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Week Six: July 6th

Home Learning Tasks - Week Six (starting Monday 6th July)

 

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:

  • Spelling list
  • PDF versions of classic stories
  • A writing task
  • White Rose Maths sheets
  • Maths challenges
  • Reading comprehension
  • Answers to last week’s tasks
  • P.E with Joe
  • Brent Music Service link
  • Links and activities for SATs Companion, TT Rockstars and BlendSpace

 

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 

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

 

Home Learning Tasks

 

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.

 

Words which can be nouns and verbs

produce

impact

transport

silence

permit

object

contest

subject

increase

freeze

 

2. Reading

 

 

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.

 

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

 

3. Writing – Weekly Focus (Diary Entry)

 

 

Your task, this week, will be to write a diary entry inspired by this picture.

 

The purpose of a diary entry is to record your thoughts and feelings. It allows the writer to reflect upon what has happened, why it occurred, how the person felt and whether it will change how they behave/act in the future.

 

The features of a diary entry are:

  • Past tense
  • First person
  • Chronological order (time order)
  • Must include thoughts, opinions and feelings
  • Use time conjunctions to link events (afterwards, subsequently, immediately, just at that moment, suddenly, meanwhile etc.)
  • Informal style 

 

Attached is a document which contains three diary entries.

Structure for the week 

 

Monday: In order for you to write a convincing diary entry, you need to imagine that you are the person in the picture.

 

To help do this, answer the following questions about the image:

 

  • What can you see in this setting? Where do you think this is?
  • Who is the person hanging from the clock tower? How did he get there? Who is the person holding him? Are they allies or enemies? How do you know?
  • What are they doing here? Does anyone know that they’re there?
  • Why is there a drone in the foreground? Does it belong to those characters or someone else?
  • Is the time important?
  • What will happen next?

 

Hopefully you now you have lots of ideas and are ready to plan your diary entry. You can create your own structure or use the one provided below.

 

Example of how you could structure your diary entry

 

Beginning:

  • Set the scene
  • Explain to the audience why you are up there.
  • How did you end up hanging from the tower?

 

Middle

How did you escape/save yourself?

 

End

What will happen next? Are there any repercussions from that night?

 

If you would like to plan your diary entry using a planning grid, one has been provided below.

Tuesday: Write the beginning section of your diary entry. Attached is a word bank containing adjectives, verbs and adverbs.

Wednesday: Write the middle section of your diary entry.

 

Thursday: Write the final part of your diary entry.

 

Friday: Edit and improve your diary entry (check spellings and punctuation. Does it make sense? Have you used complex and compound sentences? Have you included ambitious vocabulary? Is it written in first person and past tense? 

 

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

4. Mathematics 

 

 

White Rose Maths - 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.

 

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 11 (w/c 6th July) 

Lesson 1 - Vertically opposite angles

Lesson 2 - Angles in triangles

Lesson 3 - Angles in quadrilaterals

Lesson 4 - Angles in polygons

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, answer these maths questions.

 

1. On Sunday I spent 114 minutes on my art project, and 45 minutes on my numeracy homework. On Thursday evening spent a total of 86 minutes on my history project and 39 minutes reading. What is the difference in minutes between the amount of homework I did on Sunday and Thursday evening?

 

2. Dad drives a truck. Last week he drove 267 kilometres on Monday, 186 on Tuesday and 198 on Wednesday. This week Dad drove 279 kilometres on Monday, 148 on Tuesday and 288 on Wednesday. What is the difference in kilometres between this week and last week?

 

3. One watch costs $1.60 and I bought four. If I had paid with a $20 note, how much change would I have received?

 

4. There are 12 eggs in each egg tray and I bought 11 trays. I used 38 eggs this weekend, how many full trays do I have left now?

 

5. I need to buy enough whiteboards for 273 students and there are 25 in a pack. When the packs arrive 17 whiteboards are damaged. How many whiteboards are undamaged?

 

6. At the fabric shop I buy 378 metres of orange fabric, 107 metres of yellow fabric and 467 metres of purple fabric. I have used 16 metres of the orange fabric, 27 metres of yellow fabric and 12 metres of purple fabric. How many metres of fabric do I have left in total?

