Year 4 Home Learning Week 14 (13.07.20) Dear Dickens and ... · Year 4 Home Learning – Week 14...
Transcript of Year 4 Home Learning Week 14 (13.07.20) Dear Dickens and ... · Year 4 Home Learning – Week 14...
Year 4 Home Learning – Week 14 (13.07.20)
Dear Dickens and Alswitha,
Just like that, we have found ourselves at our last full week before we start the summer
holidays next week. This has been a strange time for us all, but we hope that you are proud
of how you have adapted and persevered to continue with your home learning throughout the
past few months – we’re certainly proud of you! We have really enjoyed all of the emails that
you have sent into us and have loved having the opportunity to see some of you during our
Zoom calls. Enjoy taking some time to reflect on your journey in year 4 as you continue your
learning tasks for this week.
Have a lovely week. Be kind to each other.
Mr Winter, Mrs Natt and Mr O’Connor
YEAR 4 – Week 14 (13.07.20) OVERVIEW
YEAR 4 Reading Spelling Writing Maths
Task 1 Supersized food
VIPERS questions
Prepositions
Poetry
Food, glorious
food!
Fronted
adverbials
Place Value
Fluency Revision
Task 2 Half of kids don’t
eat fruit & veg
VIPERS questions
Prepositions
Poetry
Into the kitchen
Ambitious
vocabulary
Addition and
Subtraction
Fluency Revision
Task 3 Expensive foods
from around the
world
VIPERS questions
Editing
Editing task
Into the kitchen
2
Prepositions
Multiplication and
Division
Fluency Revision
Task 4 How does food
impact the
environment?
VIPERS questions
Inverted Commas
Task
Recipe Z!
Conjunctions
Fractions and
Decimals
Fluency Revision
Task 5 Read – enjoy some
quiet reading time
Year 3/4 wordlist Take a haiku,
pesky food!
Poetry
Times Tables Rock
Stars
TOPIC & CREATIVE TASKS
Art As we are writing about food this week, be
inspired by these pictures to create your own
image using only food! You could design your idea
on paper first and then check with an adult to
make sure that you have everything that you will
need! Have fun!
D+T
Plan a healthy meal for your family. Then, with the help of an adult,
work safely to prepare it for them. You could include a pudding too –
everyone is allowed a treat now and then…especially the chef!
PSHE After watching Mrs Duck’s worship this week, take time to reflect. Create your own tree with
positive messages on to remind yourself what you have to look forward to in September.
Year 4 Home Learning – Week 14 (13.07.20)
Reading Tasks – Robots
Task
Number
What to do…
Task
1
Supersized food
Find out about some of the crazy food
creations from around the world.
Answer the VIPERS questions below and
make sure you use evidence from the text
to support your answers.
Task
2
Half of kids don’t eat fruit & veg!
Read through this Newsround article about
healthy eating.
Answer the VIPERS questions below and
make sure you use evidence from the text
to support your answers.
Task
3
Expensive foods from around the world
Ever bought a sandwich for £85.50? Well
someone has!
Answer the VIPERS questions below and
make sure you use evidence from the text
to support your answers.
Task
4
How does food impact the environment?
Find out about how the food we eat can
impact the world we live in.
Answer the VIPERS questions below and
make sure you use evidence from the text
to support your answers.
Task
5
Independent Reading
Enjoy your own reading book for 20
minutes!
Year 4 Home Learning – Week 14 (13.07.20)
Task 1: Supersized food creations from around the world
Food, there is never too much of it, or is there? Well how about a giant tiramisu which was made in Italy? The
desert measures 273.50 metres, that's nearly three times the length of a standard football pitch. All the
tiramisu was prepared beforehand in 977 separate containers; it was then put together by a chef and some
cooking students. After the pictures were taken and it was measured, the giant desert was split into 15,000
portions and donated to a local Children's Hospital. But it's not the first time food lovers from around the
world have supersized their snacks.
Mexico has broken its own record for largest tortilla sandwich.
