home learning tasksin the event of a school closure, children ......2020/06/08 · home learning...

Home Learning Tasks

Year 5

This is a two-page document. Please scroll down.

In the event of a school closure, children are expected to complete the following

tasks daily.

You must be filling your reading log and practising your Times Table daily.

Please visit class pages on a daily basis for additional information.

Monday 08.06.20

Tuesday 09.06.20

Wednesday 10.06.20

Thursday 11.06.20

Friday 12.06.20

Morning CORE learning activities

Reading Vocabulary Activity: Complete the dictionary activity attached in your resource pack. Predict what you think the words may mean before looking them up online or in a dictionary. www.collinsdictionary.com If you would like to, record new words in your purple mash dictionary. www.purplemash.com/#app/pup/book_review_dictionary Reading activity: Once you have finished looking up the necessary vocabulary for this chapter, you may read chapter 8: what happened after dinner.

Reading Comprehension Activity: Winston Churchill is a very famous former British prime minister. At the time when Lucy, Edmund, Peter and Susan entered the land of Narnia, Churchill would have been leading Great Britain through the Second World War. He is famous as not only was he prime minister twice, but because he led Britain to win the Second World War. Read the comprehension about Churchill’s life and answer the questions that follow.

Reading Reading activity Having read chapter 8, I would like for you to now become a commentator** for this chapter. Within an adult, discuss how Edmund’s behaviour has changed over the first 8 chapters of Narnia. Why/how has this happened? Have your feelings about Edmund changed whilst reading? Why? Compare the characters of Edmund and Lucy. How are they similar/different? Challenge: Complete this online quiz to see how much you remember about chapter 8! www.sparknotes.com/lit/lion/section6/?quickquiz_id=3326

**commentator - a person who comments on events or on a text.

Reading SPAG Activity: Log in to purple mash to practice this week’s spellings. www.purplemash.com/#app/diyjs/y5_Summer2_Week2_Week www.purplemash.com/#app/diyjs/y3_Autumn1_Week2_Week (Mrs Taverner’s group)

Reading Wider World Activity: www.bbc.co.uk/newsround Catch up on the weekly news. Ask questions about what you have learnt.

Writing: The Lion, The Witch and The Wardrobe – Chapter 8 Comprehension: In this chapter Mr. Beaver confirms that Tumnus was taken away by the Secret Police, who are under the control of the White Witch. He assumes that Tumnus has been turned to stone. The children are horrified and want to rescue Tumnus, but Mr. Beaver tells them that there is nothing they can do except go to Aslan… Answer the summary questions I have attached to your resource pack to assess your understanding of this chapter.

Writing: The Lion, The Witch and The Wardrobe – Chapter 8 Thinking activity Have you ever been in a situation in which someone you love did something wrong, and you had to decide how to respond? Talk about what happened and how you determined what you should do. Writing activity Complete the synonyms activity provided for you in your work pack. Using these words, write a note that Mr. Tumnus might have written to Lucy when he learned that he was going to be arrested. E.g. I will try to muffle my whimpers as they approach but I fear I am going to be captured…

Writing: The Lion, The Witch and The Wardrobe – Chapter 8

Planning stage: Read through the PowerPoint titled ‘Features of a playscript’. After this, complete the worksheet titled ‘ recognising features of a playscript’. Use different colours to identify:

• Narrator

• Stage directions

• Scene number

• Present tense stage directions

• Theatre words

• Brackets

• Description of setting

• Characters

Writing: The Lion, The Witch and The Wardrobe – Chapter 8 Drafting stage: You are going to be writing part of chapter 8 as a play script in tomorrow’s lesson. Today, plan our your own playscript for a section of chapter 8. You do not need to write yp the whole chapter. Think about the introduction to the scene. Where is it? Who is there? Use the ‘recognising features of a playscript’ from yesterday’s lesson and the ‘playscript checklist’ to help you with this activity. Extra activity: If you want to have some fun at home, complete the ‘Character Walk’ activity with members of your family!

Writing: The Lion, The Witch and The Wardrobe – Chapter 8 Writing stage: Write up, in best, your playscript that you drafted in yesterday’s lesson. You could do this on a computer using a word document, or if you would prefer used lined paper to write up your script in best. Extra activity: Why not act out your scene with members of your family? You could be part of the scene, or simply direct the scene!

