Cedar class weekly activities, week commencing 13 JUL 2020.

Spelling rule: This week we will be revising adding ‘-ing’ to words. To recap, there are several parts to the rule to remember:

1) If you have a word with a lonely vowel, you need to double the consonant at the end of the word before adding ‘-ing’. For example: fit – fitting, trap – trapping, rub – rubbing.

2) A lonely vowel word with two consonants at the end means the consonants protect the lonely vowel. For example: grunt – grunting, kick – kicking.

3) If a word has two vowels in it, they protect each other and you just add ‘-ing’. For example: float – floating, peel – peeling.

4) Root words ending in ‘e’ follow the same pattern as the other rules we learned (remember Ben’s rule?): we need to delete the ‘e’ and then add ‘-ing’. For example: bake – baking, dine – dining, cope – coping.

Pick 10 words and add ‘-ing’ to them. Make sure you follow the rule! Try and memorise the rule this week.

Arithmetic: For our final week of arithmetic I would like you to use your time to work on whatever you have found the trickiest in arithmetic. Below are a list of possible topics you might want to work on:

Column addition/subtraction (with and without use of exchanging),

Short division (bus stop method),

Times tables and related division facts,

Addition and subtraction of fractions with the same denominator,

Missing number problems (4 X ? = 16),

Counting up and down in 10s, 25s, 50s and 100s from different start numbers (4, 29, 54, 79, 104, 129…).

Topic – The afternoon activities are different for the start and the end of this week. On Monday and Tuesday your focus will still be on the Mexico project, and we will have some sporting activities for Thursday and Friday.

Monday & Tuesday – Mexico project: To finish off our Mexico project you will be carrying out some research round up activities. Is there anything else about Mexico that you want to know, or anything you have learned about which you want to find out some more detail on? Use this week to finish off your research and find out any other facts you can. Present your findings in a fun and ingenious way and show off your presentation skills to someone at home!

Thursday & Friday – Sports day: Please see the attached image for the details for the 2020 sports day.

Additional tasks: 20 minutes of daily reading, continual revision of prior learned times tables (2s, 3s, 4s, 5s, 6s, 10s), book reviews of books you have read, keeping a diary of what you do each day.

Cedar class weekly activities, week commencing 06 JUL 2020.

Spelling rule: This week I would like you to revisit adding ‘-ed’ to words. Some words are regular words, and you just need to add ‘-ed’. For example: stamp – stamped, jump, jumped. If you have a word with a lonely vowel, you need to double the consonant at the end of the word before adding ‘-ed’. For example: sob – sobbed, slip – slipped.  If a word has two vowels in it, they protect each other and you just add ‘-ed’. For example: float – floated, peel – peeled.

Pick 10 words and add ‘-ed’ to them. Make sure you follow the rule! Try and memorise the rule this week.

Arithmetic: This week I would like you to practise your addition and subtraction skills looking at near-tens. For example, if you were asked 194 + 9 =? it wouldn’t be very efficient to do this as a column addition. The quickest way to do this would be to use your knowledge that 9 is 1 less than 10: 194 +10 = 194, then subtract the 1 to get your final answer of 193. You can do the same with smaller numbers, for example:

28 – 9 = ?

28 – 10 = 18, then add on the one to get the final answer of 29.

Practise 5 problems which are ‘near-tens’ per day and try and solve them as fast as you can.

Topic – Mexico project: This week for the Mexico project you will be investigating Mexican art and crafts. See below for a list of suggested activities. Try and do one per day (this will be your afternoon learning). You can present your findings in any way you would like to. This could be as: a book, a report, through drawing or other artwork, or any other way you can think of.

1) Last week you may have researched what a piñata is. This week, you could try and create a papier mache piñata of your own. If you’re able to, fill it up with sweets and have a piñata party at home!

2) Luchadores are Mexican wrestlers who wear bright and colourful masks to keep their identities a secret. You can try and draw one of these, or create a luchador mask of your own by using a paper plate or piece of cardboard as a base for the mask.