You might be used to having sandwiches in your packed lunch, but
we guarantee you have never packed something like this in your
school rucksack. Crowds gathered in Mexico City, Mexico, to
watch a group of chefs try to break the country's record for the
largest torta - which is Spanish for 'sandwich' - ever made and it
was quite a spectacle! According to organisers, the traditional
sarnie measured in at a whopping 70 metres long and weighed 865kg - making it the longest one ever prepared
in Latin America. The sandwich was made up from thousands of pieces of bread, meats, tomatoes, onions and
avocado, which had been mixed with more than 60 ingredients, including hundreds of litres of mayonnaise,
mustard and spicy sauces.
This record-breaking samosa took around 15 hours of work to make. In August
2017, the world record for the largest samosa was smashed in London. Twelve
volunteers cooked the giant samosa, which weighed in at 153.1 kg, at an East London
mosque. The popular Asian snack was then cut up into hundreds of portions and
given to local homeless people.
The largest gingerbread house was made in Texas in the US in 2013 and it was not something that would fit in
your regular baking tin! It was 18.28 m long, 12.8 m wide and 18.28 m tall at its highest point. Money raised from
visitors to see the creation was given to the local hospital.
In October 2015, 60 French and Italian bakers worked for nearly seven hours to bake some record-breaking
bread measuring 122.40 metres. They used a specially designed portable oven to bake the dough and had to be
very careful that the massive baguette didn't break.
VIPERS questions:
1) Find the phrase which suggests the bakers from Texas may have used special baking tins to create
their gingerbread house. (I)
2) Replace ‘whopping’ with a similar word in the sentence, ‘the traditional sarnie measured in at a whopping
70 metres long’. (V)
3) In which city was the largest samosa made? (R)
4) After measurements were taken, what do you notice happened to most of the food when they were
finished with it? Who benefitted from this? (E)
5) In your opinion, is it worthwhile for people to set these types of food records? Explain your answer.
(S&E)
Year 4 Home Learning – Week 14 (13.07.20) TASK 2: Half of kids don't eat veg each day
More than half of kids don't eat a single portion of vegetables a day,
according to Newsround's food survey. The government recommends that
everyone should have at least five portions of fruit and veg a day. But the
survey shows 52 in every 100 kids don't have any veg, and 44 in 100 have no
fruit on a daily basis. What we're eating is a big issue at the moment
because one in three kids in the UK is obese or overweight. That figure has
trebled in the last 25 years.
What did the survey find?
A third of kids (33%) said they eat unhealthy food more than three times a week. Almost a quarter (22%) eat
sweets or chocolate every day. More than half (57%) say their diet is healthy including a fifth (21%) who say
it's very healthy. A further 23% have take-away or fast food more than three times a week. Fewer than half of
kids (47%) have a home cooked meal each day and half (50%) sit down to eat as a family every day.
The survey was of 1,432 boys and girls, aged 7 to 12, across England, Scotland, Wales and Northern Ireland. It
also showed that lots of kids are trying to make positive changes to their diet. It suggested that eight in 10
children have made changes like drinking more water and eating more fruit and vegetables in the last few years.
Why is veg important?
All this week Newsround will be looking at what different types of food do to your body and how to eat a
healthy diet. We've also called in food expert Dr Radha Modgil to explain why certain things are good and bad
for you. Dr Radha explains why it's important to eat fruit and vegetables. Dr Radha says: "It's important for
kids to have a balanced diet. No one is saying that you can't have sweets or chocolate every now and again but
if you're having those things every day it is going to affect your body. The body needs all kinds of things when
you're growing up and it's so important for kids not to overload on sugary, fatty snacks."
VIPERS questions:
1) Who recommends that we should eat five portions of fruit & vegetables a day? (R)
2) What does the word ‘trebled’ mean? (Not sure? Think about the word ‘doubled’ and that may help.) (V)
3) After reading the text, Mr O’Connor said, ‘Three in 10 children have not made any changes to their diet
in the last few years’. Is he correct? Explain how you know. (E)
4) What sort of voice do you think Dr Radha used when saying those words? (Angry, calm, persuasive,
excited, confused). Why do you think this? (I)
5) Summarise the main message of this text in no more than 15 words. (S)
Year 4 Home Learning – Week 14 (13.07.20) Task 3: Expensive foods from around the world
An average cup of coffee costs under £3, but a cafe in San Francisco in the US is selling one for about £60! An
adult buying a coffee when they're out and about might expect to pay around £3, but at a cafe in California in
the US, it could be a very different story. That's because one coffee on the menu costs a whopping $75 -
that's about £60 for a single cup of coffee! Klatch cafe in San Francisco has made the special coffee using a
coffee bean known as Elida Geisha Natural. The bean is sold for around $803 per pound, giving it the record for
the most expensive coffee in the world. It also won the Best of Panama competition, which is a bit like the
Oscars but for coffee.