MATHS RE-CAP WEEK (no video links are available for these activities as they are repeated from the Autumn term)

Maths: 1) Times table practise. Complete a ‘Sound Check’ on TTR. 2) In this document find and complete the worksheet titled: negative numbers. 3) Find the answers on the file titled ‘Maths answers week beginning 08.06.20’.

Maths: 1) Times table practise. Complete a ‘Sound Check’ on TTR. 2) In this document find and complete the worksheet titled: round numbers to one million. 3) Find the answers on the file titled ‘Maths answers week beginning 08.06.20’.

Maths: 1) Times table practise. Complete a ‘Sound Check’ on TTR. 2) In this document find and complete the worksheet titled: numbers to a million. 3) Find the answers on the file titled ‘Maths answers week beginning 08.06.20’.

Maths: 1) Times table practise. Complete a ‘Sound Check’ on TTR. 2) In this document find and complete the worksheet titled: Roman numerals. Helpful video: www.youtube.com/watch?v=49oWYxExWKE 3) Find the answers on the file titled ‘Maths answers week beginning 08.06.20’.

Maths: 1) Times table practise. Complete a ‘Sound Check’ on TTR. 2) In this document find and complete the worksheet titled: round to estimate and approximate. 3) Find the answers on the file titled ‘Maths answers week beginning 08.06.20’.

Afternoon foundation activities

Music How to access free Music Express songs: Go to Collins Connect and click on the Teacher portal and enter: Username: [email protected] Password: Parents20! Once you’ve logged into Collins Connect, select Music Express, then select Lesson bank and then your year group. ------------------------------------ Music Express - Select Year 5 - Select At the movies - Select Abstract Albert Use the learning prompts on the right-hand side when working through each activity. Activity 1 Abstract Albert - steps 1-3 Activity 2 Abstract Albert with Mickey Mousing – steps 1-2 - Mrs Davies

Science This week we are investigating liquids! Here are some investigations to choose from:

• Mixing oil and water

• floating/sinking (density jar)

• Filtering

• Making water bend

• Colourful water

• Creating a water wall- how tricky can you make it?

• Density jar experiment You need to think scientifically! This week look out for Science WOW moments please! Here are some that I have had in the last two weeks…

• I stood under a woodpecker hole and listened to the woodpecker chicks making such a noise as they clamoured for food!

• I watched a spider on a muddy bank collect mud to make a nest!

• I looked at the moon with binoculars and could see the craters on the moon so clearly! It was amazing!

- Mrs Tinley

Art Monday 8th June is World Oceans Day which raises awareness of the importance of protecting and restoring the world’s oceans and the sea life that live within it. This week I would like you to create an underwater diorama using a cardboard box. KS2: There are 5 layers within an ocean. Can you label them on your diorama? I would love to see them once completed on Purple Mash! Here are some great examples to inspire you: - Mrs Painter

PHSE Dear Younger Self Write a letter to your younger self. In your letter, describe the worries you have felt about school and life in general. Explain to your younger self why you needn’t have worried and what you would do differently if you were experiencing them now.

- Mrs Butler

Forest School Cloud watching Is it a dog? Is it a rabbit? Is it a king sitting on his throne, or a monkey eating a banana? Cloud watching is a fun thing for children and adults.

Find a comfy spot, blanket or chair and lie down looking up at the clouds, use your imagination to find shapes and pictures “hidden” in the clouds and point them out to each other. You can even make up stories about what you see. Then when you go back in you could keep the cloud watching fun going with painting the clouds you have seen. - Mrs Tomlinson

Monday 8th June

WALT: discuss and explore the meaning of new words in context

Word I predict it means… It really means…

gloomy

shudder

dreadful

stratagem

sorrow

stern

hatchet

prophecy

treacherous

decoy

Monday 8th June

Answer the following questions based on your understanding of Chapter 8

1) What had happened to Mr. Tumnus?

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2) Why did Peter believe they had to try to help the faun?

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3) Who is Aslan?

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4) What did Mrs. Beaver say about anyone who could appear before Aslan and not be nervous?

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5) Where were the children supposed to meet Aslan?

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6) When was Edmund’s absence noticed?

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7) Why did Mr. Beaver say there was no point in looking for him?

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8) What did Mrs. Beaver say was the only chance of saving either Edmund or the other

children?

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Tuesday 9th June

A synonym is a word that has a similar meaning to another word. Circle the synonym of the

bolded word from the list provided.

Using these words, write a note that Mr. Tumnus might have written to Lucy when he learned

that he was going to be arrested.