3) In Mexico, paper flowers are often used in religious festivals and celebrations. Research and then create some paper flowers of your own. Why do you think these are used instead of real flowers?

4) Many creative Mexican items hold an everyday use. For example, lots of Mexican pottery is very ornate but used in everyday life. Research some of these items and see if you are able to recreate any at home. If you can’t recreate them, you could always draw and research one particularly type of item.

5) The above refers to a specific type of Mexican folk art. What does the term Mexican folk art mean? Research this term and list the other types of Mexican folk art.

Additional tasks: 20 minutes of daily reading, continual revision of prior learned times tables (2s, 3s, 4s, 5s, 6s, 10s), book reviews of books you have read, keeping a diary of what you do each day.

Spelling rule: This week I would like you to revisit adding ‘-er’ and ‘-est’ to words. To remind you of the rule: some words are regular words, and you just need to add ‘-er’ or ‘-est’. For example: cold – colder, damp, dampest. If you have a word with a lonely vowel, you need to double the consonant at the end of the word before adding ‘-er’ or ‘-est’. For example: hot – hotter, slim – slimmest.  If a word has two vowels in it, they protect each other and you just add ‘-er’ or ‘-est’. For example: green – greenest, cool – cooler.

Pick 10 words and add ‘-er’ or ‘-est’ to them. Make sure you follow the rule! Try and memorise the rule this week.

Arithmetic: This week I would like you to revisit short division (what is sometimes called the bus stop method). Start off by dividing three-digit numbers by small numbers such as 2, 3 and 4; for example, 244 divided by 2.

Once you are confident, try moving on to four-digit numbers and dividing by larger numbers.

If you can’t remember how to do this, here is a link to a video which explains the method:

https://www.youtube.com/watch?v=trjepeOy2rc

Topic – Mexico project: This week for the Mexico project you will be investigating Mexican culture and traditions. See below for a list of suggested activities. Try and do one per day (this will be your afternoon learning). You can present your findings in any way you would like to. This could be as: a book, a report, through drawing or other artwork, or any other way you can think of.

1) Spanish is the main language spoken in Mexico. Can you learn how to say the numbers 1 -10 in Spanish? Find out how people greet each other in Spanish, try and memorise and speak to some of your family members using the Spanish language. If you like speaking Spanish, the app ‘Duolingo’ has a free course on this.

2) In Mexico some other languages are spoken as well, including some languages which have origins from ancient civilisations. Which other languages are there?

3) What traditional Mexican foods are there? How are these made and prepared? Can you make some of these foods at home? Are the versions of these foods we eat in the U.K. the same as what you might be able to buy in Mexico?

4) What is a pinata? When and why are these used?

5) What religions are observed in Mexico? Do the majority of people in Mexico believe in one faith?

6) Mexico is home to a great number of UNESCO world heritage sites. Pick one and investigate the history of it.

7) England has a Queen, royal family, and parliament. What system does Mexico have?

8) Mexico has some traditional styles of music. What are these? You could try and play some of this music or make some instruments of your own at home.

Additional tasks: 20 minutes of daily reading, continual revision of prior learned times tables (2s, 3s, 4s, 5s, 6s, 10s), book reviews of books you have read, keeping a diary of what you do each day.

Cedar class weekly activities, week commencing 22 JUN 2020.

Spelling rule: This week I would like you to focus on the ‘ch’ sound at the end of a word. This is usually spelt ‘tch’ if it is after a single vowel and ‘ch’ if it is after a consonant or two vowels. For example: witch has a single vowel before the ‘ch’ sound so has a ‘tch’ ending, lunch has a consonant before the ‘ch’ sound so is just spelt ‘ch’. Memorise the rule and come up with 10 words with a ‘ch’ sound at the end and try to spell them correctly. Some high frequency words such as ‘which’, ‘much’, and ‘such’ don’t follow this rule.

