Home Page

week beg 24.1.22




Please practise your handwriting using the sheet below.



 Can you think ‘flexibly’ about number?

Can you generate number facts?

Can you use a range of mental mathematical strategies (add, subtract, multiply, divide)?


Meet Donald the Dinosaur.  He loves Maths and he can answer any question and get it right: 



The only problem is, he always gives then answer 12!!  So is not quite so good at Maths as he thinks (poor Donald!)


Ok so maybe Donald is not as good at Maths as he thinks he is!!  Explain that he lived in a herd of 12 dinosaurs and he adores the number 12 and he always had to remember this number so that the herd stayed together.


What can you tell me about this number? (Number facts e.g. odd/even, multiple of 2, 3, 6 etc)


How can  we make this number? (all four operations, add, subtract, multiply, divide)


Now see hoe many number facts and ways of making 12 you can come up with.  You can write word problems with the answer 12, facts, number sentences using all four operations, fractions, equals e.g. 2= 10+2 or 9+3=12+0 etc, partition/draw pictures of Dienes- the sky’s the limit!!



When most dinosaurs died they were eaten by other dinosaurs.  Occasionally a dinosaur’s body became covered with mud before it could be eaten.  When this happened the flesh decayed over time and the bones turned into fossils. 


Now dinosaur hunters (palaeontologists) use these fossils to find out about dinosaurs, They use these clues to understand the size, shape, type and movement of dinosaurs.  Use this link to learn more about how fossils are formed:


Watch David Attenborough and the giant Dinosaur clip on BBC iPlayer (3 min- 8 min) showing how archaeologists/scientists find fossils through digs and piece clues together.


Using clay, play dough or something similar make a dinosaur fossil.  First, flatten it slightly with the base of your palm (don’t work the clay too much).  Next, select a small toy dinosaur to press into the clay to make an impression and explain that a fossil leaves and impression in the same way.  





Research the four theories below about how the dinosaurs died and became extinct (there is also a simple fact sheet below to get you started):


  • Other mammals ate their eggs so baby dinosaurs were not born.
  • Other mammals ate their eggs so baby dinosaurs were not born.
  • Lots of volcanoes erupted and the ash made big clouds of smoke and blocked out the sun.
  • An asteroid hit the Earth and this caused big fires.  Big dust clouds blocked out the sun and killed the plants.  The plant eaters died and then the meat eaters died because they didn’t have any food.


Explain which theory you believe to be true/ the most accurate to you.  How did you decide?  What makes you think this could be the most accurate?


 Come up with lots of good ideas about why one of the above might be true to convince the rest of the class (or your family).


Written activity:

ALL:  where did the dinosaurs go.  Explain your idea using because and evidence based on what you have read







Mrs Banfield would like you to choreograph a dance to the song- symphony. She would love for you to be inspired and challenged to dance even when you can’t hear the music. The song is ‘Symphony’ the song Rose and Gio danced to on Strictly to honour and celebrate the deaf community. 


Mrs Banfield says:

Next Tuesday 1st Feb at 2:30 the whole school will meet on the playground for a one off performance just for us (and themselves). We can stand in our class groups dancing our own class moves that will then come together on the choruses. This will mark the end of the Paralympic Values Event planned for that day. 


I hope this will be a really special moment to come together and help the children to think about and use the Paralympic values of Inspiration, Courage, Determination and Equality. 




English- Extended Writing





You will need sand, cup or bucket, water, jug and something to measure the water e.g. a syringe for this lesson.


What would have been on the ground when dinosaurs were alive?  In some parts of the world it was quite sandy.  


Tell the children you will make a sandcastle.  Fill the bucket with dry sand and pat it down and upturn it onto a tray- ‘I wonder why it didn’t hold together?’


Establish the sand needs water and add too much water to the sand and attempt to construct another castle.  Discuss how you have to have the right amount of water to make a perfect sand castle.


How can we find out the amount of water we need to make a sandcastle to turn out well?  Let’s investigate.

How will you perform a fair test?

Success Criteria:

  • how are you making sure that the test id fair?
  • how are you recording your results?
  • what happened?



  • Using the same pot each time- fill with sand.  Then pour sand into a mixing tub and at first add 1 syringe full of water.  Add to the sand and mix.  Return to bucket/ tub and mix.  Empty out onto the tray– does it make a good sand castle? 
  • Repeat with two syringes of water etc until you find the suitable amount of water to make a perfect sandcastle.
  • Write results down on table
  • Maths link:  range of jugs from measuring capacity, increase in increments


Write up their findings





Spelling Test


Maths -