Year 6 Home Learning w/b 11th May

Welcome back after what was an amazing Bank Holiday weekend weatherwise. Did you celebrate VE Day in style? Maybe you enjoyed a socially distanced street party or had a get together with your neighbours across the garden fence! However you celebrated, we hope you had a good time.

Well done to all pupils who have managed to email in a piece of work that they are proud of – it has been great to see the variety of activities you have been undertaking whilst home-schooling. Keep them coming!

We are aware that there are many different tasks and activities posted for pupils every week, and that this could be overwhelming for those who feel that every task should be completed. Please do not worry if there is some work outstanding at the end of the week. Mr Land and Mr Pratley would like children to focus on completing the reading, writing and maths work first and then select from the choice of other subject learning. Perfect!

With that in mind, here are the tasks for this week:

MATHS

What can you remember about angles? Different types of angles and angles in triangles and quadrilaterals? Don’t worry if you have forgotten a little – you are going to access online lessons from the Oak National Academy which will recap all this knowledge. If you complete a task that you are pleased with, you could take a photo of the screen to share, or do a ‘screen print’ – then email  it in to either

penguinclass@stpeterswaterlooville.hants.sch.uk

sealclass@stpeterswaterlooville.hants.sch.uk

Monday /Task One

Click on the link below and work through Monday Lesson 3, Maths – Finding the value of missing angles:

https://www.thenational.academy/year-6/maths/find-the-value-of-missing-angles-year-6-wk3-1

Tuesday /Task Two

How did task one go? If you are ready to try task two – Compare and classify triangles – click below:

https://www.thenational.academy/year-6/maths/compare-and-classify-triangles-year-6-wk3-2

Wednesday / Task Three

Today’s lesson is – Compare and Classify Quadrilaterals. Click below to enjoy.

https://www.thenational.academy/year-6/maths/compare-and-classify-quadrilaterals-year-6-wk3-3

Thursday / Task Four

Task four requires you to  – Find unknown angles in triangles. Remembering the properties of the different triangles you met in task two will help here. Click on the link below:

https://www.thenational.academy/year-6/maths/find-unknown-angles-in-triangles-year-6-wk3-4

Friday / Task Five

Yay – it is Friday! Today is a repeat of yesterday’s lesson – but this time with quadrilaterals.

https://www.thenational.academy/year-6/maths/calculate-unknown-angles-in-quadrilaterals-year-6-wk3-5

Remember to visit  MyMaths, Sumdog and TTRockstars to complete this week’s challenges 🙂

ENGLISH

Guided Reading

Monday – Finish Friday’s learning for Guided Reading from last week.

Tuesday – Read for enjoyment for 30 minutes.

Wednesday – Read the prologue to Moondial, by Helen Cresswell, below. It is set in the grounds of a large stately home, Belton House.

It is midnight in that most dark and secret place. If you should chance – and why should you? – to be walking there, you would be blindfolded by the night. You would hear the hooting of a lone owl from the church tower, the scuff of your own steps on the gravel. You would smell the ancient, musty scent of the yews that line the path, and the curious green odour of dew on grass. You put out a hand. It gropes to find the ungiving touch of stone. The shock of it brings an uprush of fear so strong that you can almost taste it. At that moment your fifth sense is restored. A slow silver light yawns over the garden. Shapes make themselves, statues loom. Ahead, the glass of the orangery gleams like water. You notice the shadow the moon has made at your feet as you would never notice a mere daytime shadow. You stand motionless, with all five senses sharp, alert as a fox. But if by some chance you should possess another, a sixth sense, what then? First a tingle of the spine, a sudden chill, a shudder. You are standing at a crossroads, looking up at a statue. A huge stone man seems to be locked in struggle with another figure, that of a boy. But the presence you feel is all about you now, and with a lifting of the hairs at the back of your neck you are certain, certain that you are being watched. You turn slowly, half dreading what you might see. But the path before you is empty. Your gaze moves to the great, moonwashed face of the house itself. The windows are blank and shuttered, though that strange sixth sense is insisting on hints, whispers, secrets. The scene fades and you realize that the moon is going back behind the clouds, and then you run. And as you run through the disappearing garden you feel that a mighty wind is blowing and voices are clamouring in that empty place. What you also hear, and what you will remember ever afterwards with a shudder, even in the full light of day, is the lonely sobbing of a child.

Task

As you read, make notes.

1) Do you have any questions? What are they?

2) Is there any vocabulary you don’t understand? List them. Find out what they mean by Googling the word or phrase.

3) What does the text and setting remind you of?

4) How does the description, setting and plot make you feel? Why does it make you feel this way?

Thursday – Read the text again before you answer the following questions:

1)What does the inclusion of the question, “and why should you?” suggest about the house and its grounds?

2) What does the author describe as “your fifth sense”?

Friday – ‘Thinking about the reading as the writer’

Look at the extract from Wednesday again.

• The purpose of this writing was to build tension and to develop description and a ‘picture’ for the reader.

Give four examples that show where the writer tried to achieve this.

Quote the words or phrases only from the text for each example, and EXPLAIN HOW these words or phrases show ‘tension’ and ‘description’ for the reader. THINK – what does it get the reader thinking about?

• Exploring this text more deeply, what exact effects does the writer create in the prologue?

Tick two

It builds tension                             ………

It creates excitement                     ………

It hints at a mystery                       ………

Tick two options you feel are most accurate and explain your decisions. Why did you choose     these two options? Use evidence from the text to support your opinion. (4)

English writing

Monday – We will use the prologue from Moondial (in our guided reading) as our writing stimulus this week.

Read the prologue again. Read the text aloud and think about how different sections should sound to create atmosphere. The prologue uses vocabulary that appeals to the senses to place the reader in the setting. Record vocabulary from the text relating to the five senses in the table below.

Tuesday & Wednesday – ‘Exploring the writing.’

Read the prologue again.

1)The purpose of the writing is to entertain. But what is the effect the author creates? Where did they achieve this in particular?

2)Do they make the reader feel like they are there?

3)Do they create an atmosphere of suspense? How do they? How has the author achieved this? Collect examples that demonstrate how this has been achieved effectively in the text.

Grammar ‘Play Around’

You are standing at a crossroads, looking up at a statue. A huge stone man seems to be locked in struggle with another figure, that of a boy. But the presence you feel is all about you now, and with a lifting of the hairs at the back of your neck you are certain, certain that you are being watched. You turn slowly, half dreading what you might see. But the path before you is empty. Your gaze moves to the great, moonwashed face of the house itself. The windows are blank and shuttered, though that strange sixth sense is insisting on hints, whispers, secrets. The scene fades and you realize that the moon is going back behind the clouds, and then you run. And as you run through the disappearing garden you feel that a mighty wind is blowing and voices are clamouring in that empty place.

