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11th May

Home Learning Tasks- Week 6 (starting 11th May)

 

The home learning tasks for this week are below. Some of the tasks require you to leave the school website to access the resource. Where this occurs, we have provided an alternative activity which appears on this page. If you are able to complete either task, choose the one you prefer.  You are of course allowed to do both.

 

Thank you to all those children who are have already posted on the school blog. If possible, please share/post at least one example of your work to the school blog (one of your key grown-ups was sent your password), each week. We would love to see your hard work and creativity. You could post: home learning tasks, any activities that you have chosen to complete yourself (e.g. art projects, baking, creative writing, lessons from BBC Bitesize etc), together tasks, 30 day challenges or any other assignments set on the school blog.  

 

For those children who are not aware BBC bitesize are producing daily lessons. To access these lessons click on the following link 

https://www.bbc.co.uk/bitesize/tags/zncsscw/year-6-and-p7-lessons/1

 

1. Spelling

Please log in to Spelling Shed and complete the set word lists.  Your spelling list can be accessed on Spelling Shed through your home page. Click on ‘Challenge Words’. 

 

 

If you do not have access to Spelling Shed complete a Look, Cover, Write, Check activity. The words for this week are set out below.

 

ancient

cemetery

criticise

equipped

government

leisure

opportunity

recognise

sincerely

variety

2. Reading

Choose a book. Read the book. Share the story. Post a review on the school blog. 

 

Remember each week, we attach a PDF copy of a classic book, so far the books we have attached are: Alice in Wonderland, The Wind in the Willows,  The Railway Children, The Jungle Book and Peter Pan. To access these books, just go into the previous home learning weeks.   Therefore if you are beginning to run out of books to read, you could always read one of these. 

 

Have a look at some questions you can ask for any book that you read. 

 

 

Audible have opened up their stories for children, free of charge for the length of the closure. Visit their site on the link below.

 

https://stories.audible.com/start-listen

 

Reading for pleasure: attached is a downloadable copy of Black Beauty for you to enjoy, if you would like to. There is also an audio version of the story (below) that you may choose to listen to.

BLACK BEAUTY by Anna Sewell - FULL AudioBook | Greatest AudioBooks V2

3. Writing – Weekly Focus (Leaflet)

 

Your task this week is to create a leaflet persuading the reader to visit a tourist location of your choice once lockdown has ended and we are able to travel and go on holiday again. You may choose a city (such as Paris), a country (such as Canada) or anywhere else (such as a beach or skiing resort). I recommend you choose a place you are enthusiastic about as this will really show through in your work. It may help if you choose a place you have been to before as you will already have some strong knowledge and know some of the best reasons to visit from first-hand experience.

 

Please see the leaflet example below, which is encouraging the reader to visit the wonderful Boracay in the Philippines.

 

 

Here is another leaflet example – this time for Italy.

 

Remember to refer to the information provided here as you create your leaflet and look at the daily schedule to support you in the process of creating a fantastic end product. I would love to read your finished leaflet, so please post it to the blog and see if you can persuade me and all the other teachers to visit your chosen destination.

 

Features of a leaflet

  • Heading that makes it clear what the leaflet is about.
  • Sub-headings or sections so information can be easily found.
  • Bullet points.
  • Images.
  • An appropriate tone.
  • A good sense of audience and purpose.
  • Present tense.
  • Persuasive features to affect the reader.

 

What are the features of persuasive writing?

  • Back up opinions with facts and evidence.
  • Persuasive language including modal verbs.
  • Emotive language.
  • Targeted to the audience (formality).
  • Slogans.
  • Rhetorical questions.
  • Empathy.

 

Monday: Choose your tourist destination. Research it and make notes. Choose a brilliant and enticing image that you can print off or draw for your leaflet.

 

Tuesday: Use your notes from yesterday to plan your leaflet. Make sure you include all this information:

  • What are your heading and sub-headings?
  • What information will you include in each sub-heading?
  • What persuasive language and techniques will you use?
  • What is your slogan?
  • Why should anyone visit your chosen destination?
  • What makes it an attractive destination?
  • What makes it special?
  • What makes it unique?

 

Wednesday: Start creating your leaflet. Think about your layout: will you fold your A4 paper into 3 columns? Write your headline and first few sections. Remember to refer to your plan to support you.

 

Thursday: Finish your leaflet with your final few sections. Remember to refer to your plan to support you.

 

Friday: Check, edit and improve your leaflet. Maybe there are one or two sections that you would like to redraft.

 

 

Check, Edit and Improve

Read through your work checking for:

  • Spelling
  • Repeated words and word choice
  • Punctuation (errors and is there a good range?)
  • Does it make sense? Is there clarity?
  • Is there good cohesion?
  • Have I kept the audience and purpose in mind consistently throughout the text?
  • Paragraphs: Do they start at the right place? (new time, new location, or new idea)

4. Mathematics 

 

White Rose Maths - Weekly focus: fractions.