Would you pay £680 for this burger? First on the list is no ordinary burger -
this is a Golden Giant Burger! The huge gold-dusted feast was created in honour
of Crown Prince Naruhito who became Japan's new emperor on 1 May 2019. At
15cm tall, 25cm wide and weighing around 3kg, the burger is being served at a
hotel restaurant in Tokyo. It also has a pretty hefty price tag of ¥100,000,
which is around £680.
This doughnut *almost* looks too special to eat, don't you think?
This doughnut is dusted with gold leaf and gold dust. The sweet treat, which was sold in
the US in 2016, was made with 24-carat gold leaf and gold dust. A dozen cost a whopping
$1,000 which is around £765. That works out at around £63 per doughnut! A costly
cupcake.
A pr-ice-y ice cream. Who doesn't like ice cream? Well, you might need to save for quite a while to afford this.
The 'Bear Extraordinaire' was on sale in the US last year for $1,500 - that's around £1,144. It's made with
some rare ingredients including black truffles and gold leaf but the best bit is the crystal bear it's served
inside! The ingredients used in this sandwich make it very expensive...
Now this might not look like much, but when it was created back
in 2006, it was thought to be the most expensive sandwich on the
planet. It cost £85.50 because of the pricey ingredients used,
including Wagyu beef, black truffle mayonnaise and fresh lobe
foie gras. Try asking your parents to put one of those in your
lunchbox!
VIPERS questions:
1) At which competition did Klatch café win the best coffee award? (R)
2) Find and copy a word in the second paragraph that describes the price of the Golden Giant Burger. (V)
3) ‘A pr-ice-y ice cream’. Why is this a clever play on words? (E)
4) Why is ‘Bear Extraordinaire’ a catchy name? (E)
5) Create a sub-heading for each paragraph. Make sure it is appropriate for what the paragraph is about.
(I)
Year 4 Home Learning – Week 14 (13.07.20) TASK 4: How does food impact the environment?
Look at that burger. It's so big! It's so delicious. It's so... not real. (Why are
we drooling so much over a drawing?) There are few things in life that make
us quite so happy as food - and a tasty burger can do a lot to boost your mood.
But how does the environment feel about us scoffing down a burger? Is it
that important? Well, recent studies have shown that what we choose to eat
can have a big effect on the planet. Interested? Let's deconstruct this
delicious burger and find out how much it impacts the world around you.
How does eating meat affect the environment?
Now, this may come as a shock, but a beef burger is not the most innocent piece of food on your plate. In fact,
livestock (animals raised for meat production) are thought to contribute up to 14.5% of people's greenhouse gas
emissions. Food that comes from cows in particular is considered to be one of the biggest problems for the
planet.
This is because of a number of reasons:
Energy: Animals, particularly cows, need a lot of water and food. To rear animals for food means keeping
them healthy, warm and well-fed and this takes a lot of energy, time and resources.
Land: In 2012, a United Nations Food and Agriculture Organization report found that 26 percent of the
earth’s terrestrial surface is used for livestock grazing.
Pollution: Animals produce a lot of waste, including methane gas, which must be dealt with properly or it
damages the environment.
Efficiency: Out of all the food groups, meat is probably the least efficient of all of them because it
takes so much energy to produce, but doesn’t provide as much energy as things like fruit and veg.
One 75g beef burger contributes nearly 8kg of greenhouse gases per serving. By comparison, that’s almost four
times the amount of greenhouse gasses produced by fish. This is why more people are choosing to be vegetarian
or vegan – because removing meat from your diet reduces the impact on the environment. But, if meat is
something you can’t see yourself living without, the best thing you can do is reduce the amount you have. Having
red meat (beef, pork and lamb) only once or twice a week will do a load of good for the planet. You can get
protein from lots of other places – beans, nuts, eggs and tofu all make great, environmentally-friendly
alternatives.
