Week 5 (20.04.20)
Hello Maple Class!
Welcome back to the Maple Home Learning page. Hopefully you have read the information page before this and you’re raring to go! I have marked the tasks that I would like to be emailed with @EMAIL! and some further information. Please can you child, under your supervision, email me from their School360 account to my School360 email address: email@example.com.
Activity 1 (Spellings)
Have a go at the 'look, say, cover, write' approach but why not try other ways of learning your spellings. Write them in different colours, in different letter styles (wobbly, bubble...), small letters or big letters, or why not time yourself to see how quickly you can write them all or how many times you can write one word in 30 seconds? Get someone at home to test you on your words to see how many you have learned. Remember, if there are any of your spellings that you are unfamiliar with look them up in the dictionary to check their meaning.
In these words the last vowel is not pronounced (in all of these cases it is the last 'a') which means that they are commonly misspelled. Some of them, such as February, we have looked at before, but because they are commonly misspelled we are having another look this week.
Cars & Ships
These words have the prefix inter- meaning 'between'.
These words have the suffixes -ment, -ness and -ful. A common mistake is to spell the suffix -ful with two 'l's, but it only ever has the one.
In the summer term our units of work for English are 'Information and Persuasive Texts', 'Humorous Poems' and 'Stories with Humour'. As we touched on persuasive writing in the form of letters last term, we will start with looking at information and persuasive texts first. To get us all started, I have attached a reading comprehension all about plastic pollution. The reading comprehension has the usual text to read and then questions to answer. You don’t have to print either of these off, you can just pop your answers onto a piece of paper but remember to write your answers in full sentences! There are 3 different reading comprehensions in the file attached, ranging from 1 star to 3 stars as they increase in difficulty. I am not going to tell you individually which one I would like you to do, instead I would like you to challenge yourself and pick which comprehension you would like to complete. There are also answer sheets so you or someone at home can check your answers (once you have finished!).
@EMAIL! Please can you email your response to this task so I can see your reasons for and against.
Following on from the comprehension, please think of reasons for and against plastic use. ‘For’ arguments are reasons why we should have plastic and use it in our everyday lives and ‘against’ arguments are reasons why we should not have plastic. Can you think of at least 6 reasons for each? I have attached a table to help you structure your work and have put in an example of an argument in each column for you. Again, you don't need to print it off, instead you can look at it on a screen and then use a piece of paper to jot down some ideas in both columns. Once you have your ideas, try and put them into complete sentences and email them to me. You don't need to create a word processing document to do this, your sentences could simply be in the body of your email. I can then read your reasons for and against and try and challenge some of them.
Activity 4 (Reading)
I would like you to read for 30 minutes. You could read a fiction story book, a magazine, a recipe book, a non-fiction book, a comic, cheats for Fortnite… the list is endless. Once you have done this, pick one of the following:
- Create a new front cover for what you have read
- Create a wordsearch which includes key vocabulary from your reading
- Write a book review
- Write a blurb
- Create a poster advertising what you have read
- Draw an illustration of one of the characters or things from your text
- Write a character description
- Create a model which relates to what you have read
- Write the next chapter of your text
I have added a grammar and punctuation activity on FrogPlay. Because I deliver food parcels on a Monday, I have not set this to go live until Tuesday so that - because I am aware some of you had difficult accessing FrogPlay in the first week - if you have difficulties I will be available to help if needed. To find it, first click on the 'Resources' tab then it should be the second square in the top row (blue with a picture of a white cartoon frog face). Once it is open, clicking on the calendar on the wall will show you any quizzes that I have set. If you want to challenge yourself you can click on the computer to try your hand at any quiz that takes your fancy or past ones that I have set.
Top tip: when using apostrophes for possession, as a general rule if the apostrophe goes before the 's' then there is only one of the noun. When the apostrophe goes after the 's' then generally (unless the noun ends in an 's' anyway) there is more than one of the noun. IT DOES NOT MATTER HOW MANY OF THE OBJECTS THERE ARE. For example: in "the boy's football" there is one boy, whereas in "the boys' football" there is more than one boy and if we increase the number of footballs the rule remains the same, so in "the boy's footballs" there is still one boy but more than one football and in "the boys' footballs" there is more than one boy and more than one football. Apostrophes are only used to show that a noun possesses something or if letters are missing when we contract two words together (e.g. do not -> don't), they are not used outside of these instances. Some of the choices of answer you are given in the multiple choice questions will be deliberately incorrect.