Example of a sentence you might include: I will try to muffle my whimpers as they approach

but I fear I am going to be captured…

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muffle wave assist close quieten

stratagem rule scheme attitude book

treacherous disloyal smart devoted reliable

miserably gladly luckily gloomily thoughtfully

betrayed protected deceived bargained donated

offence cover apology secret insult

For more fantastic resources visit us at www.purplemash.com or follow us on Social Media

Twitter: @2simplesoftware and Facebook: https//www.facebook.com/2Simpleuk/

Year 5 Week 2 Summer 2 Focus: Words with silent letters

Look Say Cover Write Check

Spellings 1st Attempt 2nd Attempt 3rd Attempt 4th Attempt 5th Attempt tomb

numb

subtle

doubt

thumb

crumb

limb

climb

plumber

debt

For more fantastic resources visit us at www.purplemash.com or follow us on Social Media

Twitter: @2simplesoftware and Facebook: https//www.facebook.com/2Simpleuk/

Year 3 Week 2 Autumn 1 Focus: Homophones and near Homophones

Look Say Cover Write Check

Spellings 1st Attempt 2nd Attempt 3rd Attempt 4th Attempt 5th Attempt meat

meet

berry

bury

peace

piece

break

brake

saw

sore

Thursday 10th June

My playscript draft

Planning your speech:

Character’s name What is said…

Characters in Chapter 8 (Who are they? Describe them in one sentence): _____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

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_____________________________________________________________________

____

Set the scene (Where is it? Who is there?): _____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

____

Continued…

You do not need to write out your entire scene selection here. This is to get you used to writing in the style of a script!

Character’s name What is said…

visit twinkl.com Page 1 of 2

Recognising Features of a Play Script Read the following extract from the Little Red Riding Hood play script. Use coloured pencils to find examples of the following features in the text:

Lights up. The narrators, Big Rabbit and Little Rabbit, stand downstage.

Little Rabbit: Big Rabbit, Big Rabbit, is it time for a story?

Big Rabbit: What story would you like?

Little Rabbit: Do you know the story of Little Red Riding Hood?

Big Rabbit: (excited) Of course I do! Let me just think how it begins. Ah yes, I remember!

Lights up on a cottage on the outskirts of a great forest. It is a spring day.

Big Rabbit: Once upon a time – and a very fine time it was – a girl called Red lived with her mother, in a cottage on the outskirts of a great forest.

Mother takes a batch of fresh cupcakes from the oven and places them on the table.

Mother: Little Red! (bangs the rolling pin on the table) Little Red! Time to get up.

Red: (offstage) Coming, Mother!

Mother looks up at the clock (it’s noon) and taps her foot angrily. Red enters the kitchen in a red cape. Seeing the cupcakes, she reaches out to take one, but her hand stops as Mother turns to glare.

Red: These smell delicious. (backing away) You’ve been busy, Mother. Who are they for?

Narrator Stage directions Scene number Present tense in stage directions

Theatre words Brackets/ parenthesis

Description of setting

Character names on the left

Scene 1 – Mother's Kitchen


Recognising Features of a Play Script

Mother: They’re for Granny, so keep your mucky fingers off. I didn’t raise you to steal from little old ladies. Why, your poor granny lives alone in the forest, surrounded by fearsome creatures. The least I can do is bake her a cupcake or two every now and then.

Red: (rubbing her tummy) I wouldn’t dream of touching Granny’s cupcakes.

Mother piles the cupcakes into a wicker basket, then puts her hands on her hips.

Mother: (huffing) Now, you’re to take this basket straight to Granny’s. No dilly- dallying, keep to the path, and never ever talk to strangers. Do you hear me?

Red: (sighing) Yes, Mother.

Red takes the basket and hurries from the kitchen.

Big Rabbit: And with that, Little Red Riding Hood hurried from the kitchen into the glorious spring sunshine.

Lights down.






Recognising Features of a Play Script Answers Read the following extract from the Little Red Riding Hood play script. Use coloured pencils to find examples of the following features in the text:

Lights up. The narrators, Big Rabbit and Little Rabbit, stand downstage.

Little Rabbit: Big Rabbit, Big Rabbit, is it time for a story?

Big Rabbit: What story would you like?

Little Rabbit: Do you know the story of Little Red Riding Hood?

Big Rabbit: (excited) Of course I do! Let me just think how it begins. Ah yes, I remember!