VIPERS questions:
1) What does the word livestock mean? The answer is in the text. (V)
2) How many kilograms of greenhouse gases are produced by one beef burger? (R)
3) How are the bullet points linked? What are they informing the reader about? (E)
4) Summarise all four bullet points into one sentence. (S)
5) What genre is this text? How do you know? (I)
Year 4 Home Learning – Week 14 (13.07.20)
Spelling Tasks (to be completed in order)
Task
Number
What to do… An example
Task 1 Prepositions
Have a look at the preposition poster
that has been uploaded. Afterwards,
look at the examples of preposition
poetry. Underline all the prepositions
that you can see then create your own
preposition poetry about something of
your own choosing!
Task 2 Prepositions
Create some preposition poetry about
the pictures. Write one poem for each
picture. Complete as many as you can!
Task 3 Editing
You get to be the teacher and mark Mr
O’Connor’s piece of work! What a treat.
Task 4 Inverted Commas
Remind yourself how to use inverted
commas appropriately, then complete
the task.
Task 5 YEAR 3/4 WORDLIST
Spend time today to practise some of the
words from the year 3/4 word list. You
could practise them using a strategy of your
choice. You will find the word list in your
reading diary.
Year 4 Home Learning – Week 14 (13.07.20) Spelling Task 1 – Prepositions
Now write your own preposition poetry about something of your choosing. A dream? An
adventure? Some food?
Spelling Task 2 – Prepositions
Write some descriptive preposition poetry to describe the settings in these pictures. Can you
include similes, personification, metaphors?
Year 4 Home Learning – Week 14 (13.07.20) Spelling Task 3: Editing
Congratulations! It’s now your turn to be the teacher. Have a read through this piece of work
written by Mr O’Connor. It is littered with mistakes and he needs your help to find them. Use
the key at the bottom to mark the text with the appropriate colours.
Dear Diary,
It was an ordinry monday morning as i get my things ready for school. Sandwiches packed, PE kit
foldid, and my homework dairy placed perfectly in my spacious backpack. After arriving at school, it
soon became clear that this was no ordinary school day at all. as I passed by the ofice, I hear the
most peculiar sounds filing the air like a mysterious fragrance. They seemed to be coming from down
the corridor… from the kitchen. I following a trail of breadcrumbs and chocolate stains along the
karpet, leading to the kitchen door. My suspicion was confirmed. i needed to find out more.
As I entered the kitchen, a sudden wave of confution hit me like a train. all around the room, from
top to bottom, variouse foods were wreak havoc. pesky pizza slices were climbed up the fridge door,
stiky ring donuts were rolling themselves across worktops like bowling balls, knocking into the clean
cutlery. Meanwile, scoops of ice cream sat in the soap-filled sink as if it were a relaxing hot tub!
everywhere I looked, i could see frolicking food covering the kitchen like a blancket of chaos.
Despite this, on closer inspection I began to noticed some energetic clusters of broccolis. They was
sweping up the mass of crumbs being tossed about by careless coffee cups. helpful hamburgers
patrolled the choping boards like noble sentries, guarding the cleanliness of the slicing stations.
Parhaps not all of the freakish foods were bad, could it be that some were try to keep the school
tidy? i simply did not no.
Edit this text:
Mark 10 missing capital letters in blue.
Add 4 missing full stops in red.
Underline 15 spelling mistakes in green.
Add 1 missing question mark in yellow.
Underline 8 verb tense errors in purple.
Year 4 Home Learning – Week 14 (13.07.20) Spelling Task 3 – Editing - Answers
Dear Diary,
It was an ordinary Monday morning as I got my things ready for school. Sandwiches packed, PE kit
folded, and my homework diary placed perfectly in my spacious backpack. After arriving at school, it
soon became clear that this was no ordinary school day at all. As I passed by the office, I heard the
most peculiar sounds filling the air like a mysterious fragrance. They seemed to be coming from down
the corridor… from the kitchen. I followed a trail of breadcrumbs and chocolate stains along the
carpet, leading to the kitchen door. My suspicion was confirmed. I needed to find out more.
