Week 6 (27.04.20)

Hello Maple Class!
 
I hope that you’re all back into the swing of learning, and thank you to everyone who sent through their work and who has been keeping up to speed on Times Table Rockstars. Well done to our Star of the Week, Imogen, and also well done to Ava who is top of our Times Table Rockstar leaderboard with an incredible 45 games played!
 
Because of issues with Frog Play last week there are no quizzes set this week. However, if you do want to play some of the games, as it is still available to access until the 1st May you are free to do so! Please remember that we are here to support your child’s learning through these difficult times and are here to help in any way we can. Please don’t feel that all the learning needs to be completed according to a strict timetable, in a certain order, or that a certain number of activities need to be completed in a given day. As with last week, I have marked the tasks which I would like your child to send to my School360 email address: craig.warburton@school360.co.uk. Wherever possible, please may your child email the work personally – under adult supervision - from this account so that I can provide feedback direct to them.
 
I have also reorganised things a bit this week, hopefully in such a way to make things easier for you to use! Rather than having all of the files uploaded at the end, I have uploaded them under the activity for which they are designed to be used. Also, if you are finding an activity too easy or you would like more of the same type, I have also uploaded some OPTIONAL extensions. In some cases, if I think that an activity may be a bit tricky I have uploaded alternative work that still follows the same learning objectives. If this was helpful, let me know and I can do the same next week. Alternatively, if it isn't, also let me know and I won't!
 
I have updated our Home Learning Gallery, if you check it out you might find some of your work! If you have been up to anything exciting, whether it’s anything to do with school work or not, I love hearing all about it, so please send it on through! I know some of you have earned new Cubs badges whilst in lockdown (well done, Archie and Ethan!) whilst others have been baking… I expect to see you in front of Paul Hollywood and Prue in the near future!
 
English
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.
 
Sports
These words have a short /u/ sound spelt with an ‘o’.
woman
wonder
month
govern
brother
another
shovel
above
Monday
discover
 
Cars & Ships
These words have the prefix anti- added (meaning ‘against’).
antiseptic
anticlockwise
antisocial
antidote
antibiotic
anti-venom
anti-ageing
antifreeze
antiperspirant
antigravity
 
Animals
Continuing with words with suffixes, these words have the suffix –less and ­–ly added.
badly
hopeless
penniless
happily
lovely
joyless
slowly
quickly
careless
fearless
 
Activity 2 (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
Activity 3 (SPaG)
In Activity 5 you will be trying to persuade me whether plastic should or should not be banned and to do so you will need to explain your reasons! When we give our opinions we often have to explain ourselves. When doing so, we use causal conjunctions (“I like riding my bike because I can go fast”) where cause and effect are linked. We can also use contrasting conjunctions (“My brother likes to ride his scooter however you can go much quicker on a bike”) if we want to undermine an opposing argument, which is a key feature of persuasive writing and is explained more in Activity 5. I have attached a worksheet where you need to choose the correct conjunction to complete the sentence. You will see that there are three different levels of difficulty, I would like you to challenge yourself and choose the one that you think best suits how confident you feel about using these types of conjunction. I have also attached a page with examples of causal and contrasting conjunctions to help you.

OPTIONAL extension. Find and underline the causal and contrasting conjunctions in the attached persuasive texts about whaling and recycling. There are two levels of difficulty for each.

Activity 4
Read through the example persuasive text and find the key features... you’ll be using all four of them in the next activity! There’s no need to print it off, simply read through it on the screen and make some notes (maybe in different colour pens) on a separate piece of paper.
Activity 5 @EMAIL 
This is where you need to use the fantastic work you produced last week! I would like you to write five paragraphs telling me whether or not plastic should be banned. It doesn’t matter which side you choose, but you must choose one! I have attached a planning template to help you structure your work. This does not need to be printed off, but you might find the first page useful to help you understand what needs to go in which paragraph. You will need to come up with a snappy title for your argument, an introduction which summarises your argument, three separate paragraphs explaining your reasons why plastic should / should not be banned (plus a counter argument if you want to challenge yourself!), then an argument repeating the key message and ending with a rhetorical question. This video shows you how best to structure your work and might give you some ideas https://www.youtube.com/watch?time_continue=233&v=Mlka2xBvV5Q&feature=emb_logo.
I have also attached some resources which you might find useful. There is a word mat which has lots of examples of persuasive vocabulary, a checklist of features of persuasive writing an example persuasive writing text with features highlighted and a PowerPoint which explains the conventions of persuasive writing further, should you wish to use it.
Maths
Activity 1
We have added and subtracted fractions, learned about equivalent fractions, and compared and ordered unit and non-unit fractions. To round off our work on fractions we will calculate fractions of quantities and then calculate the total quantity based on the fraction given (Activity 2). Next week we will begin to look at decimals.
 
When calculating a fraction of a quantity, remember that the denominator shows how many parts there are in the whole (a pizza cut into 4 slices has been cut into four lots of ¼, which means that there are 4 slices in total) and the numerator tells you how many of those parts you actually have. This means we first have to calculate how much each part of the whole is worth. For example, if there are 20 carrots in total and we want to know how many ¾ of this amount is, then we must first calculate how many carrots are in ¼ which we do by dividing by 4. Now that we know how much ¼ is we must multiply this number (5, because 20 ÷ 4 = 5) by 3 to work out what ¾ is.
 
Top tip: follow the rule of “divide by the bottom then times by the top”.
 
Attached is a worksheet where children must work out the fractions of the quantity. In the first group calculations there are bar models underneath each. You don’t need to do anything with the bar models, they are just there as a visual aid to see that the whole (the complete bar model) has been split up into the number of parts shown by the denominator. I have also attached the answers in case you are unsure what a question is looking for.
Activity 2 @EMAIL
The next step is to work out what the total quantity is when only a fraction of it is known. In other words, if you are told that ¾ of the whole is 15, what is the whole? The key to working these questions out is that you reverse the rule from the previous activity! Now you divide by the top and multiply by the bottom! This is because you are working in reverse and in maths when we go backwards we use the ‘opposite’ operation (i.e. the opposite of addition is subtraction and the opposite of multiplication is division, and vice versa).
 
For example:
  • ¾ of a quantity is 15
  • 15 ÷ 3 = 5
  • 5 x 4 = 20
Again, I have attached a worksheet and the answers to go with it. However, if it proves too tricky I have attached a sheet with bar models to show the calculation as well as using smaller numbers. This time I have also attached a times table mat up to 12x12, this means that your child can focus on the method without needing to worry about also knowing their times tables (of course, if they don't need it, they don't have to use it!). I have also attached an OPTIONAL extension which uses word problems.
Activity 3 (Big Maths)
Please complete one Big Maths sheet from your home learning pack. If you need more, please let me know and I can email them to you. There are 15 sheets per 'stage'.
 
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.
 
Science
Last week we looked at sorting materials into the three states of matter. This week, children will be investigating the weight of gases. As with last week, I have attached a lesson plan, presentation and some resources. There is no need to print anything off and don’t feel that you need to follow the lesson plan to the letter if you don’t have all the equipment, something is impossible (such as working in pairs), or if for any other reason it is impractical to do so.
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,
 
Mr W