Lights up on a cottage on the outskirts of a great forest. It is a spring day.

Big Rabbit: Once upon a time – and a very fine time it was – a girl called Red lived with her mother, in a cottage on the outskirts of a great forest.

Mother takes a batch of fresh cupcakes from the oven and places them on the table.

Mother: Little Red! (bangs the rolling pin on the table) Little Red! Time to get up.

Red: (offstage) Coming, Mother!

Mother looks up at the clock (it’s noon) and taps her foot angrily. Red enters the kitchen in a red cape. Seeing the cupcakes, she reaches out to take one, but her hand stops as Mother turns to glare.

Red: These smell delicious. (backing away) You’ve been busy, Mother. Who are they for?





Scene 1 – Mother's Kitchen


Recognising Features of a Play Script Answers

Mother: They’re for Granny, so keep your mucky fingers off. I didn’t raise you to

steal from little old ladies. Why, your poor granny lives alone in the forest, surrounded by fearsome creatures. The least I can do is bake her a cupcake or two every now and then.

Red: (rubbing her tummy) I wouldn’t dream of touching Granny’s cupcakes.

Mother piles the cupcakes into a wicker basket, then puts her hands on her hips.

Mother: (huffing) Now, you’re to take this basket straight to Granny’s. No dilly- dallying, keep to the path, and never ever talk to strangers. Do you hear me?

Red: (sighing) Yes, Mother.

Red takes the basket and hurries from the kitchen.

Big Rabbit: And with that, Little Red Riding Hood hurried from the kitchen into the glorious spring sunshine.

Lights down.





Play Script Checklist

use act or scene numbers?

include a cast list of characters?

give a short description of each scene’s setting?

put stage directions in brackets?

use a narrator to briefly set the scene for the audience?

use the present tense?

write the speaker’s name on the left followed by a colon?

start a new line for each speaker?

write dialogue without inverted commas?

use standard and non-standard English to show the difference between formal and informal language?

Did I... Child Friend Teacher

visit twinkl.com

Walk like a lion hunting his prey. Walk like a tourist in a new city.

Walk like a toddler. Walk like a famous football player.

Walk like a fashion model. Walk like you have just lost €1,000

Walk like a busy principal. Walk like an elephant.

Move like a snake. Move like a thunderstorm.

Move like a bird of prey. Move like a bee.

Walk like a clown in a circus. Walk like a dog.

Walk like a teacher. Walk like an elderly person.

Walk like a dancer. Move like seagull.

Move like a butterfly. Walk like a business man/woman.

Walk like a giraffe. Walk like a doctor.

Walk like you have just won the lottery. Walk like an actor/actress.

Walk like you cannot find your car keys. Move like snow.

Walk like a soldier. Walk like a hairdresser

Move like the wind. Move like fireworks.

Move like water.

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Drama Activity – Character Walk Instructions• This game should be played in a space where there is room to walk and move about.

• The children walk around the space freely. When the teacher calls out on the cards, the children must become that character.

• This can be played in group or whole class setting.

Negative numbers

1 Completethenumberlines.

a)

b)

2 WhitneyandRonareplayingagame.

–6 –5 –4 –3 –2 –1 0 1 2 3 4

Ronmovesforwards5spaces.

Whatnumberishiscounteronnow?

Whitneymovesback7spaces.

Whatnumberishercounteronnow?

3 Usethenumberlinetofindthedifferencebetweenthenumbers.

Completethesentences.

a) Thedifferencebetween3and5is

b) Thedifferencebetween–3and5is

c) Thedifferencebetween–1and1is

d) Thedifferencebetween–5and5is

4 ThetemperatureonMondaywas4°C.

a) Thatnightthetemperaturefellby7°C.

Whatwasthetemperatureatnight?

ThetemperatureonMondaynightwas

b) OnTuesdaythetemperaturewas13°C.

Byhowmanydegreesdidthetemperaturerisefrom

MondaynighttoTuesday?

Thetemperatureroseby fromMondaynightto

Tuesdaynight.