As I entered the kitchen, a sudden wave of confusion hit me like a train. All around the room, from
top to bottom, various foods were wreaking havoc. Pesky pizza slices were climbing up the fridge
door, sticky ring donuts were rolling themselves across worktops like bowling balls, knocking into the
clean cutlery. Meanwhile, scoops of ice cream sat in the soap-filled sink as if it were a relaxing hot
tub! Everywhere I looked, I could see frolicking food covering the kitchen like a blanket of chaos.
Despite this, on closer inspection I began to notice some energetic clusters of broccolis. They were
sweeping up the mass of crumbs being tossed about by careless coffee cups. Helpful hamburgers
patrolled the chopping boards like noble sentries, guarding the cleanliness of the slicing stations.
Perhaps not all of the freakish foods were bad, could it be that some were trying to keep the school
tidy? I simply did not know.
Year 4 Home Learning – Week 14 (13.07.20) TASK 4: Inverted Commas
Year 4 Home Learning – Week 14 (13.07.20) TASK 4: Inverted Commas – Answers
Year 4 Home Learning – Week 14 (13.07.20)
Writing Tasks (to be completed in order)
Task
Number
What to do… An example
Task
1
Food, glorious food!
IMAGINE…Another sleepy Monday rolls around again and
your teacher has just finished taking the register.
Politely, you offer to take it back to the office once they
have finished, but as you walk out of your classroom, you
notice something small dart across the corridor. You
stand in disbelief - surely it wasn’t what you thought. As
you continue, you walk by the library and notice a slice of
pizza happily reading a book whilst an apple types on a
computer. Stunned, you follow the trail of bizarre food to
its source – the kitchen!
Write an account of your morning. Start from leaving
your classroom and write about what all the different
foods are doing. Talking on the phone. Swinging on
door handles. You should write about how curious you
are as you follow the trail. Finish your account when
you reach the kitchen door.
FOCUS: Fronted adverbials
The food was captured on
film! Watch the video on the
school website!
Bewildered, I stared in
disbelief as a small piece of
broccoli sprinted across the
corridor. Rubbing my eyes, I
looked around and noticed
that there was food
everywhere. Alive. Sitting
quietly, a slice of pizza read
from a book as its cheese
dribbled onto the pages.
Task
2
Into the kitchen
Having followed the trail of food to the kitchen door, you
stand outside it. Crashing sounds and raised voices are
coming from inside and food has smeared onto the glass
on the inside of the door. Bravely, you push it open and,
utterly stunned, you stare at the chaos and commotion
before your eyes. Multitudes of different foods have
come alive and, where some are causing destruction,
others seem to be cleaning the mess and muttering
disapprovingly at the rule breakers under their breath.
You take a photograph as evidence!
Draw the photograph of the chaotic scene before you.
FOCUS: Include ambitious vocabulary (verbs/adjectives)
to use tomorrow.
Task
3
Into the kitchen 2!
Following on from your curious discovery yesterday,
write a detailed account of what you saw!
FOCUS: Prepositions of time and place.
After bravely pushing open
the double doors into the
kitchen, I froze when my
eyes saw what was in front
of me. On the shiny work
surfaces, several slices of
cake marched towards the
window looking for an exit.
Year 4 Home Learning – Week 14 (13.07.20)
Task
4
Recipe Z!
How is this possible? Food doesn’t just come alive.
Suddenly, you notice a piece of paper stuck to the bottom
of your shoe. You read the title, ‘Recipe Z – turn the
impossible possible!’ This must be how the food came
alive. Somebody must have made the recipe (a glowing
potion) and put it on the food.
Write the strange recipe with its unique (and strange)
instructions. Include a curious ingredients list too.
FOCUS: A wide range of conjunctions.
1. Before you start, make
sure to make your
ingredients carefully so
that your potion will be
perfect.
2. Although it seems
strange, you need to first
sieve your powdered chillis
three times if you are to
achieve the desired result.
Task
5
Take a haiku, you pesky food!
You notice some small print at the bottom of the recipe.
“Should the effects of this recipe become out of control,
a simple haiku directed at the unwanted, alive food
product will reverse its effects.”
Knowing this, you run to each item of food to recite a
haiku.
Write a series of haikus for each food item. You could
include what they are doing or what you want to
happen. You will need a separate poem for each item!
Remember: Haikus are short, 3-line poems.The first line
has 5 sylables, the second has 7 and the third has 5
again.
