 8
0
12 x 8
72
8 x 2
To rapidly recall 9 times table facts
Cut out these dominoes and play the game to help you to l earn
the seven times table
108 1 x 9 90 2 x 9 99 3 x 9
9 4 x 9 18 5 x 9 27 6 x 9
36 9 x 9 45 8 x 9 54 2 x 9
81
10 x 9
72
11 x 9
18
0 x 9
90 9 x 1 99 12x9 0 1 x 9
9 9 x 4 108 5 x 9 9 7 x 9
36 5 x 9 45 7 x 9 63 8 x 9
45
9 x 10
63
11 x 9
72
12 x 9
I can work out the difference between two numbers including
negative
numbers.
Negative Numbers
Write the floor where each lift ends its journey.
Lift starting position
Lift new position – Floor?
1. Starts at 3, goes down 6 floors.
2. Starts at 1, goes down 3 floors
3. Starts at 4, goes down 10 floors
4. Starts at -8, goes up 5 floors.
5. Starts at -2, goes up 6 floors.
6. Starts at ground floor, goes down 1
floor
7. Starts at 3, goes up 6, then down 4
floors
8. Starts at 4, goes down 5, then up 3
floors
9. Starts at 6, goes up 2, then down 9
floors
10. Starts at 5, goes down 3, then up 4
floors
11. Write 3 more questions about the lift
and also write the answers.
12.
13.
Word problem: Dry ice is -35 ℃ in a freezer.
a. If it warms up by ½ ℃ each day, how many days before it gets
to 0 ℃?
b. What if it rises ¼ ℃ each day?
c. ¾ ℃ each day?
Learning Outcome: WALT recall all our table facts quickly and
accurately – 2, 4 and 8.
Success criteria:
I can recite my 2, 4 and 8 time -tables
I can recall individual multiplication facts in my 2, 4 and 8
time -tables
I can use the links between these times -tables to help me
recall my facts, e.g. the 4 times -
table is double the 2 times-table, the 4 times-table is double
the 8 times-table
I can recall individual division facts in my 2, 4 and 8 times
-tables
Key teaching points for parents/carers you may find useful:
Multiplying by zero always gives zero.
Multiplying by 1 will not change the number.
Because multiplication is commutative, knowing one
multiplication fact means knowing
another from a different table, e.g. 2 x 8 = 8 x 2
Because multiplication and division are inverses of each other,
knowing one multiplication
fact means knowing two division facts, e.g. 2 x 8 = 16; 16 ÷ 2 =
8, 16 ÷ 8 = 2
The stages in learning times tables are:
Being able to recite them in order like a poe m.
Being able to recite them backwards – many children say this is
the key to being able to pick
out one particular fact
Being able to give the answer to one particular multiplication
fact without having to build up
to it by reciting all previous facts in order.
Being able to know what division fact goes with a particular
multiplication fact.
Look back over your Maths work from the last 2 weeks and choose
times tables tasks that you
have not yet tried from either Multiplication Pick n’ Mix 1 or
2. If you have completed them all
then you have worked incredibly hard – well done! Can you then
make up a game of your own
and share it with us on Teams?
On the next page, you should complete the written exercise.
Eights
I can recall multiplication and division facts in my eight times
-table.
Complete the multiplications and divisions.
1. 2 x 8 = 2. 7 x 8 = 3. 80 ÷ 8 = 4. 40 ÷ 8 =
5. 9 x 8 = 6. 8 x 8 = 7. 24 ÷ 8 = 8. 16 ÷8 =
9. 56 ÷ 8 = 10. 3 x 8 = 11. 10 x 8 = 12. 32 ÷ 8 =
13. 48 ÷ 8 = 14. 5 x 8 = 15. 4 x 8 = 16. 72 ÷ 8 =
17. 6 x 8 = 18. 64 ÷ 8 =
19. There are 64 coloured pencils in a pot. The teacher
shares them equally among 8 children. How many
colouring pencils will each child get?
20. Ryan eats an apple every day. How many apples will he
eat
in 8 weeks?
Negative Numbers
Write the temperature at night.
Day temperature Change Night temperature
1. 5 ℃ Falls 10 ℃
2. 6 ℃ Falls 7 ℃
3. 2 ℃ Falls 11 ℃
4. 10 ℃ Falls 14 ℃
5. 8 ℃ Falls 5 ℃
6. 0 ℃ Falls 4 ℃
All temperatures refer to Amsterdam which is -1 ℃.
Write the temperature of the other places.
Next, look on a map and find out which countries have these
cities as their
capitals. Fill in the final column with the information.
Capital City Temperature Country
1. London 4 ℃ higher
2. Paris 2 ℃ lower
3. Madrid 10 ℃ higher
4. Berlin 5 ℃ lower
5. Rome 8 ℃ higher
6. Prague 7 ℃ lower
7. Warsaw 8 ℃ lower
8. Moscow 10 ℃ lower
9. Copenhagen 3 ℃ lower
Finally, using a newspaper or the internet, write a weather
report for temperatures
around the world yesterday. Which was the warmest place? The
coldest place?
Negative Numbers Assessment
Complete this number line.
I_____I_____I_____I_____I_____I_____I_____I_____I
-2 0 1 4
Mark this child’s work with a tick or a cross and correct any
mistakes.
The number before 0 is -1.
The number which is 1 more than -3 is -4.
The number 2 less than -3 is -4.
2 is 4 more than -2.
4 is 6 more than -2.
1 is more than -4.
Rewrite these numbers in order from smallest to largest.
-4 4 0 -2 1 -5
________________________________________________
Which number is biggest? ____________
Which number is smallest? ___________
Learning Outcome: WALT recall all our table facts quickly and
accurately – 2, 4 and 8.
Success criteria:
I can recite my 2, 4 and 8 time -tables
I can recall individual multiplication facts in my 2, 4 and 8
time -tables
I can use the links between these times -tables to help me
recall my facts, e.g. the 4 times -table is
double the 2 times-table, the 4 times-table is double the 8
times -table
I can recall individual division facts in my 2, 4 and 8 times
-tables
Key teaching points for parents/carers you may find useful:
Multiplying by zero always gives zero.
Multiplying by 1 will not change the number.
Because multiplication is commutative, knowing one
multiplication fact means knowing another
from a different table, e.g. 2 x 8 = 8 x 2
Because multiplication and division are inverses of each other,
knowing one multiplication fact
means knowing two division facts, e.g. 2 x 8 = 16; 16 ÷ 2 = 8,
16 ÷ 8 = 2
The stages in learning times tables are:
Being able to recite them in order like a poe m.
Being able to recite them backwards – many children say this is
the key to being able to pick out
one particular fact
Being able to give the answer to one particular multiplication
fact without having to build up to it by
reciting all previous facts in order.
Being able to know what division fact goes with a particular
multiplication fact.
On the next 2 pages, you should play the game and complete the
written exercise.
Outreach Activities from Elgin Museum
Elgin Museum is right on our doorstep and although we can’t
visit right now, it has a
super selection of creative educational activities to keep you
busy during Lockdown.
There are 16 activities in total. Pick a project and follow the
clear instructions. Don’t
forget to share your experiences by handing in a photo or short
paragraph on Microsoft
Teams. I look forward to hearing about all your experiences.
Have fun!
https://elginmuseum.org.uk/education -and-outreach/
(You may need to hold down ‘ctrl’ and click on your mouse to get
the link to work)
Hopefully the museum will be able to welcome back visitors
soon.