Arithmetic: This I would like you to focus on adding and subtracting numbers quickly using the column method. If you are in Y3 I would like you to use 3 digit numbers, and if you are in Y4 I would like you to use 4 digit numbers. I want you to focus on questions which use exchanging (also known as carrying or borrowing). If you find one operation more difficult than the other (subtraction more tricky than addition), focus on that operation to help you improve.

Topic – Mexico project: This week for the Mexico project you will be investigating Mexican festivals. See below for a list of suggested activities. Try and do one per day (this will be your afternoon learning). You can present your findings in any way you would like to. This could be as: a book, a report, through drawing or other artwork, or any other way you can think of.

1) What is the Spanish word for festival? Are there any similarities between the different Mexican festivals? Do any of the festivals seem similar to some of the festivals you investigated as part of your Japan project last term?

2) Día de Muertos is a celebration of life; but the actual translation comes out in English as ‘Day of the dead’. What is this festival about? How do people dress for this festival?

3) Las Posadas is another festival in Mexico which begins in December. What is this festival about? When does it start and end? Which festival is this similar to in the U.K.?

4) Festival de México is another Mexican festival held in Mexico City. What is this festival about? Try and create some artwork which you might be able to see were you present at this festival.

5) Mexico also is home to some famous carnivals. Where can these carnivals be found? What could you do at a carnival?

6) Can you recreate any of the items or foods from any of the festivals?

Additional tasks: 20 minutes of daily reading, continual revision of prior learned times tables (2s, 3s, 4s, 5s, 6s, 10s), book reviews of books you have read, keeping a diary of what you do each day.

Spelling rule: This week I would like you to focus on adding suffixes to words ending in ‘y’. As a rule, you either change the ‘y’ or keep it. For example: dry > dries (change), play > played (keep), carry > carrier (change). You usually change it (the ‘y’ changes to an ‘I’). If there is a vowel before the ‘y’, keep it. If you are adding the ‘ing’ suffix, always keep the ‘y’. Write down 10 words which end in ‘y’ and use the rule to correctly add a suffix to it. Some suffixes you can use are ‘-ed’, ‘-ing’, ‘-er’, ‘-s’, ‘-ful’, and ‘-est’.

Arithmetic: For your arithmetic focus this week I would like you to revisit your times tables. Start the week off by practising all of the ones you already know, as well as the division facts relating to them (4 X 4 = 16, so 16 divided by 4 =4).

Topic: Mexico project: Over the next few weeks you will be investigating Mexico, just like how we investigated Japan! We will have a different focus each week, but for this week you will be looking at the climate and geography of Mexico. Please see below for a list of suggested activities. Try and do one per day (this will be your afternoon learning). You can present your findings in any way you would like to. This could be as: a book, a report, through drawing or other artwork, or any other way you can think of. Try and make your Mexico project as colourful and interesting as possible so that you can show it off to the people in your home!

1) Where is Mexico? Can you research and name the seas around Mexico? Are there countries which border Mexico? Does Mexico have counties like the United Kingdom does? What is the capital city of Mexico?

2) What is the weather like in Mexico? Do they have the same weather in the same seasons as the United Kingdom? Are some parts of Mexico hotter or colder than others?

3) What plants are there in Mexico? Are any plants found in Mexico which can’t be found anywhere else in the world? Are there plants in the United Kingdom which are the same as Mexico? You could present your findings for these activities using your art skills by drawing the plants you have researched!

4) What is the landscape like in Mexico? Is it really flat, or does it have lots of mountains? Can you name any famous natural landmarks in Mexico? Compare the landscape of Mexico to the landscape of where you live.

5) What animals can be found in Mexico? Are there any animals in Mexico which you can also find in the United Kingdom? Are there any animals which are native to (only found in) Mexico?