Cruel carrot you beast!
Your reign of terror is
through.
You have lost this fight!
I see you foul pear,
Tormenting the library
books!
I demand you cease!
Year 4 Home Learning – Week 14 (13.07.20)
You can check your work with an adult and mark it
together. Good luck
Maths Tasks FINAL FLUENCY CHECKER!
Task
Number
What to do…
Task
1
Place value
Work your way through each of the challenges!
Good Luck!
Task
2
Addition and subtraction
Work your way through each of the challenges!
Good Luck!
Task
3
Multiplication and division
Work your way through each of the challenges!
Good Luck!
Task
4
Fractions and decimals
Work your way through each of the challenges!
Good Luck!
Task
5
Times Table Rockstars
This is very important. Keep practising those
times tables! Spend time in the garage and the
studio before playing some sound check games.
We will keep an eye on your brilliant scores.
Year 4 Home Learning – Week 14 (13.07.20)
Maths Task 1 (Place Value)
Challenge 1 Challenge 2
For each question, add together the values of
the underlined digits.
1.) 1548 and 3684
2.) 1205 and 9584
3.) 1874 and 365
4.) 8468 and 5555
5.) 5847 and 6258
6.) 2587 and 6547
7.) 3578 and 1598
8.) 1258 and 9858
Round these numbers to the nearest 10, 100 and
1000
1.) 4587
2.) 1025
3.) 6587
4.) 2016
5.) 9501
6.) 2475
7.) 3587
8.) 7624
Challenge 3 Challenge 4
Put these temperatures in order, coldest first.
1.) 2°C, -8°C, -1°C, -6°C, -4°C
2.) 6°C, 10°C, -15°C, -11°C, 14°C
3.) 16°C, 18°C, -23°C, -25°C, -13°C, 12°C, 20°C
What is the new temperature if…
4.) It rises 15 degrees from -4°C
5.) It falls 12 degrees from 8°C
6.) It rises 9 degrees from -13°C
7.) It falls 16 degrees from 7°C
8.) It falls 18 degrees from 9°C
Convert these roman numerals into ‘our’ digits
1.) LXIV
2.) LXXXVII
3.) XIX
4.) XCIV
Convert these into roman numerals
5.) 17
6.) 53
7.) 66
8.) 99
Challenge 5
What is my number? It has…
1.) 7 thousands, 5 hundreds and 2 units
2.) 4 thousands, 18 hundreds, 2 tens and 4 units
3.) 2 thousands, 4 hundreds, 8 tens and 27 units
4.) 62 hundreds and 62 units
5.) 3 thousands, 13 hundreds, 11 tens and 65 units
Year 4 Home Learning – Week 14 (13.07.20)
Maths Task 2 (Addition and Subtraction)
Challenge 1 Challenge 2
Solve these mentally
1.) 951 + 1000 =
2.) 1504 – 10 =
3.) 4921 + 100 =
4.) 3620 – 1000 =
5.) 6084 – 100 =
6.) 6892 + 10 =
7.) 3209 – 10 =
8.) 8930 + 100 =
Use a written method to solve…
1.) 1548 + 6845 =
2.) 6752 + 1065 =
3.) 3659 + 3607 =
4.) 4875 + 3648 =
5.) 8458 + 4343 =
6.) 7546 + 4859 =
7.) 6842 + 3021 =
8.) 2584 + 9635 =
