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.


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.




Task

3

Expensive foods from around the world

Ever bought a sandwich for £85.50? Well

someone has!




Task

4

How does food impact the environment?

Find out about how the food we eat can

impact the world we live in.




Task

5

Independent Reading

Enjoy your own reading book for 20

minutes!


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)


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


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.


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!


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


Good Luck!

Task

3

Multiplication and division


Good Luck!

Task

4

Fractions and decimals


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.


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


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



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


4.) 62 hundreds and 62 units



Maths Task 2 (Addition and Subtraction)


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 =


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


Maths Task 3 (Multiplication and Division)


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


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


Maths Task 4 (Fractions and Decimals)


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


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) dear dickens and ... · year 4 home learning – week 14...

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