Additional tasks: 20 minutes of daily reading, continual revision of prior learned times tables (2s, 3s, 4s, 5s, 6s, 10s), book reviews of books you have read, keeping a diary of what you do each day.

Spelling rule: This week I would like you to focus on spelling different contractions. Write down as many contractions as you can think of and also state what the expansion of each contraction is. For example: didn’t = did not. Be careful where you place your apostrophe in the contraction!

Arithmetic: For your arithmetic focus this week I would like you to practise counting forwards in backwards in multiples of the times tables you already know. Pick a times table each day, then pick a random number. Count 4 numbers down from this number in the multiple of the table you chose, and also 4 numbers up. How quickly can you do this?

For example: I have picked the 3 times table, my random number is 26.

4 down – 26, 23, 20, 17, 14.

4 up – 26, 29, 32, 35, 38.

Additional tasks: 20 minutes of daily reading, continual revision of prior learned times tables (2s, 3s, 4s, 5s, 6s, 10s), book reviews of books you have read, keeping a diary of what you do each day.

Maths Investigations Week

Spelling rule: This week we will be looking at the ‘j’ sound at the end of words. To spell the ‘j’ sound, we use either ‘ge’ or ‘dge’.

1) Look at these words: fringe, grunge, verge. When you add ‘ge’, the ‘e’ can jump over one consonant to make one vowel say it’s name. For example, the ‘I’ in fringe, the ‘u’ in grunge.

2) You need to add a ‘dge’ to protect a lonely vowel. For example: fridge, dodge. How would these two words sound with just ‘ge’?

3) Some words need the vowel to say its name, so we don’t defend it with a ‘dge’. For example: page, wage, stage.

Find 10 words which end in a ‘j’ sound; use the rules to work out if they end in ‘ge’ or ‘dge’.

Arithmetic: Before half-term you looked at quick addition. This week, I would like you to focus on quick subtraction using another numbers walk. Start with a number of your choice, it could be 20, 50, 100, or even 5100! Do a numbers walk around your house and find as many numbers as you can. Each time you see a new number subtract it from your current total. For example: I could start with 100, walk into the kitchen and see 2 mugs out for hot chocolate. I would subtract 2 from 100, and get 98. I could then walk into the living room and see a happy birthday sign with the number 7 on it, so I now subtract 7 from 98 and get 91. I could then go into my garden and see 4 big clouds, so I subtract 4 from 91, getting 87. How many calculations can you do?

Additional tasks: 20 minutes of daily reading, continual revision of prior learned times tables (2s, 3s, 4s, 5s, 6s, 10s), book reviews of books you have read, keeping a diary of what you do each day.

Spelling rule: This week we will be looking at adding ‘-ing’ to words. There are several parts to the rule to remember:

1) If you have a word with a lonely vowel, you need to double the consonant at the end of the word before adding ‘-ing’. For example: fit – fitting, trap – trapping, rub – rubbing.

2) A lonely vowel word with two consonants at the end means the consonants protect the lonely vowel. For example: grunt – grunting, kick – kicking.

3) If a word has two vowels in it, they protect each other and you just add ‘-ing’. For example: float – floating, peel – peeling.

4) Root words ending in ‘e’ follow the same pattern as the other rules we learned (remember Ben’s rule?): we need to delete the ‘e’ and then add ‘-ing’. For example: bake – baking, dine – dining, cope – coping.

Pick 10 words and add ‘-ing’ to them. Make sure you follow the rule! Try and memorise the rule this week.

Arithmetic: This week for arithmetic I would like you to focus on quick addition. Do a numbers walk around your house and find as many numbers as you can. Each time you see a new number add it on to your current total. For example: I could walk into the kitchen and see 2 mugs out for coffee, I could then walk into the living room and see a happy birthday sign with the number 8 on it, so I add 8 to 2 and get a new total of 10. I could then go into my garden and see my 2 rabbits, so I add 2 onto 10 and so on.