Explain:

• What is the effect of the repetition of the word ‘certain’?
• The prologue is written in second person (“you”) and present tense. How does this add to its effectiveness?
• Change the underlined sections.
• Replace the underlined noun phrase with an alternative.
• Select synonyms for the underlined words.

Thursday & Friday

Create your own:

• Imitate the author’s style by writing a sensory setting description (using your five senses) in second person and present tense. Research and/or create your own setting. Look back at your work from the previous lesson, and the prologue, to help you create your own piece. You also had rehearsal time last week for writing a setting description too, so you should feel even more confident now.

Spellings and Vocabulary (15 mins x 3 days)

Learn these following words. Use your known strategies to help you memorise them.

whispers              disappearing          mighty              clamouring          scent        curious          odour

possess

Challenge – Create a sentence that includes all the spellings in! You can use other words too.

Speedy Spellings – Set a timer. How many times can you write your word correctly in the time you have chosen? Try this for your other spellings now.

Art Challenge 

Who’s YOUR SUPERHERO?

For this week’s Art Challenge I would like you produce some art that is linked to a superhero. Your superhero can be real, such as our key workers, or someone in your family, or a fictional character from a comic, film or your own imagination.  It can be a drawing, a figure made from a kitchen roll tube, street art or anything else that you can think of.

I hope this may inspire you:

This new Banksy artwork has appeared at Southampton General Hospital.

It shows a young boy kneeling by a wastepaper basket dressed in dungarees and a T-shirt. He has discarded his Spiderman and Batman model figures in favour of a new favourite action hero – an NHS nurse. The artist left a note for hospital workers, which read: “Thanks for all you’re doing. I hope this brightens the place up a bit, even if it’s only black and white.”

However, if this doesn’t appeal to you then you can still send any other art work to me and I will post that on the Blog too.

Please email your artwork to me:

n.pearson@stpeterswaterlooville.hants.sch.uk

Thank you

Keep creating and keep safe!

Mrs Pearson

FAMILY SCIENCE ACTIVITY – THE SCIENCE OF OOBLECK

https://www.science-sparks.com/how-to-make-oobleck/

Did you notice that if you make a ball with oobleck or gloop it feels solid, but if you drop the oobleck on the floor it turns liquid again? The slime is a non – Newtonian fluid as it doesn’t flow like liquids normally do. https://www.youtube.com/watch?v=Fnd-2jetT1w

Cornflour gloop ( oobleck ) is made up of molecules arranged in long chains. When the chains are stretched the liquid will flow, but when you force them together they stick together to form a solid.

OOBLECK RECIPE

· Cornflour

· Water

· Food colouring – optional

· Ice cube trays – optional

· Mixing bowl

· Colander, funnel and beakers – optional, but great for messy fun!

INSTRUCTIONS FOR MAKING CORNFLOUR GLOOP

· Fill a cup with cornflour and add to the bowl

· Add water very slowly mixing with your hands, until you get a sticky, slimy gloop.

· If you want to make it coloured add some food colouring. ( be careful this can stain skin and clothes)

· Play with the slime and see how it behaves. Can you make it into a ball? and what happens if you throw it onto the floor?

· Can you squeeze the slime into a ball? What does it feel like? How long does the ball stay solid after you let go?

· If you used less water do you think the slime would fall faster or more slowly through the colander?

OOBLECK CHALLENGE  – Can you make a giant oobleck tray and walk on oobleck?

HOW TO MAKE A GIANT OOBLECK TRAY

To make our giant oobleck tray – pour about 1 kg of cornflour into a large black tray and slowly added water until the consistency was wet, but solid when squeezed.

Religious education

As part of your RE learning, we would like you to focus upon the upcoming celebration of Pentecost – this day is celebrated fifty days after Easter Sunday, to remember how the Holy Spirit appeared to the Apostles of Jesus and gave them hope while they were in Jerusalem.

Can you complete ONE of the following activities, to develop your knowledge of this special time in the Liturgical Year?

• – Create a religious crossword that includes the following key words and symbols: wind, flame, tongue, Holy Spirit, disciples, Jerusalem. Can you add more of your own? Don’t forget to record your clues!
• – Design a celebration card to spread the Good News at Pentecost – could you post it to a friend to spread joy and hope at this difficult time?
• – Write a drama script to ‘act out’ the scene of the disciples as Pentecost with your family at home – what happened to the followers of Jesus?
• – Make 10 quiz questions about the Pentecost story. Could you ask a friend or family member about them when you next chat on the webcam/internet, or over the phone?
• – Imagine you are a news reporter who has been sent to Jerusalem to find out more about the events that took place at Pentecost. Which 5W questions (who, what, where, when, why) would you ask the disciples?
• – Build a model of one of the following Pentecost symbols (flame, wind, speaking in tongues, Holy Spirit) to put on display and remind you that Jesus is near. Which resources could you use from home? Plasticine, recycled plastic, painted cardboard?
• – Research the story of Pentecost on the internet, from a Biblical website. Can you draw a thought bubble and record how the feelings of the disciples changed throughout the story?

MUSIC

George Gershwin

Go to the website below and watch Radzi Chinyanganya’s video about George Gershwin.

https://www.bbc.co.uk/teach/ten-pieces/classical-music-george-gershwin-rhapsody-in-blue/zkcy6v4

George Gershwin – Rhapsody in Blue (excerpt) – BBC Teach George Gershwin’s Rhapsody in Blue is full of the sounds and energy of 1920s New York. Radzi Chinyanganya introduces the piece and tells us about Gershwin’s love of Jazz and Blues. www.bbc.co.uk

Why is Gershwin considered to be a musical trailblazer?

Now listen to the whole piece in the second video and create a cityscape as you listen.

Hello again Year 6! Thank you so much for keeping in touch via the new class email addresses. Be sure to check out ‘The Gallery’ post in this blog to see some of the great work that is taking place. If you are not sure of how to get in touch, the class emails are:

Penguins 6L:  penguinclass@stpeterswaterlooville.hants.sch.uk

Seals 6P: sealclass@stpeterswaterlooville.hants.sch.uk

You can take a photo of work you are proud of using your phone and share it to the above email address – simple.

