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Building a Brighter Future

20th April

Home Learning Tasks- Week 3

 

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.

 

If possible, please share/post examples of your work to the school blog (one of your key grown-ups was sent your password). We would love to see your hard work and creativity. This includes: home learning tasks, any activities that you have chosen to complete yourself (e.g. art projects, baking, creative writing etc), together tasks, 30 day challenges or any other assignments set on the school blog.  

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.

 

achieve

bargain

controversy

disastrous

foreign

interfere

nuisance

programme

secretary

temperature

 

2. Reading

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

 

The Railway Children by E. NESBIT read by Karen Savage | Full Audio Book

3. Writing - Weekly Focus (newspaper article)

Look at the pictures  below and choose one.

 

Rocket on the moon    

  •  

Reverberate

 

Talk about this picture with someone in your family.  Look at the questions underneath and answer them together.

 

Rocket on the moon

  • What can you see here?
  • Where are they? How do you know?
  • Where did they come from?
  • Why did they come to the moon?
  • What equipment does the man have? Why does he need it?
  • Do you think the dog enjoys being on the moon? Why? What about the man?
  • How long do you think they’ll stay?
  • What will they do here?
  • Will anyone else join them?

 

Reverberate

  • What can you see here? What is usual/unusual about this photograph?
  • Is the object 3D/spherical or 2D/circular? What material is it made from? How would you describe it? 
  • How did it get here? Where did it come from?
  • Is anyone going to move it?
  • What is the man thinking?
  • Did he have to stop his car suddenly or did he see the object from far away?
  • What is he going to do? What could he do? What should he do? What would you do if you were him?

 

Look at your chosen picture again and consider what may have caused this event. 

 

Your task, this week, will be to write a newspaper article about the incident in your picture.  When writing, it is essential to consider your audience and purpose. Imagine your article will appear in 'First News' so your audience will be children of a similar age to you. Your purpose is to inform.

 

It would be helpful to begin by creating a plan for your newspaper article.

 

It is vital to think about the structure of a newspaper report and its features when creating your plan and when you write your article. 

 

Structure of a newspaper report

  • Headline (short and eye-catching)
  • Orientation (this is a short paragraph, usually no longer than two sentences, which contains the following details: what happened, when did it occur, where did it take place and who was involved in the incident)
  • Main body (further details about the incident, why did the event occur and direct and reported speech based on information provided by eye witnesses, people involved in the incident and/or experts)
  • Reorientation (latest information about the incident)

 

The features of a newspaper article are:

  • Direct and reported speech
  • Active and passive voice
  • Headline
  • Orientation, main body and reorientation
  • Past tense (moving to present/future tense in the reorientation)
  • An image with a caption
  • Formal style
  • Third person

 

For more information about the features of a newspaper report, click on the link below

 

https://www.bbc.co.uk/bitesize/topics/z2yycdm/articles/z2gk9qt

 

Below is an example of a newspaper report. This will show you how the features are incorporated into an actual article. 

https://www.bbc.co.uk/news/uk-england-beds-bucks-herts-52303859

 

Once you have completed your first draft, don’t forget to edit and/or redraft your newspaper report. When you are happy with your newspaper article, you may want to draw an image which will appear in it.

 

Finally, we would really appreciate it if you  post your newspaper article to the school blog. 

 

If you are unsure how to structure your week, you may want to follow the timetable beneath. 

 

Monday: Choose and discuss your picture with a family member.

Tuesday: Plan your report and begin writing your article by creating the headline. 

Wednesday: Write the orientation and the first paragraph of the main body section (detailed/extra information about the incident).

Thursday: Write the second paragraph of the main body section and the reorientation. 

Friday: Edit and improve your newspaper report. 

 

4. Mathematics 

 

White Rose Maths - Weekly focus (angles)

 

 

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 1 (w/c 20 April)

Lesson 1 - Vertically opposite angles

Lesson 2 - Angles in a triangle

Lesson 3 - Angles in a triangle - special cases

Lesson 4 - Angles in a triangle - missing angles

Lesson 5 - Maths Challenge

 

Investigation

Alternatively, are the following statements always true, sometimes true or never true? How do you know?

 

  • The sum of three numbers is odd.
  • If you add 1 to an odd number, you get an even number.
  • Multiples of 5 end in 5. 
  • If you add two odd numbers, you get an odd number.
  • If you add a multiple of 10 to a multiple of 5, the answer is a multiple of 5. 

 

 

What about these more complex statements?

  • When you multiply two numbers, you will always get a bigger number.
  • If you add a number to 5, your answer will be bigger than 5.
  • A square number has an even number of factors. 
  • The sum of three consecutive numbers is divisible by three.
  • Dividing a whole number by a half makes it twice as big.

 

 

Can you find examples or counter-examples for each one?

For the “sometimes” statements can you explain when they are true? Or rewrite them so that they are always true or never true?

 

 

5. BlendSpace

 

Home Learning Task Week 3 – Mental Calculations, and Prime and Square Numbers.

 

There are two PDF tasks to complete:

1.Square and cube numbers

2.Mental calculations

 

To access these sheets, you need to log into your BlendSpace account and click on the file named Home Learning Task Week 3. 

 

Alternatively, solve Flora's challenge (two prime numbers make one square number)

 

Flora had a challenge for her friends.  
She asked, "Can you make square numbers by adding two prime numbers together?"

Ollie had a think.
"Well, let me see...  I know that 4 = 2 + 2. That's a good start!"

Have a go yourself.  Try with the squares of the numbers from 4 to 20.

Once you have had some initial ideas, take a look at how three more of Flora's friends started the problem: 
 

Bailey said:

"I made the square numbers out of cubes and tried taking a prime number of cubes away and seeing if it left a prime number of cubes."


Dina said:

"I wondered whether noticing that 2 is the only even prime number was important."


Shameem said:

"I listed the prime numbers up to 100 and then I listed the squares of the numbers from 4 to 20."


Did you go about the task in the same way as any of these children?
What do you like about each method?

Continue working on the problem. You might like to adopt Bailey's or Dina's or Shameem's approach.


Did you find any square numbers which cannot be made by adding two prime numbers together?  Why or why not?

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, work on this palindrome challenge.  

 

What is a Palindrome?
Palindromes are words (or numbers) that read the same both ways. They are thought to have been used back in 79AD in Ancient Greece, but used in whole sentences and not just words. The most basic of palindromes in the English language are MUM and DAD. Regardless of which way they are written, they read the same.

 

Here are some more basic palindromes.

One Word Palindromes
RADAR

DEED

LEVEL

 

Two Word Plus Palindromes
MADAM, I'M ADAM
NO LEMONS, NO MELON
I DID, DID I?

 

Can you think of any more?

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 or year group. 

 

Alternatively, create your own rap or song based on a times table of your own choice. Below is an example of a song based on the 12 times table. Please note the song does not begin until 5 seconds into the clip. 

The 12 Times Table Song

8. 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.

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