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# Monday 1st March

## Today's timetable

 8:55 - 9:55 9:55 - 10: 35 10:35 - 11:35 11:35 - 12:00 12:00 - 1:20 1:20 - 2:20 2:20 - 2:55 Maths Break English Phonics & Reading Lunch Science PSHE

## Beginning to measure using a ruler

Please connect to Google Classrooms for a 15 minute Meet to talk you through your learning today.

You will need the ruler from your pack. Can you find something shorter than your ruler? Can you find something longer than your ruler?

Last week we measured with hands or feet but as adult body parts are larger than children's body parts, we cannot use them as a standard unit of measure. If we wanted a builder to build a wall 8 hands tall, depending on the size of their hand, the wall could be built to different heights.

A ruler is a fantastic way to accurately measure something, no matter who is measuring. The ruler is divided up into small sections called centimetres and each centimetre is exactly the same size.

To measure an object, place the zero end of your ruler at the end of your object. This will usually be on the left side.

• Make sure the end of the ruler is flush with your object.
• Use your left hand to hold it in place.
• Use your right hand to adjust the other end of the ruler.

Move to the opposite side of the object you are measuring. You will now read the ruler to see how long the object is.

• Read the last number on your ruler that is alongside the object. This will indicate the "whole unit" length of the object, example: 14 centimetres.

Whenever we measure in centimetres, we must always tell the reader what unit of measurement we are using. Today we are not measuring in hands, we are using centimetres. We abbreviate centimetres to the letters cm. The pen above is 14cm long.

Find 6 items that are shorter than your ruler.

Measure the length of these objects using your ruler. Record the lengths on your yellow maths book.

Remember to place each object at the zero and check how far along the ruler your object reaches. If your object does not exactly reach a line, find the closest centimetre to record.

Write the six objects in order from shortest to longest.

## Suffixes "er" and "est"

Please connect to Google Classrooms for a 15 minute Meet to talk you through your learning today.

A suffix is a group of letters that can be added on to the end of a root word to slightly change its meaning.

The suffixes "er" and "est" can be added on to the end of an adjective when we are comparing two or more things.

## er

The "er" suffix describes that something is more.

short - shorter

longer - longer

small - smaller

## est

The "est" suffix describes that something is the most.

big - biggest

strong - strongest

cold - coldest

For each of the following root words, add each of the suffixes to the word.

 Root er est small smaller smallest rich tall soft fast warm loud

Choose one root word. Write 3 sentences for the root word and each of its suffixes to compare three things.

For example:

• The dog is soft.
• The bunny is softer.
• The kitten is the softest.

## Phonics

 Group Colour Sound Lesson Lilac Set 1 Sound Lesson YouTube Red Set 2 Sound Lesson YouTube Purple Set 3 Sound Lesson YouTube Pink Set 3 Sound Lesson YouTube Yellow Set 3 Sound Lesson YouTube

Some of you may already be familiar with Bug Club but for those new to this, Bug Club is a fantastic e-book library that we will be using this week.

Please watch the video below for a guided tour of how to use this website.

• Enter website: www.activelearnprimary.co.uk
• Username: Your first name with the capital letter. If you have a hyphenated name, you will need both (e.g. Alexa-Rose)
• School code: w3s3.

I have allocated everybody a library of e-books and phonics games so please take your pick out of your individual collection.

## Amphibians

Please connect to Google Classrooms for a 15 minute Meet to talk you through your learning today.

Last week we learned about 2 groups of animals. Lets recap, can you name 3 birds and 3 mammals?

Today we will learn all about another group of animals called amphibians.

Frogs, toads, newts and salamanders are examples of amphibians.

They:

• Are cold-blooded.
• Live on land and water.
• Have moist skin and webbed feet.
• Lay eggs in water.

Amphibians have a very different life cycle in which their bodies go through big changes.

• Amphibians begin as an egg. Frog eggs are laid in large groups in the water which we call frogspawn and take a few weeks to hatch. The eggs are left in the water and the frog does not sit on top of them to keep them warm. Some creatures eat frog eggs so the frogs lays many of them to make sure enough survive.
• Tadpoles hatch out of the eggs and spend their time swimming in the water using their tail. Tadpoles can breath under water and eat mostly algae and plants.
• After a couple of weeks, the tadpole first begin to grow two back legs and then they will grow two front legs.
• By around 12 weeks old, the tadpole has become a froglet. The froglet now has four legs and its head has become bigger. It still breathes underwater and has a tail to help it swim. During this time, the froglet begins to eat small insects as well as the algae and plants.
• By around 16 weeks old the froglet becomes an adult frog. The frog no longer has a tail and needs to breath air just like we do. It has to now hold its breath to go underwater. The frog now only eats insects or other small animals in the water, including other tadpoles! Frogs do not drink like we do. A frog absorbs water through its skin and so must always be near water such as ponds, lakes or rivers. Female frogs will lay eggs in the water to start the process again.

In your blue writing book, show the life cycle of a frog through all of the different stages of its life. Draw a picture and label up each stage. You may wish to show your understanding using one of the layouts shown below.