What have you been doing to keep active this week? Are you still joining in with Joe Wicks or have you discovered a new way to keep moving? Mr Pratley is feeling proud as he completed a 266km virtual bike ride in five days, riding on Zwift online with some old cycling buddies from the 1980’s. Technology is pretty amazing in how it can bring people together. Mr Land has been faithfully following Mrs Land’s directions and lifted at least one tonne (how many kg is that?) of old paving slabs from his garden, readying it for a little bit of remodelling. He was definitely looking a little sore in school on Thursday!

Okay – we will start with English this week:

Guided Reading & Vocabulary/Grammar

Monday – Read the extract below from the book, The Clockwork Crow, by Catherine Fisher.

Chapter 1

Seren Rhys is freezing.

A clock ticks, frost is white. Stars travel through the night.

The railway station was deserted. The only thing that moved in its silent shadows was the big hand on the clock as it crept towards the hour of eight. Seren stared up at it, hypnotised and weary. How could it go so slowly? Had she really only been waiting half an hour? It seemed like forever. She was muffled in a heavy coat, a woollen hat, scarves and a shawl, but she had never been colder in all her life. Even with thick gloves thrust deep in her pockets she couldn’t feel her fingers. In fact, if she didn’t move right now she would probably freeze to the spot, so she jumped to her feet and began to stamp up and down the bare platform, the thump of her clumsy boots ringing in the bitter night. She stamped fourteen steps to the wall. Fourteen steps back. To the wall. And back. Over everything – the benches and the roof and the railway posters – a thin layer of frost shimmered like crushed diamonds in the light from the lamp. The night was so silent it scared her. She breathed out a cloud and then turned quickly as the stationmaster’s door opened.

Task – Respond to the questions below:

1. Where is Seren? (1)

2. How do you know time is passing slowly? Give two pieces of evidence from the text. (2)

a…………………………………………………………………………………………

b…………………………………………………………………………………………

3. The author says the frost ‘shimmered like crushed diamonds.’ What does this mean? (2)

4. List three different things that tell you Seren is freezing. List the words from the text only:

1. ______________________

2. ______________________

3. ______________________

5. Pick 5 words or phrases that you think are REALLY strong and are a deliberate choice of word or phrase by the author (the author chose them on purpose). Create a table with the headings below and write each word or phrase and its meaning, along with any synonyms.

Word Meaning Any synonyms?

Tuesday

Task – ‘Thinking about the reading as the writer’

Look at the extract from Monday again.

1) The purpose of this writing was to entertain the reader.

Give four examples that show the writer tried to entertain the reader.

Quote the words or phrases only from the text for each example, and EXPLAIN HOW these words or phrases show ‘entertainment’ to the reader. THINK – what does it get the reader thinking about?

2) Exploring this text more deeply, what exact effect does the writer create in chapter one?

Tick one

It builds tension ………

It creates excitement ………

It hints at a mystery ………

Tick one option you feel is most accurate and explain your decision. Why did you choose this option? Use evidence from the text to support your opinion. (3)

3) Which option from Q2 would be most accurate as a second choice for you? Explain your thinking and use evidence from the text to support your choice. (3)

Wednesday

Task – Exploring the writer’s use of sentence length and its effect and impact on the ‘rhythm’ and ‘flow’ of the writing

1) Find where the author uses longer sentences within the text. Give two examples where the author has used longer sentences for description.

2) Why are these accurate in how they have been used by the author? What is the author trying ‘to get at’ by describing in this way?

3) Find where the author uses shorter sentences. Give two examples where the author has used these short sentences for impact, tension or to show action.

4) How are these accurate in their use? Why do they work well? What is their job?

Thursday

Task – Imitating the author!

Re-read the longer and shorter sentences you chose for your answers from yesterday’s reading lesson. Rehearse and imitate (do sentences that are similar) these longer sentences and shorter sentences that you chose from the text yesterday.

Then, having imitated them a few times, write sentences that could follow on from your new, imitated sentences.

Friday

Did she get on the train? Why did she? Where was she going?

Write the next 100 words to the story, trying to stay in the role and ‘writing style’ of Catherine Fisher. Think about your responses from Tuesday and Wednesday to give yourself ideas of how she writes and how she engages the reader.

English writing

Monday & Tuesday – Find a picture that interests you that could work for an extract within a story. Use this picture of your choice to write an atmospheric setting description that also includes a character description woven within it. So, your writing WILL need a setting and a character involved within the plot and the scene.

DO NOT JUST MAKE A LIST OF THINGS THE CHARACTER CAN SEE!!! The writing needs to blend together a setting (what you can see and sense) AND the actions, physical features, movements and thoughts/feelings of a character (the character description).

You have a 1 ½ page maximum for this setting description/character description.

Wednesday – Read the extract below from the book, The Clockwork Crow, by Catherine Fisher.

The Clockwork Crow – Chapter 1

Seren Rhys is freezing.

A clock ticks, frost is white. Stars travel through the night.

The railway station was deserted. The only thing that moved in its silent shadows was the big hand on the clock as it crept towards the hour of eight. Seren stared up at it, hypnotised and weary. How could it go so slowly? Had she really only been waiting half an hour? It seemed like forever. She was muffled in a heavy coat, a woollen hat, scarves and a shawl, but she had never been colder in all her life. Even with thick gloves thrust deep in her pockets she couldn’t feel her fingers. In fact, if she didn’t move right now she would probably freeze to the spot, so she jumped to her feet and began to stamp up and down the bare platform, the thump of her clumsy boots ringing in the bitter night. She stamped fourteen steps to the wall. Fourteen steps back. To the wall. And back. Over everything – the benches and the roof and the railway posters – a thin layer of frost shimmered like crushed diamonds in the light from the lamp. The night was so silent it scared her. She breathed out a cloud and then turned quickly as the stationmaster’s door opened.

Task – Draw a picture of the scene using the words from the text to inform what is in the drawing and where it is positioned. Label your picture and try to be as accurate as possible. THINK – what objects are there? Where are they in relation to each other?

Thursday & Friday

Using the text so far and what you have learnt, choose one of the following two challenges to complete OVER TWO DAYS:

1) Continue the scene where Seren has just seen the stationmaster’s door open. Think about what you would describe and write about. Why had she got on the train? Was she meeting someone? Who? Why? Think – how could you develop the plot sensibly and realistically?

2) The Stationmaster is writing up his daily log. What might he have noticed and commented on from the evening shift? Was there anything routine and normal? Did anything strike him as strange? The Stationmaster would be elaborating upon his thoughts and thinking within his log.

