Home Learning Tasks - Week 8 (starting Monday 1st June)
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.
This page contains:
Thank you to all those children who 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
Home Learning Tasks
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.
Reading for pleasure: Choose a book. Read the book. Share the story. Post a review on the school blog.
We have attached a few different PDF versions of a classic stories, so if you are running 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.
3. Writing – Weekly Focus (Non-chronological report)
Pay attention to the structure (how the text is organised and laid out), language (vocabulary and grammar) and punctuation.
White Rose Maths - Weekly focus: FDP (Fractions, Decimals, Percentages)
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…
There are four lessons each week
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 6 (w/c 1st June)
Lesson 1 - Fractions to percentages
Lesson 2 - Equivalent FDP
Lesson 3 - Order FDP
Lesson 4 - Percentage 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, solve this challenge... CREATE THE NUMBERS
Use the number cards 0, 1, 2, 3, 4, 5, 6, 7, 8, 9
Put them into pairs to create the numbers 11, 10, 9, 8, 7
You must use each card (number) once, and once only.
__ + __ = 11
__ + __ = 10
__ + __ = 9
__ + __ = 8
__ + __ = 7
Think about how you will achieve it.
ANSWERS to last week's Maths challenge
One Wasn't Square
These answers are provided by three groups of children
We found this out by adding 6 and 5 together which makes 11.
We wrote out squared numbers to 100 and then we realised that the only squared numbers with a difference of 11 between them were 25 and 36. Therefore the numbers had to add up to 36.
We then did 20 + 5 and then 11 which all makes up to 36.
Bob's number is 11, Mona's 20 and Jamie's 5.
Mona saw 11 + 5 = 16
Bob saw 20 + 5 = 25.
Jamie looked at Bob and Mona and got 31 which is 5 less than the square number 36 and 6 more than 25.
We know that Mona's number plus Bob's number is 5 less than a square and 6 more than a square. So these squares must be 11 apart. I wrote out the first few squares and saw that they get further and further apart, and the only ones that are 11 apart are 25 and 36. So Mona's number plus Bob's number is 31. We know that when you add them all up you get a square, so Jamie's number plus 31 is a square. From the hint, all the numbers are less than 40, so Jamie's number plus 31 is 36. So Jamie's number is 5. Then I found that the only way we could make the rest of the problem work is to have Mona's number as 11 and Bob's as 20 (or the other way round).
We found another solution. We believe this also works with the three numbers 2, 7, and 29.
2 + 7 = 9 (square)
29 + 7 = 36 (square)
29 + 2 = 31
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 solve this 'What Went Wrong' Place Value Challenge.
What Went Wrong Challenge
ANSWERS to last week's BlendSpace challenge
A group of children, in a different school, did this challenge. The highest and lowest numbers they could make, were as follows:
Owain and Iestin: 37 & 96;
Mac & Rian : 35 & 192;
Taylor and Gim 101;
Lias + Haydi 37 & 100;
Pip & Phelics 100.
Did you achieve any of the same answers? Did you get a better score?
6. 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 There's a Boy in the Girls' Bathroom.
Bradley Chalkers sat at his desk in the back of the room - last seat, last row.
Expand the sentence:
If we changed:
Answers to last week's SATs Companion Alternative Task
A Monster Calls
The soil, trees and the shed are damaged by the monster.
It says the monster is ‘Smiling. Hungry.’ This infers it thinks it has won, it is confident, and it is going to eat / consume / destroy Conor.
The word ‘mesmerises’ suggests Conor is still in a dream.
Conor’s brave words / the shock of him refusing to cooperate / it is implied that he has faced this fear before ‘not afraid of you anymore’ and probably has shown fear. This time he stands up to the monster.
Choice of language
At the start, he was fearful ‘sudden – short – breaths’ ‘sweat trickled’ ‘thrashed like the sea’. At the end of the poem, he ‘becomes steel’ suggesting a new-found strength of character and showing no fear.
7. 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 write a short story including as many times-table facts as you can.
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.