Topic – Japan project: This week for the Japan project you will be carrying out some research round up activities. Is there anything else about Japan that you want to know, or anything you have learned about which you want to find out some more detail on? Use this week to finish off your research and find out any other facts you can.

Additional tasks: 20 minutes of daily reading, continual revision of prior learned times tables (2s, 3s, 4s, 5s, 6s, 10s), book reviews of books you have read.

Cedar class weekly activities, week commencing 11 MAY 2020.

Spelling rule: This week we will be looking at adding ‘-ed’ to words. Some words are regular words, and you just need to add ‘-ed’. For example: stamp – stamped, jump, jumped. If you have a word with a lonely vowel, you need to double the consonant at the end of the word before adding ‘-ed’. For example: sob – sobbed, slip – slipped.  If a word has two vowels in it, they protect each other and you just add ‘-ed’. For example: float – floated, peel – peeled.

Pick 10 words and add ‘-ed’ to them. Make sure you follow the rule! Try and memorise the rule this week.

Arithmetic: This week I would like you to focus on using all of the times tables you have learned so far/that we have been focussing on recently. Each day, get someone to give you 5 questions on your 3, 4 or 6 times tables, including division questions. Try and solve them as quickly as possible. You could use a timer to see how long it takes. Can you improve how quickly you can solve the problems by Friday?

Topic – Japan project: This week for the Japan project you will be investigating Japanese art and crafts. See below for a list of suggested activities. Try and do one per day (this will be your afternoon learning). You can present your findings in any way you would like to. This could be as: a book, a report, through drawing or other artwork, or any other way you can think of.

1) Last week we looked at origami, for which Japan is famous. Try and create some more origami art. There are some very tricky patters out there, what can you make?

2) Japan has a unique style of calligraphy which complements the Japanese alphabet. This isn’t written with a pen, but ink and a brush. Research Japanese calligraphy and try some of your own. See if you can translate your name into Japanese and paint it yourself.

3) Jōmon pottery is an ancient type of Japanese pottery. The word Jōmon means something in Japanese which is specific about the type of pottery. What is this? Investigate this style of pottery. You could draw some pottery of this style or, if you have clay or another suitable material at home, try and create a pot.

4) Sumi-e is a type of ink painting used in Japan. Find some drawings which have been created using this style. Can you recreate any of the artworks using materials found at home? Are there any pieces of sumi-e artwork which you particularly like?

5) Japan is famous for a style of comic called manga. Investigate this style of comic. Can you try and draw in the style of manga? There are some manga series on franchises you might already know of: for example, did you know there is a manga series on Pokemon?

6) If you enjoyed creating cherry blossom art, this week would be a good time to practise and perfect this skill!

7) If you are going out for walks you may come across some cherry blossom trees. If you have a camera you could try and capture an artistic photograph of one of these.

Additional tasks: 20 minutes of daily reading, continual revision of prior learned times tables (2s, 3s, 4s, 5s, 6s, 10s), book reviews of books you have read.

Cedar class weekly activities, week commencing 04 MAY 2020.

Spelling rule: This week we will be looking at adding ‘-er’ and ‘-est’ to words. Some words are regular words, and you just need to add ‘-er’ or ‘-est’. For example: cold – colder, damp, dampest. If you have a word with a lonely vowel, you need to double the consonant at the end of the word before adding ‘-er’ or ‘-est’. For example: hot – hotter, slim – slimmest.  If a word has two vowels in it, they protect each other and you just add ‘-er’ or ‘-est’. For example: green – greenest, cool – cooler.

Pick 10 words and add ‘-er’ or ‘-est’ to them. Make sure you follow the rule! Try and memorise the rule this week.

Arithmetic: This week I would like you to focus on adding and subtracting fractions with the same denominator. We looked at this in depth at the start of the Spring term. Create some problems and try and solve them as quickly as possible. Don’t forget, you don’t change the denominator when adding or subtracting fractions.