Spellings (15 mins x 3 days)

Learn these following words. Use your known strategies to help you memorise them.

hypnotised       visualised      cryptic      weary      bleary      scarves      thrust      bare

Use Google online or a thesaurus to find two other words for each that mean a similar thing (synonyms).

Maths

Well done if you successfully solved the maths puzzles for last week. Check the post before this one for the answers.

Monday / Task One

Head over to MyMaths and complete arithmetic assessment 1 which has been set for you.

Have a closer look at your incorrect answers. Use Satsbootcamp to practice the skills you need.

Tuesday /Task Two

Today we are going to learn some simple algebra. Study the problem below and the worked example. Can you see how a bar model was used to represent the information? Which value was found first? Why? Practice the strategy used.

Now – apply what you have learnt to solve this one. Remember to show your workings – use a bar model to help.

Wednesday / Task Three

Visit MyMaths and complete ‘Mixed Assessment 1. This involves ordering decimals, fractions and finding missing angles. You can use satsbootcamp to revise these areas first if you need to.

Thursday / Task Four

Can you work out what is happening in each of these different sequences? Fin the next number and write the rule.

Friday / Task Five

Login to sumdog and complete the challenge you have been set.

History

This week we have a special piece of History learning linked to VE Day celebrations.

Click the link below to see the activities:

Home Learning Activities

The reading extracts can be found here:

Extracts to read

Have fun!

Music

Florence  B. Price

Go to the website below and watch Naomi Wilkinson’s video

https://www.bbc.co.uk/teach/ten-pieces/classical-music-florence-price-symphony-no1/z48rscw

Florence Price – Symphony No. 1 in E minor (3rd mvt) – BBC Teach Florence Price’s mother was a music teacher and encouraged young Florence to learn the piano. After attending the New England Conservatory of Music, one of the few institutions at the time to … www.bbc.co.uk

Why is Florence B Price considered to be a musical trailblazer?

Watch the video again and practise the Hand Bone Dance with one, then 2 hands.

Now watch the 2^nd video. Can you perform the Hand Bone Dance in time to the music?

Art

Click on the link below to find details of this week’s Art Challenge.

Art Challenge Celebrations for VE Day

Well done if you attempted any of the maths puzzles for last week. See below for the answers 🙂

Task One

This is one out of many possible solutions! Hopefully this will help you decide if you were correct or not.

Task Two

For this task, the answer just had to be a shape with a number of sides equal to the number of sides in the two added shapes. So – any eight straight-sided shape.

Task Three

This was a tricky one. Some possible solutions are shown above. You can see that not all of these use four 4’s. Depending on how you read the question, you may have tried 44 div by 44 =1, or (4×4) div by 4 div by 4 = 1. If you email in your ideas we will share a few..

Task Four

This was pretty straightforward too.

Circle = 5

Square = 1

Triangle = 2

Task Five

Send in your own puzzles for us to share!

We thought it would be nice to share some examples of the excellent home learning that has been taking place. Maybe your work could make it onto this page next week?

The class email addresses  are:

PENGUINS CLASS: penguinclass@stpeterswaterlooville.hants.sch.uk

SEALS CLASS: sealclass@stpeterswaterlooville.hants.sch.uk

MATHS WORK

From our telephone chats we know many of you have enjoyed making your own smoothies.

Here is Joseph’s own recipe: Seed Extravaganza. Beautifully presented Joseph!

Love the jar mug Joseph!

Here is Islwyn’s equally impressive creation, named Pratley’s Passion in honour of his teacher!

ENGLISH

There has been a good range of English work submitted, all of which has been well planned and thought through. Keep up the good work!

Josh shows a solid understanding of Sophie’s thoughts and feelings in this diary entry.

A letter from Sophie by Siyon.

Josh sent in this explanation of how to ‘free solo’ a rock face. Sorry we cannot make it any larger.

Joseph sent in his Rooftoppers book review; he then had to answer more questions posed by his parents!

Well done Joseph for answering these questions.GEOGRAPHY

Many of you have been enjoying the topic work. Here are a few examples:

We love the way that Hayden has incorporated the different flags into his map of South America.

A very detailed map from Kian,

Seren persevered to paint this Brazilian flag!

Josh Smith made this fact file for Brazil

He also drew this map.

SCIENCE

We have also had some lovely science work on adaptation.

Beautiful artwork from Tilly.

Did you know there is a tree kangaroo? Ben does!

COME BACK NEXT WEEK FOR A NEW GALLERY OF WORK!

Year 6 Home Learning

Week beginning: 27/4/20

Hello year 6! I hope you have been enjoying the sunny weather this week! Mr Land has been challenging himself every other day by going out for his runs in this heat. He says, “The best part of the run is when I return home and my daughter squirts me with the cold water from the garden hose! It feels so rewarding and satisfying!” Have you been keeping active at home? We hope you have! In other news, Mr Pratley has had his hair trimmed by Millie, his fourteen year old daughter and lived to tell the tale! Mrs Moore has been busy too; last Tuesday she took part in the Guide Dogs Virtual Tea Party Guiness  World Record Attempt. Over 5000 people took part, smashing the previous record of 500. Here’s Mrs Moore and Tessa enjoying theirs:

Okay children – here is your English Learning for the week. Remember to email in any work you are proud of to the new email address

Guided Reading: (30 mins for each daily activity. Read for enjoyment for 30 mins a day too.)

Monday – Rooftoppers. Read page 66 and 67. Answer the comprehension questions.

Tuesday – Rooftoppers. Read page 68. Answer the comprehension questions.

Wednesday – Read for enjoyment.

Thursday & Friday – Plan and write a book review for Rooftoppers so far. Once you start writing, write at the end of the book review what you think will happen next and what will happen at the end of the book.

Consider the following questions to respond to, for the review:

-What is the story about?

-Was what happened unusual? How? Why? Did it add ‘value’ to the book though? How?

-Who are the main characters? Which do you find most interesting? Why? Are there any characters that you have not met yet but you think you will? Who?

-Have the characters changed throughout the story so far? How?

-Were feelings and attitudes/views described in depth? How? Why was this?

-What has been your favourite moment in the story so far? Why is this?

-Have there been any moments in the story that you think you could have improved? What changes would you have made?

-Have there been any characters in the story that you think you could have improved? What changes to the characters would you have made?

-Do you think the writer had a particular reason for telling this story? If so, what was the reason?