 

 

In Year 6, we have been following a scheme of work produced by White Rose Maths. They have now created a series of lesson which children can complete at home as part of their home learning. 

 

Just follow these five easy steps…

 

  1. Visit the White Rose Website here
  2. Click on the set of lessons for your child’s year group.
  3. Watch the video (either on your own or with your child).
  4. Find a calm space where your child can work for about 20-30 minutes.
  5. Use the video guidance to support your child as they work through a lesson.

 

Remember, to access this resource click on the following link

https://whiterosemaths.com/homelearning/year-6/

 

There are four lessons each week

They all look like this.

There is a video with a teacher giving you instructions and then an activity to download. You can download all the activities for this week below.

 

This week, Year 6 will be asked to complete the series of lessons:

Summer Term – Week 4 (w/c 11th May) 

Lesson 1 - Lesson 1 Multiply fractions by integers

Lesson 2 - Lesson 2 Multiply fractions by fractions

Lesson 3 - Lesson 3 Divide fractions by integers (2)

Lesson 4 - Lesson 4 Fractions of an amount

Lesson 5 - Friday maths challenge (BBC Bitesize)

 

Attached below are the worksheets which accompany each lesson. We have also included the answers so that pupils can self assess their work. 

Alternatively, you could solve the Zios and Zepts problem.

 

On the planet Vuv there are two sorts of creatures: Zios and Zepts.

The Zios have 3 legs and the Zepts have 7 legs.

 

The great planetary explorer Nico, who first discovered the planet, saw a crowd of Zios and Zepts. He managed to see that there were more than one of each kind of creature before they saw him. Suddenly they all rolled over onto their backs and put their legs in the air.

He counted 52 legs.

How many Zios and how many Zepts were there?
Do you think there are any different answers?

 

If you need help getting started, here are some tips:

Drawing some pictures or use sticks/counters for legs.
Do you have any idea approximately how many Zios and Zepts there might be to make 52 legs?
You could try choosing a certain number of Zios and a certain number of Zepts, then count their legs. Do you need more legs or fewer to have a total of 52?

The answer for last week's maths challenge on Diagonal sums.

 

This answer is provided by two children. 

 

Child 1 

The numbers that are diagonal to each other add up to make the same number because you're adding one that's lower or higher by 1, 2 or 3 to the number beside it. 
 

For example, in a 3x3 square, the number in the top right is 2 more than the number in the top left. The number in the bottom left is 2 less than the number in the bottom right. So when we add the top left and bottom right, and the top right and bottom left, we get the same total. 

 

Child 2 

I have found out that the sum of each diagonal pair in a square is always the same as the other in the same colour. We can write any square out like this:  
 
2x2 square 

N+1 

N+10 

N+11 

If we add the diagonals we get 2N+11 each time. 

 

For a 3x3 square the result was the same and the sum is twice the number in the middle:  
 

 

N+2 

 

N+11 

 

N+20 

 

N+22 

The sum is 2N+22 which is 2 x (N+11). 

 

The 4x4 square looks like this: 
 

 

 

N+3 

 

N+11 

N+12 

 

 

N+21 

N+22 

 

N+30 

 

 

N+33 

 
The sum of the opposite corners is 2N+33. The opposite corners of the small square in the middle also add up to the same number. 
 
A 5x5 table looks like this: 

 

 

 

 

N+4 

 

 

 

 

 

 

 

N+22 

 

 

 

 

 

 

 

N+40 

 

 

 

N+44 

The sum is 2N+44 which is twice the number in the middle. 

5. BlendSpace

 

 

BlendSpace contains many different tasks. This is your opportunity to choose one of the tasks that that you would like to work on.  

Alternatively, you might want to answer these Mixed Word Problems.

 

1) A theatre holds 1060 people. If 389 seats remain unsold on one evening, how many seats have been sold?

 

2) The school spends £186.20 on fresh fruit during January. In February it spends £188.89. How much has been spent on fruit in total during these two months?  

 

3) A car salesroom sells 12 cars for £9,800 each. How much money have they taken altogether?  

 

4) Jade’s mum buys a pack of 6 kiwi fruit. They cost £1.32. How much does each kiwi fruit cost?  

 

5) What is the product of 19 and 3.6?  

 

6) Mr Baxter gives each child in his class 18 stickers during January. If there are 29 children in Mr Baxter’s class, how many stickers has Mr Baxter given out?  

 

7) Andrew spends £1.29 on a magazine and £8.95 on a CD. If he had £12.50 to start with, how much does he have left? 