 

7. I got $78.50 for my birthday. I spent $12.50 on Saturday and $22.80 on Sunday. How much spending money have I got left?

 

8. Mum set off at 5:55pm. She arrived at her destination at 7.34pm. Mum had estimated that the journey would take her 2 hours and 16 minutes. What is the difference between her estimated and actual travel time?

 

9. Sally bought 3 photograph frames, each costing $7.50. She paid with $30.00. How much change did she get?

 

10. I walk 6000m every day. How many days would it take me to walk 276km?

 

Answers to last week's maths challenge.

MAGIC Vs

If we have the numbers 1, 2, 3, 4 and 5, and our goal is to arrange all 5 numbers in a way such that the 2 'arms' have the same total. If we get the total of all the give numbers, we get 15. In the middle, we must have an odd number, because if we have an even, say 2, 15-2=13 and 13 is not divisible among the other 2 circles of arms. If we pick 1 as the middle,
then each side is required to have a total of 7 on the other 2 circles. For 3, we need a total of 6 on the 2 circles, and for 5, we need a total of 5 on the other 2 circles. Thanks for the question, Nrich. ( which was published at http://bit.ly/2pCieMH)
5,2,1,3,4   5,2,1,4,3   2,5,1,3,4   2,5,1,4,3   3,4,1,5,2   3,4,1,2,5
4,3,1,5,2   4,3,1,2,5   1,5,3,2,4   1,5,3,4,2   5,1,3,2,4   5,1,3,4,2
2,4,3,1,5   2,4,3,5,1   4,2,3,1,5   4,2,3,5,1   1,4,5,2,3   1,4,5,3,2
4,1,5,2,3   4,1,5,3,2   2,3,5,1,4   2,3,5,4,1   3,2,5,1,4   3,2,5,4,1

We have 24 different permutations. Here is the formula:
Slot 1: 4 possibilities
Slot 2: 1 possibility
Slot 3: 2 possibilities
Slot 4: 1 possibility
Middle number: 3 possibilities (3 odd numbers between 1 to 5, inclusive)
So 3*(4*1*2*1) = 24. 

 

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 solve this challenge. 

 

 

 

Answers to last week's BlendSpace challenge

 

Make 37

 

The problem 'Make 37' requires you to use ten of any of the numbers 1, 3, 5, 7 to make a total of 37. Note that the numbers are all odd and 37 is also an odd number, but you need ten of the odd numbers to make another odd number. 

Usually, an odd number added to another odd number equals an even number. Three odd numbers added together equals an odd number. Four odd numbers added together equals an even number. Five odd numbers added together equals an odd number. Six odd numbers added together equals an even number and so on. When you get up to ten numbers, you will find that the solution is an even number. 37 is an odd number, not an even number so therefore the solution to the problem is that it's impossible.   You can make 37 with nine of those numbers or eleven of them because nine or eleven odd numbers added together equals an odd number.

The solution for "Make 37" is that it is impossible to make 37 with the numbers 1, 3, 5 and 7 if you add them ten times. This is simply because when you add odd numbers an even amount of times such as ten then you result will be an even number. 37 is an odd number so you can't get it with those numbers when you add them ten times. However if you were to add the numbers nine or eleven times then you could make 37. What I noticed about the numbers is that other than the number one the other numbers are prime.

Making 37 out of the numbers 1, 3, 5, 7 is possible if you could pull out the numbers out of the bags nine, eleven or an odd number of times. Since the question gives you the instruction to pull it out only ten times it is therefore impossible. This is because ten is an even number and if you added the numbers an even amount of times, the answer will have to be even. 37 is an odd number. If you added these numbers ten times you would get all the even numbers such as 36, 38 and if you added it an odd amount of time you would get an odd  like 37, 39. 

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:

 

Read the following myth carefully.                         

 

How the orange-barred sulphur butterfly got its wings 

 

A long, long time ago, O Best Beloved, when the animals of the rainforest were in a bit of a pickle and everything was a little muddled, deep in the Amazon, was a rather sad butterfly. Sluggishly and slowly, she flew from branch to branch ashamed of her dull, brown wings. One humid, hot day, she decided that enough was enough!

