Friday 25th May

25/5/18

The Mystery of the Missing Microphones

In groups of four the children have been using the descriptions of the suspects and analysing the clues that have been left behind to solve ‘The Mystery of the Missing Microphones’.

‘Clue 1’ required the group to be able to identify acute and obtuse angles. To solve ‘Clue 2’ each group had to work out calculations presented in word form. ‘Clue 3’ was about using more than, less than and equals signs to compare lengths of time presented in different formats. To solve ‘Clue 4’ the children had to add and subtract fractions with the same denominator. Finally ‘Clue 5’ asked them to solve a range of different calculations and identify the letters that matched up with the answers to eventually find the words that made up the last clue.

Having crossed all of the suspects off their lists that didn’t match the clues they had discovered, each group wrote the name of the suspect they thought committed the crime on a piece of paper and posted it in the box at the front of the class. It was then finally revealed that ‘Lily Leadrole’ was the guilty suspect.

25/5/18 – LO: Today I will become a better mathematician by revising parallel lines, perpendicular lines, types of triangle, types of quadrilateral and lines of symmetry.

After solving a maths mystery that they were given earlier today, in this lesson they were challenged to come up with a maths mystery of their own. They were told that their mystery had to have an ‘Iron Man’ theme. We created a list of suspects using the children’s farmer names and then they were given the ‘to do list’ below concerning their task.

Things you will need to do:

- You will need to write what the mystery is and create a cover page with the title of your mystery on and an explanation of what the mystery is. Maybe one of the suspects is the one who stole the Iron Man's missing ear!

- One of your group will need to create a maths puzzle for 'Clue 1' which will reveal whether the suspect is male or female. This puzzle should be about identifying different triangles.

- One of your group will need to create a maths puzzle for 'Clue 2' which will reveal the suspect's age. This puzzle should be about identifying different quadrilaterals.

- One of your group will need to create a maths puzzle for 'Clue 3' which will reveal the suspect's favourite meal. This puzzle should be about identifying perpendicular and parallel lines.

- One of your group will need to create a maths puzzle for 'Clue 4' which will reveal the suspects shoe size. This puzzle should be about identifying lines of symmetry in polygons.

Friday 18th May

This week we have finished the end of Chapter 3 of 'The Iron Man' by Ted Hughes and we are currently reading Chapter 4. On Monday of this week, we read about how the Iron Man escaped from the hole the farmers had trapped him in but that they were able to stop him from eating their farm machinery this time around because they took him to a scrap metal yard where he could eat all the metal he wanted. Below is an example of a 'Scrapyard Poem' we created about all of the delicious metal treats on offer to the Iron Man in the scrapyard.

On Wednesday of this week, the Iron Man story took a strange turn as a star in the sky suddenly started to grow. For 5 pages the book describes what this strange star is doing as the people of Earth watch in amazement. In Class 3, after each page we stopped and wrote a headline, a picture and a caption for that picture which showed the events of the page we had just read. Below is one example of the fantastic work produced by Class 3 during this lesson.

Friday 11th May

This Tuesday in English we got into our guided reading groups and read pages 30 – 33 of ‘The Iron Man’. As well as reading the next part of the story we also had to highlight some of the grammar that the author Ted Hughes was using in the text. For a start we looked at the ‘Expected sentences at Wenhaston’ slides on the whiteboard and decided what grammar we were going to be looking out for when reading with each other. We decided that what we were looking for was: capital letters at the start of sentences; capital letters for proper nouns;  expanded noun phrases; correct choices of verb tense; use of apostrophes for contraction; use of prepositions (for time, place and cause); use of apostrophes for possession and use of speech marks. To each of these grammar aspects we assigned a colour that we could then highlight them with when we found them in the text. After reading and highlighting the text in our groups, the class came back together at the end of the lesson and discussed what each group found.

Friday 4th May

In English this week we read the next part of ‘The Iron Man’ by ted Hughes and in this part of the story the farmers discover that the Iron Man has been eating all of their work machinery. They decide that they are going to have to do something about this mental monster themselves because no one outside of the town is going to believe that the Iron Man exists.

We stopped at this point in the story and it was then our job to become the farmers and think about what their worries might be. We also thought about what solutions there might be for solving the ‘Iron Man problem’. Once we discussed this in pairs, we then came together in groups of eight, each put forward our ideas for solving the ‘Iron Man problem’ and then had a debate about which solutions would be the best to act upon.

Having decided what the best course of action was, we wrote letters to the head farmer (Hogarth's father) trying to convince him to act on our idea.