Good Morning Class 2,
I hope you enjoyed your day yesterday, tapping out those rhythms (not too loudly I hope – or maybe very loudly!) and playing in the snow.
Below are some learning activities for today.
English
| Learning Objective/Focus: | Collective nouns | |
| Main input | Collective nouns are nouns used to describe groups of things, e.g. a flock of sheep. The link below will explore collective nouns in more detail. https://www.bbc.co.uk/bitesize/articles/zm2bhbk | |
| Activities MUST | Find out the collective noun for at least 8 groups of things. You could try: Lions, Whales, Puppies, Geese. Draw some pictures of these groups and label them with the correct collective noun. | |
| SHOULD | Find as many collective nouns as you can. Try and find some unusual ones. Alligators, crows, camels and bats all have interesting ones. Can you find more? | |
| COULD | Invent your own collective nouns for some groups of things. Think about how things move, act or how people respond to them, e.g. you might have a chatter of children. Try and devise collective nouns for: artists, ghosts, teachers, grandparents, computers, stars and then think of some of your own. | |
| Extension Activity Ideas | Use some of these collective nouns in exciting sentences and illustrate them. |
Maths
| Learning Objective/Focus: | Probability | |
| Main input | Probability is working out how likely it is that something is going to happen: Impossible Unlikely Likely Certain The sun will rise tomorrow morning. That is certain. The sun will rise tomorrow evening. That is impossible. Mrs Randall will run a marathon next year. That is very unlikely, but not impossible. | |
| Activities MUST | Look at the scenarios on the Probability Activity sheet attached and arrange the statements on the probability line. | |
| SHOULD | You need a six-sided die (a single dice) for this activity. Roll the die 30 times and keep a tally of your results. Before you start predict which number the die will land on the most and which the die will land on the least. Why do you think that? When you have completed your tally look at your results and see if they correspond to your prediction. Explain the results. | |
| COULD | We can write probability as a fraction. When you roll a die there are six different numbers you could roll. So the chance of rolling a six is exactly the same as rolling a one. The chance is one in six, which is 1/6. Work out the probability of: rolling an even number Rolling an odd number Rolling a number greater than 2 Rolling an even number less than 5 | |
| Extension Activity Ideas | Repeat the activity using 2 dice. Does this change the probability of rolling a certain number? |
Foundation Subjects
| Subject | Art/Maths | |
| Learning Objective/Focus: | Last week when we were exploring tessellation, we did not all get a chance to create our own Escher tessellation shapes, so we are going to do that today. | |
| Main input | Either watch the attached PowerPoint, or google MC Escher How to Create a tessellation. | |
| Activities MUST | Make a shape which tessellates. | |
| SHOULD | On plain paper, draw round your shape to demonstrate that it tessellates. | |
| COULD | Make your tessellation into a design for a piece of wrapping paper and send us a picture. | |
| Extension Activity Ideas | Experiment with different shapes. |
Have fun exploring and creating today.