 

First, she fluttered over to Poison Dart Frog and asked, “Why are you so red and colourful and I am so dull and brown?” But the frog just croaked angrily, spat some poison (which luckily missed her) and jumped off.

 

Next she flew over to Toucan and questioned, “Why are your feathers so beautifully coloured when I look so miserable and plain?” The Toucan glared at her, ruffled his feathers and flew off without another word.

 

After that, the butterfly glided over to Peafowl, summoned up all her courage and blurted out, “O lovely Peafowl, O Peafowl so lovely, please tell me why your tail is so stunning, dazzling and sparkling?”

 

Now, everyone knows that Peafowls are very mean and proud creatures, and this Peafowl was no exception. She replied, “Go away!”

 

Finally, and rather sadly, she flew to Blue Morpho Butterfly and asked the same question. Blue Morpho Butterfly was very kind and caring, so decided to show her something rather special.

 

So they flew and they flew and they flew high into the blue sky. The cool wind swirled around them. Suddenly the sad, brown butterfly’s wings began to turn a beautiful shade of blue. She gasped in delight!

 

At that moment, an angry gust of wind separated them and the two friends found themselves lost, high in the clouds. The brown butterfly realised that she was getting higher and higher and closer and closer to the burning sun. She screamed!

 

Immediately, she began to feel her poor wings burning with the heat of the sun. Crashing down to the forest floor, she whimpered and then collapsed.

 

Waking up, she found that her brown, dull wings were the most stunning shade of burning yellow and sunset orange you could ever wish for. And so it is to this very day, dear reader, that you can still see where the orange-barred sulphur butterfly flew too high to the sun.

 

 

Now, answer the following questions about the myth How the orange-barred sulphur butterfly got its wings.   

 

1.Find and copy a word in the first paragraph that means the same as ‘embarrassed’.

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2.The word ‘humid’ is closest in meaning to….

Tick one:

 

cold

 

muggy

 

arid

 

dry

 

3.How do you think the butterfly felt when the Peafowl told her to go away?

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4.Why do you think the other animals were so mean to the butterfly?

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5.What is the effect of the phrase ‘higher and higher and closer and closer’?

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6.What might the butterfly be thinking and feeling when she wakes up and sees her wings have turned orange and yellow?

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7.What do you think the moral of this myth is and why?

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8.What might the butterfly have learnt by the end of the story?

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Answers to last weeks SATs Companion challenge.

 

The House With Chicken Legs – Prologue: Answers

  1. How many times a year does the house stand up in the middle of the night and walk away? 2-3 times
  2. What reasons are suggested for why the wall keeps collapsing at night? The wind, wild animals, clumsy dead.
  3. Why does she put the bones in the wall? Because the ground is too hard to bury the bones so they are put in the wall instead.
  4. Why is the fence important? To keep out the living and guide in the dead.
  5. Why does she like working with bones? Because she feels closer to her parents because they have touched the bones once, long ago, when they built fences and she feel the warmth of their hands lingering on the cold bones. She can also imagine what it might have been like to hold her parents for real.
  6. Explain what does the author mean by: This makes my heart lift and ache all at the same time. It makes her both happy and sad.
  7. Who or what is Jack? Use evidence from the text to support your answer. Jack is a Jackdow bird because in the text he ‘lands’ on her shoulder and in the second last paragraph the text says, “Baba’s made a feast. For two people and a jackdaw.” which was referring to Jack.
  8. In the second last paragraph it says: Jack’s always stashing food to save for later. Explain what the word stashing means in this sentence. It means hiding or storing, as in the bird is storing or saving the food for later.
  9. Which unappetising ‘food’ item does Jack try to share in the text? (crumpled, broken) Spider.
  10. What impression do you get about the girl’s lifestyle, and the life she would like to have? Use evidence from the text to support your answer. She is always moving, has no living friends. She wants to have a normal life.

 

 

7TT 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 three times tables you would like to improve in. Time how quickly you can recite these.  Throughout the week, try and beat your time.

 

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.

PE With Joe

Choose one of Joe's PE videos: there are loads!

 

 

9. 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.

 

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