-Did you learn anything from the book about people? What were the elements you learnt?

-What do you think the overall message of the book is?

-Would you recommend it to other children your age or adults? Why is this?

Writing

Monday – Finish your response to the statement and question from last Friday.

Tuesday – Plan an information text about what kit/equipment you would need in order to complete a successful free-solo climb like Alex. Think about the physical pieces of equipment he used and also consider the physical characteristics you would need and the mental qualities you would also need.

Wednesday & Thursday – Write the information text – use your plan from yesterday.

Friday – Re-read your information text for sense and check that you have included a creative introduction and sum up your text (final paragraph) with perhaps what equipment and qualities are MOST important in order to be successful. Think about the physical and mental requirements…

Grammar (2 times a week – 1 hour total)

Please visit www.Satsbootcamp.co.uk

(30 mins) Click on Literacy bootcamp and select a grammar or punctuation skill that you know you need to work on. Explore the Learn, Games and Tests and Quizzes options. Play around with these links and test yourself for your chosen skill!

(30 mins) Go to Practise SATS tests link in the top right corner. Click on the SPAG Short Answers link. Please carry out the SPAG short answers Test 6. It says to give yourself 45 minutes, but you should be fine with 30 mins for the test!

Spellings (15 minutes for three days)

Look, cover, write and check the following words (do this for three days):

physical

condition

bruise

essential

definite

thoroughly

substantial

conscience

Apply into sentences if you are fully confident.

Maths Tasks 24^th April

Hello Year 6. For this week’s maths learning I thought you would like a few puzzles to solve which will require you to use your reasoning skills and persevere with a bit of trial and error. Don’t give up if you can’t get it straight away and, if you do think you have the answer, try and prove that you are correct. Remember you can email your solutions in to school. Okay? Here you go…

UPDATE – If you could not read the slides for Sarah’s Smoothies in last week’s work, here are the links to the tasks (you will need to enable flash player). We have had some inspired recipes sent in so far…

Task one: https://teach.conceptuamath.com/client/PremiumMats.html#activity=Gra5020102w

Task two: https://teach.conceptuamath.com/client/PremiumMats.html#activity=Gra5020103w

Task three: https://teach.conceptuamath.com/client/PremiumMats.html#activity=Gra5020104w

Monday/Task One

Remember factors and multiples? A factor is a number that divides into another number with no remainder: 3 is a factor of 12. Multiples are the times tables facts for a given number: 10 is a multiple of 2. For each of the areas A to H in the Venn diagram below, think of a number that can go in it, or say that it is impossible.

Tuesday/ Task Two

Look at the picture additions below. What do you notice? What do you wonder? What can the final shape (?) be? Explain your thinking.

Wednesday/Task 3

Let’s play four 4’s. For this puzzle you have to use four 4’s and any operations to make as many numbers between 1 and 20.  So, you could do 4+4 = 8 divided by 4 is 2 add 4 = 6 – that’s four 4’s.

Thursday/ Task 4

You have solved problems like this before. Think – what do you know? What can you find out?

Friday/Task 5

Pick one of the problem styles from the last four days. Create your own version and ask someone in your family to solve it (you could take a photo and send it to lots of family members!)

Science Learning

Family Science Activity – Friday 24^th April – STATIC MAGIC

The activity: Make objects move without touching them by charging them with static electricity. ExpeRiment: with different objects to see how static electricity affects them. Learn about charged particles like electrons and how things gain or lose charge.

https://www.rigb.org/families/experimental/static-magic – for a video clip about the experiment and a full version of the activity information sheet.

What you will need:

• A balloon • A cotton towel or T-shirt or a woolly jumper • Some scrap paper • A paper/plastic drinking straw (optional) • An empty 500ml plastic drinks bottle (optional) • A hard plastic comb or ruler (optional) • Other household objects to test.

What to do:

• Charge up a balloon and try picking up scraps of paper with it.
• Investigate whether the amount you rub the balloon affects how much paper it can pick up.
• Investigate whether the size of the scraps of paper makes a difference.
•  Find out how close you have to be to the paper before the balloon makes it move.
• Try bending a stream of water like Hector does in the video.
• Try balancing a straw on top of a bottle lid and seeing if you can make it spin like in the video.
• Find out which objects are attracted to the charged up balloon and which are repelled by it.
•  Try holding a charged balloon near your hair or your skin.

Going Further:

Try rolling an empty soft drink can along the ground using a charged up balloon http://bit.ly/StaticCanRoll

Try lighting up a fluorescent lightbulb with a charged up balloon – as described here: http://bit.ly/LightBulbBalloon

Try tying two balloons to strings and seeing if you can charge them up with static electricity then hang them up so they repel each other.

Read more about static electricity http://bit.ly/ MoreStaticScience

HAVE FUN!

Music 

Steve Reich and Music for 18 Musicians

Go to the website below and watch Naomi Wilkinson’s video about Steve Reich. Try to answer her questions and join in with the activities she sets.

https://www.bbc.co.uk/teach/ten-pieces/classical-music-steve-reich-music-for-18-musicians/zk44y9q

Can you create your own short rhythmic pattern (motif)?

What could you play it on?

Can other people in your family create their own and can you play them at the same time?

Art

Art Challenge: UNDER THE SEA

The title for your art this week is ‘Under the Sea’.  This can take the form of a drawing, a painting, a sculpture, a collage or anything else that you would like to create. As always, I’m sure you will impress me with your creativity!

Here are some ideas

Welcome back to some more enjoyable home learning activities for Year 6. All the staff team hope that you and your families are well and enjoyed the wonderful weather over the Easter break. Scroll down to find out what we would like you to achieve this week. Of course, if you would like to take photos of your work, or complete your work on a computer and email it in to the school for us to see please do so.

Maths

Visit www.sumdog.com  and practise finding percentages and your 7,8,9 and 12 times tables.

Brush up on your skills with fractions by completing 3 tasks that have been set for you on MyMaths. Remember – you can complete the lesson first if you are feeling a little rusty.

Extra Maths Challenge.

If you are missing your maths learning, why not have a go at the maths challenge below? The slides talk you through the problem. You will be able to create your own smoothie recipe in task 3. Maybe you could design your own packaging and list the quantities of each ingredient? We would enjoy seeing your work if you want to email it in to school.

