01 December 2017
This week’s homework is Practice Makes Perfect: addition and subtraction.
Use column addition or subtraction to calculate each of the following:
Y3
- 367 + 122 =
- 538 + 137 =
- 761 + 176=
- 386 + 279=
- 573 – 231 =
- 682 – 157=
- 427 – 183=
- 612 – 267=
Y4
- 3367 + 2122 =
- 4538 + 2137 =
- 3761 + 2176=
- 5386 + 1279=
- 8573 – 4231 =
- 3682 – 2157=
- 8427 – 3183=
- 5612 – 1267=
01 December 2017
Homework this week is Practice makes Perfect. In Year 6, we’ve been learning about fractions, and in Year 5, we’ve been learning about area and perimeter. This homework will help your child practise what they have been learning in class. Please complete the worksheet in your book.
Our times tables focus will be the 4 and the 8 times table (up to 12 x) and including division facts.
Practise counting forwards, backwards, starting from zero and then starting from a multiple, and don’t forget the traditional way to support your child: a couple of mock tests to see how well your child knows their tables! Make the link between the two tables: x8 is double x4. For example, 6 x 4 = 24 and so 6 x 8 will be double that – 48.
01 December 2017
This week’s homework is Talk Time and links to our Transport topic.
When is it ok to drive to school?
We would like children to think about and discuss how and when they use transport and how it affects their everyday life. How often do they travel in a car, bus or train? Are there any opportunities to walk, scoot or cycle instead of driving?
24 November 2017
Homework this week is Creative.
I know what community is.
Following our Community themed week, you could show what you have learnt about community. This could include ideas about who you are, school, family, village, city, national or international communities.
17 November 2017
Homework for the whole school this week is Talk Time.
Which charity should our school support?
Next week is a whole-school themed week: Who do you think you are? It’s all about community and identity. During the week, a charity will be decided for Scholes (Elmet) Primary to support for the year ahead – for example, when we have a performance, we’ll collect money for this particular charity. What charity does you child think we should support?
You could talk about:
- what a charity is
- why charities are important
- what sort of work they do
- charities that have meaning to your family, to school or the community
- national and international charities and their work
10 November 2017
This week’s homework is Creative and due in on Thursday 16 November.
Our Living and Learning statement next week is… I know how to STOP bullying.
STOP can stand for two key messages:
- the definition – Several Times On Purpose
- the solution – Start Telling Other People
Make an A4 poster to share one of the key messages. You could use coloured pencils, felt tips, paint or choose an idea of your own.
10 November 2017
Our Talk time homework is based on this week’s Living and Learning statement: We are all the same and we are all different.
Explain to your parents what this means. Discuss tolerance and mutual respect, what it means and how this applies in school and in wider society. Why is it important?
Our times tables focus this week will be the 7 times table (up to 7 x 12) and including division facts. Practise counting forwards, backwards, starting from zero and then starting from a multiple, and don’t forget the traditional way to support your child: a couple of mock tests to see how well your child knows their tables!
10 November 2017
This week’s homework is Creative.
I can show what I have learnt in our Explorers topic.
Draw, write, paint or create a poster (on one page in your homework book or on A4 sized paper) showing things you enjoyed and learnt in our Explorers topic. It could include:
- information about Scholes
- our local walk
- traffic survey
- maps
- Meerkat Mail
- postcards
- Autumn walk/conker collecting
- animals and plants found in the Kalahari Desert
03 November 2017
This week’s homework is Creative.
On Friday 10 November, we’d like everyone to come dressed as a character from our class novel – Rebecca’s World. The character descriptions (and see below) from the book will help with ideas. The children will also remember other details about the characters.
Costumes can be as simple or as adventurous as you like. Please don’t go to the expense of buying new things. Have fun with your child creating their chosen character’s outfit!
Captain K
He wore black boots and red tights. He had a long-sleeved T-shirt in the same colour red, and on his head was what looked like a tight-fitting balaclava. Over his eyes was a red mask, and over that a pair of spectacles. He would have looked quite smart except that all of the clothes seemed to be about three sizes too large for him. The tights and T-shirt were wrinkled and baggy. There were a few darns here and there which had been made with wool that didn’t exactly match. In his belt was a stick about as long as half an arm.
Kovak
He wore a long, black overcoat and a false moustache. It was obviously a false moustache as it slipped down at one side. He made a few quick movements with his hands across his face and suddenly he was wearing a black eye patch, a big red celluloid nose and a ginger wig. He started searching in his pockets. He carried an incredible assortment of things: bits of disguises, old nails, tubes of glue, string and much, much more.
Grisby
Rebecca crashed into something large and soft and green. On the ground was the most miserable man she had ever seen. His mouth turned down at the corners, his forehead wrinkled in a frown and his eyes seemed on the verge of tears. He was wearing a raggy, shaggy, green fur coat with a matching hat. His feet were in boots and they had every foot ailment known to science; corns, callouses, verrucas, bunions, fallen arches, gout, ingrowing and outgrowing toenails.
Mister Glister
He was wearing the most spectacular suit Rebecca had ever seen. Every inch of it was covered in precious stones. They glittered and gleamed and dazzled. There was sparkling jewellery on his wrists and fingers and around his neck. He looked like a firework going off. He was very handsome with gleaming white teeth, suntanned skin and beautifully styled hair with flecks of silver.
Ghosts
One moment they looked as if they were made from green jelly, the next they seemed to be billows of oily smoke. You could almost see right through them. Their shape changed as they moved. First, they were toweringly tall then slinkingly short. Thin, then fat. They seemed to have neither arms nor legs but, despite this were moving at great speed. Rebecca thought she saw gaping red mouths and huge, sharp teeth.
The Scientist
Rebecca was surprised to see he was much shorter than her. He had sprouty hair that seemed to grow in different colours, a nose that was a bit like a chicken’s beak and a mouth like Poisson, who was Rebecca’s goldfish. He wore a white coat of the kind men in a chemist wear but it was much too long for him and he seemed in danger of tripping over it. He stared at Rebecca through spectacles that looked as if they had been made from the bottom of milk bottles.
In addition…
Lurk or Cringer – A smart suit
Rebecca – A frock
03 November 2017
This week is Practice makes Perfect. We’ve been learning how to read and interpret tables. Please complete the worksheet in your book.
Our times tables focus will be the 8 times table (up to 12 x 8) and including division facts.
Practise counting forwards, backwards, starting from zero and then starting from a multiple, and don’t forget the traditional way to support your child: a couple of mock tests to see how well your child knows their tables!