Challenge 3 Challenge 4
Use a written method to solve…
1.) 9548 – 3251 =
2.) 4587 – 2015 =
3.) 9054 – 6384 =
4.) 6208 – 1789 =
5.) 9291 – 6987 =
6.) 3215 – 1684 =
7.) 6421 – 2548 =
8.) 6078 – 4989 =
Use the ‘adjusting subtraction’ strategy to
solve…(We have covered this in class AND in a
previous home learning task)
1.) 7004 – 3516 =
2.) 8002 – 7487 =
3.) 3001 – 1643 =
4.) 6007 – 5049 =
5.) 4003 – 2455 =
6.) 6002 – 3455 =
7.) 8001 – 2774 =
8.) 5005 – 2648 =
Challenge 5
1.) 4851 + 1205 = _____ - 3421
2.) _____ + 3512 = 9875 - 2103
3.) 7264 + _____ = 4512 + 6487
4.) 3215 + 2584 = 8451 - ____
5.) ____ - 2084 = 1548 + 6848
6.) 2541 + 3269 = ____ - 1521
Year 4 Home Learning – Week 14 (13.07.20)
Maths Task 3 (Multiplication and Division)
Challenge 1 Challenge 2
Solve these mentally
1.) 48 ÷ 10
2.) 152 x 10
3.) 18 ÷ 100
4.) 24 x 100
5.) 165 ÷ 1000
6.) 0.3 x 1000
7.) 745 ÷ 100
8.) 1.8 x 10
Solve
1.) 4 x 2 x 8
2.) 3 x 5 x 1
3.) 9 x 8 x 0
4.) 6 x 10 x 3
5.) 2 x 7 x 6
6.) 4 x 0 x 8
7.) 7 x 1 x 12
8.) 2 x 11 x 12
Challenge 3 Challenge 4
Use a written methods to solve
1.) 485 x 6 =
2.) 678 x 7 =
3.) 354 x 9 =
4.) 854 x 4 =
5.) 625 x 3 =
6.) 258 x 5
7.) 483 x 8 =
8.) 549 x 6 =
Use a written method to solve
1.) 228 ÷ 4 =
2.) 685 ÷ 8 =
3.) 338 ÷ 7 =
4.) 975 ÷ 6 =
5.) 164 ÷ 5 =
6.) 817 ÷ 3 =
7.) 359 ÷ 9 =
8.) 277 ÷ 7 =
Challenge 5
Use your known number facts to solve…
1.) 12 x 70
2.) 9 x 60
3.) 110 x 5
4.) 600 x 3
5.) 70 x 10
6.) 80 x 7
7.) 70 x 4
8.) 30 x 90
9.) 20 x 90
10.) 60 x 50
11.) 30 x 30
12.) 30 x 10
13.) 20 x 70
14.) 90 x 90
Year 4 Home Learning – Week 14 (13.07.20)
Maths Task 4 (Fractions and Decimals)
Challenge 1 Challenge 2
Solve
1.) 𝟓
𝟕 +
𝟔
𝟕
2.) 𝟏𝟓
𝟗 -
𝟕
𝟗
3.) 𝟒
𝟏𝟏 +
𝟗
𝟏𝟏
4.) 𝟏𝟑
𝟖 +
𝟑
𝟖
Solve
5.) 1 - 𝟐
𝟕
6.) 1 - 𝟑
𝟗
7.) 2 - 𝟒
𝟔
8.) 3 - 𝟓
𝟖
Solve (Decide whether or not you need to use
a written method)
1.) Find 6
7 of 42
2.) Find 3
8 of 64
3.) Find 9
12 of 60
4.) Find 4
9 of 72
5.) Find 2
3 of 441
6.) Find 5
6 of 816
7.) Find 4
7 of 994
8.) Find 7
10 of 580
Challenge 3 Challenge 4
Write the following as a decimal…
1.) 𝟏
𝟐
2.) 𝟔
𝟏𝟎
3.) 𝟓
𝟖
4.) 𝟒𝟐
𝟏𝟎𝟎
Write the following as a fraction…
5.) 0.25
6.) 0.39
7.) 0.75
8.) 0.6
What do you need to add to these to make a
whole?
1.) 0.84
2.) 0.4
3.) 𝟐
𝟖
4.) 𝟏𝟐
𝟏𝟎𝟎
5.) 𝟐
𝟏𝟎 + 0.7
6.) 𝟓𝟏
𝟏𝟎𝟎 + 0.19
7.) 0.6 + 0.27
8.) 0.38 + 0.5
Challenge 5
Use your known number facts to solve…
1.) 80 is 𝟒
𝟓 of
2.) 16 is 𝟐
𝟑 of
3.) 44 is 𝟐
𝟏𝟎 of
4.) 40 is 𝟐
𝟑 of
5.) 36 is 𝟐
𝟒 of
6.) 343 is 𝟕
𝟖 of
7.) 147 is 𝟕
𝟏𝟎 of
8.) 108 is 𝟑
𝟓 of
9.) 441 is 𝟕
𝟖 of
Year 4 Home Learning – Week 14 (13.07.20)