Update – some of the slides may appear a little blurry. If so, here are links to tasks 1,2 and 3 (you will need to enable flash)

Task one: https://teach.conceptuamath.com/client/PremiumMats.html#activity=Gra5020102w

Task two: https://teach.conceptuamath.com/client/PremiumMats.html#activity=Gra5020103w

Task three: https://teach.conceptuamath.com/client/PremiumMats.html#activity=Gra5020104w

Sharon’s Smoothies – Task One

Maybe you could make this table in a book or on a computer?

Sarah’s Smoothies Task 2

Sharon’s Smoothies Task 3

ENGLISH LEARNING

Guided Reading (Allocated time for task = 30 mins per day; Reading for enjoyment = 30 mins per day)

Monday – (Planning the 6mark answer.) Look at the ‘Alex on the wall’ planning sheet that you have in the writing section of your book. (This sheet has the picture of Alex and Cedar in the middle of it.) At the bottom it is entitled, Guided Reading: Extension’. On Tuesday, you will answer this 6mark question, using evidence and impressions from the film that you watched before Easter. But today you will do the following:

Re-watch the film at least twice to really be able to sense the relationship between the two friends, and make notes around the sheet of this. Really, really try to get into the mind of Alex and how he must view Cedar, and likewise for Cedar’s view of his relationship towards Alex. We know they are friends. We know they must have a ‘special’ relationship, but find other ways to explain and show this. What other synonym words and phrases can you think of that really SHOW the EXTENT of their friendship. THINK – what is the worst case scenario that they could encounter? How would that make each of them feel?

Tuesday – Now, answer the 6mark question from Monday. Use two or three paragraphs to section your thinking. Remember to use evidence from the film to support your impression.

Wednesday – Rooftoppers – read pages 64 – 65. Respond to the questions in your book.

Thursday – Read pages 59 – 63. Respond to the questions in your book.

Friday – Write a set of instructions or an explanation text:

‘How to stay safe at a train station when with your family.’

Include an introduction explaining why this would be of importance and give a summary of the main points you consider to be most important. DO NOT go into these points in detail though – remember to tease the reader and make them want to read on!

Paragraph 2 and 3 should be explaining how to stay safe when you are at a train station.

The final paragraph should close your points, recap the main points AND write about the impact this will have for people in the future. Do you also have any top tips?

Writing (1 hour a day)

Monday – Finish writing your Alex Honnold suspense story. Remember to be editing as you write and re-reading for sense AND checking that you have been using commas to separate your subordinate clauses and your main clauses. If you have opened a sentence using a subordinate clause (a clause that doesn’t make sense on its own) then you will need a comma to separate that clause with your main clause (a clause that does make sense on its own) that follows.

Tuesday – Read this statement below:

‘Alex is careless and reckless with his life when he climbs mountain faces without ropes. He does not think about his family, friends and the consequences involved.’

Only plan your response today.

Plan a developed response to this statement above, making notes about your views of the statement and justify your views using your own opinions. Make multiple points and support them with any evidence from the film OR any of your own opinions, obviously. Write half a page when planning this.

Wednesday – Now, write your developed response to the statement from yesterday. Include paragraphs to section your thinking. This should be about a page in length. Refer to your plan that you made yesterday.

Thursday – What was the role of Cedar in the preparation of Alex’s climb up El Sendero Luminoso? Re-watch the film and make notes about what Cedar had to do. Also, what was Cedar’s role when they were resting the night before? Did they just talk about nothing, or might there have been specific discussions taking place? Explain these ideas in note-form only, for today. Explain and justify why you think Cedar would have had to do the things he did in the days and moments before Alex’s big climb. What kind of person would Alex have wanted there with him? An anxious and intense person?

Friday – You have today and next Monday to respond to the statement and subsequent question below, so do not rush:

‘The role of Cedar was vital and important in order for Alex to climb El Sendero Luminoso successfully. What things did Cedar do that showed his role was important and vital?’ THINK – How did Cedar show this? What things did he do that ‘directly’ and ‘indirectly’ helped Alex succeed? I would watch the film again and jot any thoughts and observations down.

Start writing! You have Monday to finish this too, so do not rush.

Grammar (3 times a week – 1 ½ hours total) Please visit www.Satsbootcamp.co.uk

(30 mins) Click on Literacy bootcamp and select a grammar or punctuation skill that you know you need to work on. Practise makes permanence!

Explore the Learn, Games and Tests and Quizzes options. Play around with these links and test yourself for your chosen skill!

(30 mins) Then, go to Practise SATS tests link in the top right corner. Click on the SPAG Short Answers link. Please carry out the SPAG short answers Test 8. It says to give yourself 45 minutes, but you should be fine with 30 mins for the test!

(30 mins) Go to the Practise SATS tests link in the top right corner. Click on the SPAG Short Answers link. Please carry out the SPAG short answers Test 7. It says to give yourself 45 minutes, but you should be fine with 30 mins for the test!

Spellings (15 minutes every day)

Look, cover, write and check the following words (do this for three days):

technical

potentially

route

vegetation

condition

sub-optimal

slipping

intimidated

slight

feat

(One day) Challenge! What are synonym words or phrases (similar meaning to a word) of: ‘potentially, route, vegetation, sub-optimal, intimidated, slight, feat.’

List them in your book!

(One day) Apply these words into sentences related to Alex’s climb of El Sendero Luminoso.

Friday 17th April 2020 – Religious education

As part of your RE learning and reflection upon Easter, we would like you to complete ONE of the following activities, in order to develop your knowledge of this special time in the Church calendar…

· Design your own Easter Egg and include as many symbols for new life as you can!

· Create a comic strip cartoon of the key events that took place in the Easter story.

· Write a journal that includes the thoughts and feelings of Mary and the disciples, when they had discovered the empty tomb.

· Draw your own Good Friday crucifix and fill it with prayers for Jesus, as well as those around the world who have been working hard and making sacrifices for the good of others.

· Make a prayer station at home, for moments of peaceful reflection. Choose an Easter prayer as part of your worship, from https://cafod.org.uk/Pray/Prayer-resources/Easter-prayers

· Build your own Easter word search and include as many religious key words as you can, e.g. Resurrection, Sacrifice, Miracle, New Life, Tomb.

· Decorate your own Easter postcard with a Biblical image. Record your own Happy Easter message and spread the Good News to one of your friends!

SCIENCE – Adaptations

Research in books or online about a rainforest animal. Draw your chosen creature, label its features and write a short explanation of how it has adapted to the conditions it lives in.