For example: 1/3 + 1/3 = ?/3

If you can’t remember how to do this, use something like a piece of paper or a bar of chocolate. Cut it into quarters, then take one of the quarters and put it to one side. Add another quarter from the whole you had just cut up – you now have two quarters. ¼ + ¼  =2/4.

Use larger numerators if you want to challenge yourself!

Topic – Japan project: This week for the Japan project you will be investigating Japanese culture and tradition. See below for a list of suggested activities. Try and do one per day (this will be your afternoon learning). You can present your findings in any way you would like to. This could be as: a book, a report, through drawing or other artwork, or any other way you can think of.

1) Research the Japanese language. Can you learn how to say the numbers 1 -10 in Japanese? Find out how people greet each other in Japanese, try and memorise and speak to some of your family members using the Japanese language. If you like speaking Japanese, the app ‘Duolingo’ has a free course on this.

2) Japan is famous for origami, the art of folding paper. Find out how to make some origami animals, there are lots of websites which have instructions for this.

3) What foods are Japan well known for? How are these made and prepared? Can you make some of these foods at home?

4) Some martial arts developed in Japan – namely Sumo wrestling, Judo and Karate. Research one of these martial arts and find out some more about it.

5) What religions are observed in Japan? Do the majority of people in Japan believe in one faith?

6) What is a samurai warrior? What did one look like? What did they do?

7) England has a Queen, royal family, and parliament. What system does Japan have?

Additional tasks: 20 minutes of daily reading, continual revision of prior learned times tables (2s, 3s, 4s, 5s, 6s, 10s), book reviews of books you have read.

Cedar class weekly activities, week commencing 27 APR 2020.

Spelling rule: This week we will be looking at when to use ‘oy’ and when to use ‘oi’ in our spellings. The rule is: You usually use ‘oy’ at the end of a root word (toy, annoy, destroy), and usually use ‘oi’ at the beginning or in the middle of a word (oil, coin, spoil, noise). HOWEVER, you must use ‘oy’ before a vowel no matter what – otherwise it will look strange (royal, not roial).

Find 5 ‘oy’ words and ‘oi’ words. Try and remember the rule off by heart.

Arithmetic: This I would like you to focus on adding subtracting numbers quickly using the column method. If you are in Y3 I would like you to use 3 digit numbers, and if you are in Y4 I would like you to use 4 digit numbers. I want you to focus on questions which use exchanging (also known as carrying or borrowing). If you find one operation more difficult than the other (subtraction more tricky than addition), focus on that operation to help you improve.

Topic – Japan project: This week for the Japan project you will be investigating Japanese festivals. See below for a list of suggested activities. Try and do one per day (this will be your afternoon learning). You can present your findings in any way you would like to. This could be as: a book, a report, through drawing or other artwork, or any other way you can think of.

1) What is the Japanese word for festival? Are there any similarities between the different Japanese festivals?

2) One Japanese festival is called the Sapporo snow festival. What is this? What do people do in this festival? How did this festival start?

3) Research the Lake Shikotsu Ice festival. When is this held? What happens during this festival?

4) What is a cherry blossom festival? What happens in a cherry blossom festival? Can you create some artwork around what this festival might look like?

5) Shichi-Go-San is a Japanese festival which celebrates children aged 3, 5 and 7. What is important about these ages?

6) Japanese culture celebrates the new year between January 1^st to January 3^rd. Research Japanese new year festivals. What similarities are there between how the Japanese celebrate new years and how we celebrate the new year? Are there any things you can see in these festivals which you think you could make at home?

7) Can you recreate any of the items or foods from any of the festivals?

Additional tasks: 20 minutes of daily reading, continual revision of prior learned times tables (2s, 3s, 4s, 5s, 6s, 10s), book reviews of books you have read.

Spelling rule: This week we will be looking at the ‘ee’ sound at an end of a word being spelt with the letter ‘y’. For example: happy, frosty, sleepy.