©WhiteRoseMaths2019

–5 –4 –3 –2 –1 0 1 2 3 4 5

–5 –4 –3 –2 –1 0 1 2 3 4 5

–25 –20 –15 –10 –5 0 5 10 15 20 25

WhitneyRon

5 Thisbarchartshowsaveragetemperaturesforeachmonthatthe

NorthPole.

a) Onaverage,whichmonthisthehottest?

b) Onaverage,whichmonthisthecoldest?

c) Whatisthedifferenceintemperaturebetweenthe hottestandcoldestmonths?

d) Byhowmanydegreesdoesthetemperaturerise

betweenMarchandAugust?

e) Byhowmanydegreesdoesthetemperature fallbetweenJuneandNovember?

f) Howmanymonthsoftheyearisthetemperature belowfreezing?

g) Inwhichmonthsdoestheaveragetemperaturedrop

belowfreezing?


–30

–24

–19

–12

9

15 1613

6

–5

–18

–22

–1

–25

–20

–15

–10

–5

0

5

10

15

20

Average monthly temperature at North Pole

Month of the year

Tem

per

atu

re in

°C

Jan Feb Mar Apr May June July Aug Sept Oct Nov Dec

6 Teddyisonthe4thfloorofanofficebuilding,whichis14metres

abovetheground.

Rosieisintheundergroundcarpark,whichis3metresbelow

theground.

Howfarapartarethey?

TeddyandRosieare apart.

7 a) Whatnumberisthearrowpointingto?

b) WhatnumberishalfwaybetweenCandD?

ThenumberhalfwaybetweenCandDis

0 10

10–4

C D

Round numbers to one million

1 Completethesentencestoroundthenumberstothenearest10,000

Thefirstonehasbeendoneforyou.

a) 61,500iscloserto 60,000 than 70,000

61,500roundsto 60,000 tothenearest10,000

b) 64,300iscloserto than

64,300roundsto tothenearest10,000

c) 67,250iscloserto than


d) 69,425iscloserto than


2 Completethesentencestoroundthenumberstothenearest100,000

a) 610,500iscloserto than


b) 640,300iscloserto than


c) 670,250iscloserto than


d) 690,425iscloserto than


3 Drawanarrowandlabel350,000onthenumberline.

Completethesentence.



60,000 65,000 70,000

600,000 650,000 700,000

61,500

610,500

64,300

640,300

67,250

670,250

69,425

690,425

300,000 400,000

4 Thetableshowsthepriceof4differenthomes.

Roundeachpricetothenearest£10,000andnearest£100,000

Typeofhouse PriceRoundedtothenearest£10,000

Roundedtothenearest

£100,000

terracedhouse £194,167

semi-detachedhouse

£225,674

detachedhouse

£365,697

flat £98,099

Whencomparinghouseprices,isitmoreusefultoroundtothe

nearest£10,000or£100,000?Explainwhy.

5 Roundthenumberstothecorrectvalues.

a) 432,442 b) 878,675

tothenearest10is tothenearest10is

tothenearest100is tothenearest100is

tothenearest1,000is tothenearest1,000is




6 Rosieroundsanumbertothenearest100,000

Heransweris700,000

a) Whatisthesmallestnumbershecouldhavestartedwith?

b) IsAmircorrect?Howdoyouknow?

7 Tilesaresoldinboxesof10

Teddyneeds84tiles.

ExplainwhyTeddyiswrong.

Doraneeds103tiles.

Howmanyboxesoftilesdoessheneed?

Amir

The greatest integer that rounds to 700,000

is 750,000

I need 8 boxes because 84 rounded to the nearest 10 is 80

Numbers to a million

1 Whatnumbersarerepresentedintheplacevaluecharts?

a)

b)

c)

2 Makethesenumbersinaplacevaluechart.

a)104,379 b)804,363 c)92,715 d)690,018

Whatisthesameaboutallthenumbersyouhavemade?

3 Completethetable.

Numerals 550,000 850,000

Words

fivehundred

andfifty

thousand

sixhundred

andtwenty

thousand

seven

hundredand

sixty-two

thousand

4 a) Circleallthenumbersthathave2inthehundredscolumn.

295 2,095 19,216 200,000

b) Writethreemorenumbersthathavea2inthehundredscolumn.

Eachnumbershouldhaveadifferentnumberofdigits.

5 Writethevalueofthe3ineachnumber.

a) 387 d) 307,612

b) 5,306 e) 531,476

c) 7,903 f) 603,956


HTh TTh Th H T O

HTh TTh Th H T O

HTh TTh Th H T O

6 Partitioneachnumberintoitsparts.Thefirstonehasbeen

doneforyou.

a) 32,607=

b) 2,915=

c) 30,316=

d) 438,390=

e) 769,688=

7 Completethetable.

10,000lessthan Number 10,000morethan

270,875

679,455

395,600

805,950

8 Completethenumbersentences.

+76,480=376,480

+276,480=576,480

–76,480=300,000

576,480– =76,480


30,000 + 2,000 + 600 + 7

9 Doraisthinkingofa6-digitnumber.

• Itisanoddnumber.