You may also like to try the family science activity below:

Family Science Activity – Friday 17^th April 2020

Fizzy Bottle Rockets – click on the links below to view a video and download the information sheet.

https://www.rigb.org/families/experimental/fizzy-bottle-rockets

https://www.rigb.org/docs/fizzybottlerockets_infosheet_v2_0.pdf

Questions to ask children:

When tablet is put in glass of water: What do you think is in the bubbles?

Where do you think the bubbles are coming from?

What do you think would happen if we used more than one tablet? Why?

What do you think would happen if we used warm water? Why?

Before making rocket:

What do you think will happen if we put some tablets and water in this bottle and close the lid? Why?

What things could we change to make the rocket go higher?

Going further:

Experiment with different sizes of bottle and different combinations of water and tablets to find out what combination gives you the highest flying rocket.

Does it matter how many tablets you use?

What about if you break the tablets into smaller pieces?

How does the temperature of the water affect things?

Watch a flame powered bottle rocket: http://bit.ly/FlamingBottleRockets

Learn more about propulsion by building a balloon powered car: http://bit.ly/ BalloonCars

Geography

Where is Brazil? Use an atlas or online world map to draw the outline of the large country of Brazil.You will have done a similar task in Yr 5.

Mark on the following:

• All neighbouring countries.
• The Amazon river.
• Mountain ranges
• Major cities
• Lines of latitude and longitude.
• Any other points that interest you

Art Home Learning

The title for your art this week is ‘NEW LIFE’.  You can be as creative as you like.  It could be a drawing of yourself as a baby,  a baby animal made out of kitchen roll tubes, a photograph of a tree with buds, an Andy Goldsworthy inspired piece of art made out of natural things in your garden or when you have been on a walk.  Impress me with your creativity!

Please email your artwork to me:

n.pearson@stpeterswaterlooville.hants.sch.uk

Thank you!

Keep creating and keep safe!

Mrs Pearson

KS2 Music Home Learning – Musical Trailblazers

Friday 17th April

Delia Derbyshire and Doctor Who

Go to the website below and watch Segun Akinola’s video about Delia Derbyshire. https://www.bbc.co.uk/teach/ten-pieces/classical-music-delia-derbyshire-doctor-who-theme/zfh792p

Why was she a musical trailblazer?

Can you use everyday objects to recreate the Doctor Who theme tune?

Challenge-can you play around with your sounds and find a way to record them?

You must agree that Joseph has pulled out all the stops when solving the Swing Set maths challenge set this week.

What an incredible design! Thank you Joseph for taking a photograph of your work and emailing it in with all of your workings too. Now we just need to persuade Mr Cunningham to let us build it!

Year 6 Home Learning

Week beginning:  Friday 27^th March 2020

All of the year 6 teaching staff hope that you and your family are safe and well, and we do hope that you have been accessing this blog each day to continue, and build, on your thorough learning that was taking place before last Friday. Remember how much progress you made during this current term and if you can carry out this learning from home, then this will only consolidate and cement your learning and it will really secure the position you are all in.

Again, we are really proud of your achievements so far this year. Stay safe and keep in contact with each other – pick up the phone and SPEAK to each other!

The Year 6 Team

 Guided Reading (Allocated time for task = 30 mins per day; Reading for enjoyment = 30 mins per day)

Monday – Rooftoppers – read pages 28 – 29. Respond to the questions in your book.

Reading task – A diary entry (from Sophie’s viewpoint):

Writing as the Reader: Imagine you are Sophie writing in your diary to your mother. What would you say to her? What would you ask her? Reflect about your life, now, as it is with Charles and write about your hopes and dreams for the future.

THINK – What feeling do you want to have ‘indented’ in the mind of the reader? What feelings do you want to put across to the reader? Think about where your life is now and how far you have come, but also about the fact that you have not seen mother since that fateful day…

You have a one-and-a-half page limit. You have Tuesday to complete the diary entry too, so don’t rush – ‘STOP & SMELL!’

Tuesday – Continue and finish your diary entry (written from Sophie’s viewpoint) from yesterday.

Wednesday – Rooftoppers – read pages 33-35. Respond to the questions in your book.

Thursday – Read pages 33-35 again. Write what happens next in the story. A one page limit.

Think – how could you carry the end of the chapter on and continue the story? Make it as impactful and relevant to the story as you can and think about what feeling you want to put across to the reader. DO NOT just write a list of things that then happened between Sophie and Charles. Imagine you are the author – Rundell – and that, as the writer, you are thinking creatively about what aspects to describe and pick upon as Rundell is a very creative writer. Remember, think laterally and sideways in your writing and not just about what is going to happen next. Ensure you include action, description, dialogue and character thoughts and feelings.

Friday – Finish the continuation of the story. Proofread, edit and re-read for sense to ensure you have not left out any words and check silly errors within your spellings.

Writing (1 hour a day)

Monday – Turn to your writing work. Continue and finish your piece from Friday, ‘Most important and valuable job in the world is…’ sheet. Proofread, edit and re-read for sense to ensure you have not left out any words and check silly errors within your spellings.

Tuesday – Turn to your writing sheet, ‘The world was a better place for children before the Internet.’ Read the information and notes that have been made about both sides of the argument. Choose your viewpoint.

Plan and jot things down around this planning sheet that match your viewpoint.

Choose your viewpoint and begin writing. You have a two page limit.

Wednesday – Continue and finish writing your piece from yesterday. Check and edit your piece and check for silly spelling errors.

Thursday – Look at your Alex Honnold sheet that is in your writing book.

Watch the video again (the one we watched in class). This can be found by typing into Google ‘Alex Honnold North Face video el sendero luminoso.’ Press Enter and then click on the first video that is 6:12 long (6 minutes 12 seconds long). Jot down words, phrases and clauses that are used, for example, ‘sub-optimal.’ Use the space on the sheet for this.

Complete Activity 2 too. Think about your flow of thinking and WHEN you will exactly begin your suspense story. Think about when you will start writing – will you start when he is on the wall or will you start when Alex is walking with Cedar to the base of the cliff? THINK – How do you want the reader to feel? How can you build this feeling up within the reader?

Friday – Start writing your suspense story.

Remember, STOP and SMELL as you are describing things within the scene on the wall. Use your senses to elaborate on your thinking and build a ‘sense’ and ‘atmosphere’ when Alex is on the wall. THINK – listen for the wind when Alex is on the wall. How could you hook this into your writing?
Make sure you balance suspense (shorter sentences) with description (longer sentences) to keep your sentence structure varied, purposeful, precise and effective. Consider your word and verb choice to ensure you are precise and accurate.