Before we started learning at home, we looked at recognising what fractions represent and their two parts (numerator on the top and denominator on the bottom). We also came across improper fractions, (where the numerator is more than the denominator) and some of us converted these into mixed numbers (a whole number and a fraction. For example 3/2 is 1 whole and 1/2). We also added and subtracted fractions with the same denominator as well as learning why - when we do so - we do not change the denominator. Moving on from this, we are going to look at equivalent fractions. I have attached a PowerPoint presentation for you to look at and a worksheet to complete. Again, these do not need to be printed, just write your answers or complete your working on a piece of paper.
Found this too easy, desperate for more challenge, want a fraction square or visual aids? Follow this link to find an equivalent fraction bonanza: https://drive.google.com/open?id=1m7rRW4S9YJwyjWqZHe3uJdW7LZv6b8a3
Top tip: when calculating equivalent fractions whatever you do to the bottom, you do to the top (and vice versa). So if the denominator has been multiplied by 2, then the numerator must be multiplied by 2 as well.
The next step is to compare and order unit fractions (fractions with a numerator of 1) and fractions with the same denominator. In other words, in one question you will be comparing fractions which all have the same numerator but different denominators and in another question you will be ordering fractions which all have different numerators but the same denominator. I have attached a PowerPoint and worksheets of different difficulties for you to complete. I would like you to challenge yourself and choose the one that you think best fits your understanding of comparing and ordering fractions. Remember, when comparing amounts or quantities in maths we use our symbols for more than >, less than < and equivalent to =. The greedy crocodile (or alligator!) always wants to eat more, so the open mouth always faces the greater value. You don't need to print these worksheets off, please just write your answers on a piece of paper.
Top tip: the denominator shows how many parts there are in the whole, so the greater the denominator the smaller the individual part if the whole is the same (for example, two pizzas of the same size are cut into different fractions. The first is cut into sixths and the other into eighths. Because the second pizza is cut up into more slices - 8 of them - then each individual slice is smaller than one of the 6 slices from the first pizza). The numerator shows how many parts of the whole you have, so the closer numerator is to the denominator the more you have of the whole.
Activity 3 (Big Maths)
Please complete one Big Maths sheet from your home learning pack.
Activity 4 (Schofield&Sims)
Please complete 2 pages of your Schofield&Sims book.
Activity 5 (Times Tables)
Please complete the challenge I have set for you on Timetable Rockstars.
@EMAIL! Please can you email your response to this task so I can see your super sorting!
In science in the summer term, we are learning about rocks and soils, and states of matter. The latter has lots of experiments which you can do at home so it makes a good topic to start with! Our first lesson focuses on solids, liquids and gas (when doing research you might come across plasma but we don't need to worry about it at this stage). Follow this link https://drive.google.com/drive/folders/1VRJoaYdoyvHrTQ_3YTsM4lbUMmR4jVHl?usp=sharing and you will find a bumper pack of everything you need (including lesson plan!) for the first lesson. To get the video clip in the PowerPoint to play (it will open a new window and direct you to the BBC) you must be viewing the presentation as a slide show, then click on the 'play' button in the top left corner (you may need to ctrl and click). If it doesn't work, this is the link it takes you to https://www.bbc.co.uk/bitesize/clips/zrdkjxs. The BBC also has more resources which gives you more information about these three states of matter https://www.bbc.co.uk/bitesize/topics/zkgg87h/articles/zsgwwxs.
When you are having had a look at the presentation, there are some worksheets to work through (some require children to work in groups, which is not possible at the moment, so these can be skipped). Again, you don't need to print them off. However, what I would like you to do is create your own table and draw or write what's on each picture card into the correct column. How you create this is up to you, you can draw it on a piece of paper, you could create a Word document or a PowerPoint presentation. Please could you then send it through to me so that I can see your fabulous scientific knowledge in action! If you have drawn it on a piece of paper, a photograph taken with a phone will be more than OK!
Some solids act in unusual ways and behave like liquids! Below is a link to an experiment which shows how this happens, you could always have a go at the 'biscuit bashing' activity and make a cheesecake with your bashed biscuits afterwards... just make sure to freeze me a slice for when this is all over! https://www.stem.org.uk/resources/elibrary/resource/33266/biscuit-bashing
Good luck with your home learning tasks this week. Remember, don't try and do all of your work in one go. Take your time, take lots of breaks and if possible try and get outside where and when it is safe to do so, following social distancing rules and always with your grown up. Don't feel that the work above is the only thing that you can share with me. If you have been up to some creative artwork, learning how to cook, helping out around the house or helping out a neighbour, friend or family member, I would like to know about it!
Most of all, stay safe and stay well. If you need any help with your schoolwork, please don't hesitate to get in touch,