• Thesmallestdigithasthegreatestvalue.

• Thegreatestdigithasthesmallestvalue.

• Thefirstandlastdigitaddupto10

• Thefirstthreedigitsalsoaddupto10

• Thelastthreedigitsaddupto20

• Thetwomiddledigitsarethesame.

WhatcouldDora’snumberbe?

Usethisspaceforyourworkingout.

Dora’snumbercouldbe

Writeanother6-digitnumberandcluestogowithit.

Sharetheclueswithapartnertoseeiftheycanfindyournumber.

Roman numerals

1 Completethetables.

10 30 40 50 60 80 90 100

X XX XL L LXX C

100 200 300 400 600 700 900 1,000

CCC D DC DCCC M

2

Whatyearisshownattheendofthefilm?

3 WritethenumeralsandRomannumeralstocompletethediagrams.

a) c)

b) d)

4 DoraandAmirarewriting520inRomannumerals.

a) Whoiscorrect?

b) Whatmistakehastheotherpersonmade?


500

D

50

DLIV

4

IV

700 50

DCCLII

2

CD

438

30

CDXXXVIII

VIII

CCC IIIXXX

the end

MMXII

DXXVCXX

DoraAmir

7 Completethesequences.

a) V,X, ,XX, ,XXX, ,

b) C,CL, ,CCL,CCC, , ,

c) X,XX,XXX, , ,LX, ,

d) III, ,IX, ,XV,XVIII, ,

8

a) Whatmonthisshown?

b) Whatyearisshown?

c) Writetoday’sdateinRomannumerals.

5 Completethetable.

Numerals Words Roman numerals

52

sixhundredandthirty-five

CMXCI

fourhundredandseven

DCCCXXXIX

6 Matchthecalculationstotheanswers.

XXVII+III CDLXX

D–XXX DC

M÷D CCCL

DCCC–CC XXX

L×VII II


XI/V/MCMLXXXVI

Day Month Year

Round to estimate and approximate

1 Rosieisworkingout2,937+1,870

Rosieroundseachnumbertothenearest1,000toestimate

theanswer.

Completethesentences.

2,937roundedtothenearest1,000is

1,870roundedtothenearest1,000is

Rosie’sestimatefortheansweris

+ =

Completethecolumnadditiontoworkouttheactualanswer.

2 9 3 7

+ 1 8 7 0

Theactualansweris

2 Roundeachnumbertothenearest10,000toestimatetheanswer

tothecalculations.

a) 12,063+29,580 + =

b) 47,640–9,485 – =

3 Annieworksout7,320+912

UseapproximationstoshowthatAnnieisincorrect.

4 Completethecalculations.

Useapproximationstocheckyouranswers.

a) 3,845km+7,006km=

b) 873+9,618=

c) 79,382–8,716=

d) £12,005+£3,978–£6,172=


The answer is 16,440


5 Thetableshowsthenumberofpeopleofdifferentageslivingin

threetowns.

TownA TownB TownC

Under16 3,765 8,283 10,301

16to65 35,835 14,100 24,554

Over65 1,949 9,821 656

Estimatewhichtownhasgotthegreatestpopulation.

Town hasthegreatestpopulation.

6 Arethesestatementscorrect?Howdoyouknow?

a) 29,999–9,999=30,000–10,000

b) 17,550+10,570>17,550+9,985

c) 17,990+75,980–17,990=12,975+75,980–12,975

7 Mohasmadeamistakewiththiscalculation.

Useroundingandapproximatingtoshowhowyouknow.

8 MrKhanwritesthisquestionontheboard.

Dexter’sestimateis7,000 – 1,000 = 6,000

Whitney’sestimateis7,400 – 700 = 6,700

Whoseestimatedoyouagreewith?

Explainyouranswer.

Workouttheactualanswer.

Whoseestimatewastheclosest?

Talkaboutitwithapartner.

7,395 – 711

6 13 121 7 4 3 12

– 8 4 8 71 8 9 4 5

home learning tasksin the event of a school closure, children ......2020/06/08 · home learning...

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