Grammar (3 times a week – 1 ½ hours total)

Please visit www.Satsbootcamp.co.uk

(30 mins) Click on Literacy bootcamp and select Day 3: Apostrophes.

Explore the Learn, Games and Tests and Quizzes options. Play around with these links and test yourself!

(30 mins) Then, go to Practise SATS tests link in the top right corner. Click on the SPAG Short Answers link. Please carry out the SPAG short answers Test 10. It says to give yourself 45 minutes, but you should be fine with 30 mins for the test!

(30 mins) Go to the Practise SATS tests link in the top right corner. Click on the SPAG Short Answers link. Please carry out the SPAG short answers Test 9. It says to give yourself 45 minutes, but you should be fine with 30 mins for the test!

Spelling (15 minutes every day)

Apply the words below into a range of different sentences.

bruise

sensibly

violence

disobeyed

thorough

monarch

sympathetic

originally

percussion

coarse

Challenge! What are the antonyms (opposite meaning of a word) of ‘sensibly, violence, thorough, sympathetic and coarse.’ List them in your book!

Maths

 This week, we are going to have a go at solving a real-life investigation!

Monday

First, go to BBC Bitesize to revise adding fractions:  https://www.bbc.co.uk/bitesize/topics/zhdwxnb/articles/z9n4k7h

OK? Now have a go at this activity

Shawn is helping to build a swing-set. Your task is to help him decide how much of each product (chains, wood etc) he will need.

Now visit https://teach.conceptuamath.com/client/PremiumMats.html#activity=Frac040102w  (you will need to allow pop-ups and enable flash on your device).

Work through the slides, reading and following the questions on the post it notes before you move on to the next slide. You will need some paper to draw out the table (I cannot attach it to the blog for you to print).

Good luck! We will post the answers at the end of the week 🙂

Tuesday

Today we will continue with the swing set problem, but this time you get to decide which types of swing you will include! There is room for 6 swings in total.

Go to this link https://teach.conceptuamath.com/client/PremiumMats.html#activity=Frac040103w   and work through the slides and post-it notes as before. I wonder which combination you will choose and how you will add the different amounts of equipment?

Wednesday

Today is the final day of our swing-set problem! You now get to decide which swings you will include in a new set for the school. You can use some of the swings we have already seen, but you can also design your own swings that you know St Peter’s pupils will enjoy. Of course, you will then have to decide how much of each item such as chains, rope, wood your new swing will need. Be creative and have fun!

The lesson slides can be found here: https://teach.conceptuamath.com/client/PremiumMats.html#activity=Frac040104w

Thursday and Friday

Use Satsbootcamp and complete arithmetic test 2 as quickly and efficiently as you can.

Also visit Sumdog  and MyMaths 

Some tasks have been set.

Science

Research about different theories of evolution and how thinking has changed over the centuries.

Some useful links are:

https://www.bbc.co.uk/bitesize/topics/zvhhvcw/articles/z9qs4qt

Well done for getting stuck-in to your learning. We will be setting some geography topic work next week to liven things up for you and are currently investigating a different learning platform for sharing the resources, as the blog is limiting in what we are able to upload. We would also like to communicate with you all more easily. Watch this space.

Year 6 Home Learning

Week beginning:  Friday 20^th March 2020

Guided Reading (Allocated time = 30 mins per day)

Monday – White Fang text. Read the text that is slipped inside your book. Respond to the White Fang questions that are slipped inside your book. Give yourself 30 minutes to respond to the questions.

Tuesday – Rooftoppers – read page 4-6. Respond to the questions in your book.

Read page 8-11. Respond to the questions in your book.

Wednesday – Read pages 18-19. Respond to the questions in your book.

Thursday – Read pages 18-21. Respond to the questions in your book.

Friday – Read pages 24-27. Respond to the questions in your book.

Writing

Monday – Turn to your writing work. Respond to the Grammar fluency sheet and answer the task about where the paragraphs end and begin. All you need to do is use a pen to mark where the paragraphs end, and thus, begin.

Challenge – Look at the Busy Place sheet. Use the sheet to label thinking and develop thoughts about what is happening in your Busy Place. Follow the guidance on the sheet and create a set of mini-thoughts to write about. Refer to the LO in your thinking.

Tuesday – Write a detailed description about your Busy Place that follows the LO and write no more than two pages.

Consider the targets you have been working on in class and think about balancing action, description, dialogue and character thoughts and feelings. Use coordinating conjunctions to link independent clauses together and subordinating conjunctions (that create subordinate clauses) to start sentences in different ways.

If you are thinking of greater depth writing, consider the impact your writing has on the audience and the feeling you want the reader to have, as a result. Apply a range of punctuation, including parenthesis, in order to be precise and to clarify meaning.

Wednesday – Continue writing your Busy Place piece.

Thursday – Check and edit your piece.

Friday – On your small sheet, plan and think about your, ‘Most valuable and important job in the world is…’ piece of writing.

Use the one-and-a-half pages to start writing the persuasive piece. Follow the guidelines written on the sheet.

Grammar (once a week – one hour total)

Please visit www.Satsbootcamp.co.uk

Choose ‘revise/literacy boot camp/Day 12 –clauses and phrases.’ Play some games and take the tests.

Spelling –  continuous – 15 minutes every day

Please learn the following words, using your favourite strategies (e.g. Look, say, cover, write, check). Ask your parent to test you at the end of the week:

bruise

sensibly

violence

disobeyed

thorough

monarch

sympathetic

originally

percussion

coarse

Challenge! For each word, find two others that follow the same pattern. For these new words, look, cover, write and check them.

Maths

Monday

Please visit www.Satsbootcamp.co.uk

Go to Maths Bootcamp – Day 3 Multiplication. Watch the video on column multiplication.

Solve these with the column method:

• 874 x 33 2) 986 x 47              3) 573 x 87

Tuesday

Please complete Arithmetic test 1 (even if you have previously completed this).

Log into MyMaths website (you have your login details). Complete the line graph questions that have been set.

Wednesday

Please complete Practice SATS tests/Reasoning 1/ Test 1.

Allow yourself 40 minutes. You will need your book for workings.

Thursday

Spend 30 minutes on Sumdog.

Log in to My Maths online. Complete the two volume tasks that have been set.

Use your yellow maths book to record workings and show thinking.

Friday

Please complete Practice SATS tests/Reasoning 2/ Test 1

Allow yourself 40 minutes. You will need your book for workings.