 

8) Mrs Leah puts sweets into bags before the disco. If she puts 14 sweets into each bag, how many bags will be needed to take 196 sweets?  

 

9) Mr Fox shows limited willpower and eats 17 biscuits every day in 2019. How many biscuits will Mr Fox have eaten by the end of the year?  

 

10) Mrs Fox buys a 2-litre bottle of olive oil to help with her cooking. She uses 567ml in one week, then 533 the next week. How much does she have left in the bottle by the end of the second week?  

Answer to last week's Pumkin Pie task: 

 

Pumpkin Pie Problem 

This answer is provided by two children. 

It looks like Peter is going to have to go shopping! 

A way to think about this problem was to find out what proportion of the original recipe Peter required to make the two pies. You might have divided and then perhaps multiplied, depending on your strategy. Using what you know about fractions could have helped. Peter was short of some of the ingredients. There were two ways that the problem was solved and fully explained. These mathematicians came up with the following solutions and used their knowledge of decimals.

 

Child 1, decided that the answer to the Pumpkin Pie Problem is, he hasn't got enough ingredients to make two pies. She got the answer by dividing the ingredients by 80 and multiplying by 2.  

80 pies take 

What he needs 

What he has got 

120 Eggs 

3 eggs 

2 eggs 

27L Milk 

0.675L Milk 

0.66L Milk 

480 tbs. Sugar 

12 tbs. Sugar 

15 tbs. Sugar 

100 teasp. Cinnamon 

2.5 teasp Cinnamon 

1.5 teasp Cinnamon 

140 cups of Pumpkin 

3.5 cups of Pumpkin 

4 cups of Pumpkin 

 

Child 2 explained: "To find out if Peter had enough to make 2 pies I divided each of the ingredients by 40. For the 10 dozen eggs I first multiplied 10 by 12, because dozen means 12. Then I divided the answer by 40. 
10 X12 = 120. 

120 / 40 = 12 / 4 = 3 

Peter had 2 eggs but he needed 3 eggs so he had to buy 1 more egg. 

To find out how many litres of condensed milk was needed, I first converted the litres of condensed milk into millilitres of condensed milk. Then I divided the answer by 40 again. 
27litres X 1000 = 27,000ml 

27,000ml / 40 = 675ml 

Peter had 666ml but he needed 675ml so he needed to buy 9ml of condensed milk. 

To find out how many tablespoons of sugar Peter needed I just divided the amount for 80 pies by 40. 
480 / 40 = 12 tablespoons of sugar. 

Peter had 15 tablespoons of sugar so he had 3 more. 

To find out how many teaspoons of cinnamon, I divided the original amount again by 40. 
100 / 40 = 10 / 4 = 2.5 teaspoons of cinnamon. 

Peter had 1.5 teaspoons of cinnamon, so he needed to buy 1 more teaspoon of cinnamon. 

Finally, to find out how many cups of pumpkin were needed I divided 140 by 40. 
140 / 40 = 14 / 4 = 3.5 cups of pumpkin. 

Peter had 4 cups of pumpkin so he had 0.5 cups of pumpkin more than he needs". 

 

7. SATs Companion

 

 

Log into SATs Companion using your student login details and work through a rotation of Reading, Spelling, Grammar and Maths throughout the week.

 

Alternatively, try these sentence skills challenges:

 

Sentence from the book Wonder.

 

I know I’m not an ordinary ten-year-old kid.

 

Complete these:

  1. I know I’m not an ordinary ten-year-old kid, but

  2. I know I’m not an ordinary ten-year-old kid, and

  3. I know I’m not an ordinary ten-year-old kid, so

  4. I know I’m not an ordinary ten-year-old kid because

  5. I know I’m not an ordinary ten-year-old kid;

 

If we changed:

  1. The pronoun ‘I’ to the pronoun ‘everyone’ how does the meaning of the sentence change?

  2. The sentence to no longer have ‘not’ in it, how would the reader react differently?

  3. The verb ‘know’ to the verb ‘think’, how would the reader react differently?


 

8. TT Rockstars

 

 

Login to TT Rockstars and see if you can improve your time. Don't forget to take part in the battle for your class. 

 

Alternatively, choose a times-tables that you want to improve and find different ways to represent the multiplications, for instance drawing dots on paper. Do you notice any patterns?

9. P.E.

Children need regular breaks and exercise. If you have a safe outdoor space please ensure you get some fresh air and exercise. If you do not have an outdoor space try P.E with Joe.

PE With Joe | Live sessions every day or go back and choose one from before.

10. Brent Music Service - fabulous music learning

 

 

Parents - watch this video to see what the BMS Music'sCool website is like, and click on this link to register for access to it.

BMS Showcase for Anson

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