1) If the word you are adding the ‘ee’ sound to ends in 2 consonants, you just add the letter ‘y’: Push becomes pushy, trick becomes tricky, grump becomes grumpy.

2) If the word has 2 vowels in it, you just add the letter ‘y’: loop becomes loopy, cream becomes creamy, sleep becomes sleepy.

3) If there is a lonely vowel in the word (and the word doesn’t end in 2 consonants), you double the last consonant before adding ‘y’: grub becomes grubby, mud becomes muddy, whip becomes whippy.

Focus on one part of this rule per day. Today, find 5 words for part 1 of the rule; on Tuesday find 5 words for part 2 of the rule; on Wednesday find 5 words for part 3 of the rule. On Thursday I would like you to memorise and practise the 3 rules, and on Friday get someone to test your understanding of the rule.

Arithmetic: This week we are going to recap on our 6 times table. Can you remember the 6 times table from last week? If not, try and rewrite it out and practise it; pay particular attention to any patterns you can see with the 3 times table. If you can remember it well, try and write out and memorise the related division facts. If you are having a hard time memorising your times tables, search YouTube for ‘times table songs’. There are some videos on there of current songs which people have rewritten the words to so that you can sing a song to learn your times tables.

Topic – Japan project: This term you will be investigating Japan! We will have a different focus each week, but for this week you will be looking at the climate and geography of Japan. Please see below for a list of suggested activities. Try and do one per day (this will be your afternoon learning). You can present your findings in any way you would like to. This could be as: a book, a report, through drawing or other artwork, or any other way you can think of. Try and make your Japan project as colourful and interesting as possible so that you can show it off to the people in your home!

1) Where is Japan? Can you research and name the seas around Japan? Are there countries which border Japan? Does Japan have counties like the United Kingdom does? What is the capital city of Japan?

2) What is the weather like in Japan? Do they have the same weather in the same seasons as the United Kingdom? Are some parts of Japan hotter or colder than others?

3) What plants are there in Japan? Are any plants found in Japan which can’t be found anywhere else in the world? Are there plants in the United Kingdom which are the same as Japan? You could present your findings for these activities using your art skills by drawing the plants you have researched!

4) What is the landscape like in Japan? Is it really flat, or does it have lots of mountains? Can you name any famous natural landmarks in Japan? Compare the landscape of Japan to the landscape of where you live.

5) What animals can be found in Japan? Are there any animals in Japan which you can also find in the United Kingdom? Are there any animals which are native to (only found in) Japan?

Additional tasks: 20 minutes of daily reading, continual revision of prior learned times tables (2s, 3s, 4s, 5s, 10s), book reviews of books you have read.

Spelling rule: This week we will recap on adding ‘s’ or ‘es’ to make a word plural:

To make most words plural, we just add ‘s’ (E.g. toys, trucks, stamps, pockets). Some words are too tricky to pronounce if they are spelt like this (E.g. foxs, pushs, witchs, buss); when we say these words, you can hear an ‘is’ sound at the end of them, this is actually spelt ‘es’ (E.g. foxes, pushes, witches, buses).

Write down some words and make them plural by adding ‘s’ or ‘es’. Don’t forget, if it sounds like there is an ‘is’ sound at the end, it is spelt ‘es’.

Practise the list as you go through the week, on Friday get someone to test you on 10 words and see if you can use the rule to write it correctly.

Arithmetic: This week we are going to focus on our 6 times table. Begin by writing out the times table in your workbook; what patterns can you see between the 3 times table and the 6 times table? Once you have written it out, practise it and get someone to test your quick-fire responses to 6 times table questions. As you become more confident with the 6 times table, try and learn the division facts like we did for the 3 times table.

Additional tasks: 20 minutes of daily reading, continual revision of prior learned times tables (2s, 3s, 4s, 5s, 10s), book reviews of books you have read, creating some artwork outdoors using materials you can find in your garden (record anything you make by taking a photograph of it!).