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Hello year 5,
Welcome to week 3 of the summer term! We hope you enjoyed last week’s home learning
and learn lots. Thank you Minal and Nicole, it was lovely to see some examples of your
work! Remember if you need support or want to show us any examples of work you have
done at home, you can contact us at: [email protected]
At home this week, we would like you to complete:
-English and Maths tasks for each day
-Your daily spelling activity and spelling sheet
-Your comprehension activities
-At least one activity from each of the ‘Home learning projects’
You also have the option of completing the ‘Additional curriculum tasks’ if you would like to.
Miss Van Haeften and Mrs Lewis have both set up Google Classrooms that students in 5U
and 5L can sign up to. This is an easier way of staying in contact and sharing work. You will
find instructions on how to join these online classrooms below.
Have fun and stay safe!
Mrs Lewis, Miss Van Haeften and Mr Callus
Hello 5U, 5L and families,
To help us feel more in touch over the next few weeks as well as to
offer support and guidance for the tasks that have been set, we have
decided to set up an online classroom. This is very easy and safe to
use and will be monitored by us at all times.
Instructions on how to access Google Classroom
1. First, you or your parent will need to sign you up for a free
Gmail account. You can do this here:
https://www.google.com/intl/en-GB/gmail/about/#
2. You then need to go onto the ‘Google Classroom’ web page
which can be found here https://edu.google.com/intl/en-
GB/products/classroom/?modal_active=none or by using a
search engine.
3. Next, click on ‘access classroom’ and then sign in with your new
Gmail address.
4. The classroom code for 5U is: to4gzzq
The classroom code for 5L is: opmey71
5. We will then be able to communicate!
Rules
Please be aware that we will all be able to see everything sent to the
classroom. You will not be able to send messages to each other
privately. Remember to:
-Speak to each other and to me respectfully
-Not use language you wouldn’t use at school
English/reading tasks
Please email any examples of work to:
Or upload to your Google Classroom
Complete your spellings as normal.
Spelling (approx. 15 min)
Reading Comprehension (approx. 30-60 min)
English (approx. 60 min)
Monday Choose a strategy and ‘Have a go’
Remember to read to someone for at least 15 minutes a day, every day! Complete the reading comprehension activity
LI: to understand the features of adverts. Look at the features of adverts. Can you identify the features in the hotel advert? Find example of a slogan, special offers, alliteration, questions, adjectives, repetition, time limits, imperative verbs, facts, opinion, similes and metaphors.
Tuesday Task 1: Read the slides and have a go at the activities.
LI: to understand advertisement vocabulary. What types of phrases will you need in an advertisement? Sort through the vocabulary and put them into the correct columns. Pick 2 of each side of the column and explain your reason for putting them there.
Wednesday Task 2: Use the words in a sentence. Try to challenge yourself to include a clause or start with a fronted adverbial.
LI: to plan an advertisement. Can you remember the main events of Arachne? Reread the story. This week you will create an advertisement for one of Arachne’s woven rugs of her story. You need to design a rug retelling the story of Arachne, that you will create an advert for later on this week. Guess what features you need to include in an advertisement poster Using the features, plan what you need to include on your poster.
Thursday Task 3: Complete the synonym activity.
LI: create an advertisement. Can you think of a jingle or song for your rug? Create an advert poster for your rug. Use all of the knowledge and resources from this week’s English lessons.
Friday Give yourself a spelling test! How did you get on?
VE Day Read the information about VE Day. Imagine you were at the very first VE Day and heard the news the war had ended. Write a Postcard telling someone that you care about that the war has ended. What would you write about? How do you feel? How do people feel around you? What have you seen? What have you heard? Draw a picture on the reverse of what you saw!
Monday- LI: to understand the features of advertisement.
Starter: Do you remember any persuasive techniqyes?
Do you remember what AFOREST means?
Can you think of an alliterative phrase which
includes an animal or pet?
Think about how they act, what they look like,
how they move, sounds they make, their
environment etc.
Imagine you are trying to sell some cupcakes.
How can you use repetition to get this point
across?
If you were trying to
persuade the reader in a
particular way, what
rhetorical questions could
you ask about this topic?
Activity 1
Match the features up to their definition
Alliteration A fact is something which is truthful and can be proven. Slogan To repeat the same thing more than once.
Adjectives A rhetorical question is one that does not require an answer.
Imperative verbs An opinion is someone’s point of view of/about something that is not based on fact or knowledge.
Rhetorical question A statement/information that is untrue or over the top. Facts Factual data used to convince the reader
Opinions Describes something by comparing it to something else, using like or as
Repetition Words that tell you what to do Exaggeration A word or a phrase used to describe something as if it
were something else Similes Used to describe other words
Metaphors Alliteration is the stylistic device of using a series of words that begin with the same sound.
Statistics Short and striking or memorable phrase used in
advertising
happy
Use the words below to create your own exaggerated
statement.
bored I was so bored I could have
died!
I was as happy as a pig
in mud.
Activity 2
Find the advertisement features in the advert poster
Tuesday- LI: to understand advertisement vocabulary.
Starter: Think of 5 persuasive techniques and use them for this cupcake
I should use these in an advertisement
I should NOT use these in an advertisement
Think!
Why is Once upon a time not vocabulary for advertisement?
Why is Dear Grandma… not vocabulary for advertisement?
Why is 20% off! Whilst stocks last vocabulary for advertisement?
Why is Be the envy of all your friends vocabulary for advertisement?
Not sure, look at the answers at the bottom of the screen
Activity 1
Write the vocabulary in the correct column in the table.
Activity 2
Pick 2 of each side of the column and explain your reason for putting them there.
Look at my examples and answers for the Think! Questions
Question Answer
Why is Once upon a time not vocabulary for advertisement?
Once upon a time is sentence starter used within the fairy-tale story genre.
Why is Dear Grandma… not vocabulary for advertisement?
Dear Grandma is how you would start a letter to your Grandma.
Why is 20% off! Whilst stocks last vocabulary for advertisement?
20% off! Whilst stocks last is advertisement vocabulary because it is a special offer
which companies use to attract potential buyers.
Why is Be the envy of all your friends vocabulary for advertisement?
Be the envy of all your friends is advertisement vocabulary because it is
using emotive language to try and get the buyer to buy it so their friends can be
jealous.
Wednesday- LI: to plan an advert
Starter:
Write down the main events from the story of Arachne, what can you remember?
Activity 1:
Reread the story of Arachne
There was a young girl in Greece whose name was Arachne. Her face was pale but fair, and her hair was long and dark. All that she cared to do from morn till noon was to sit in the sun and spin; and all that she cared to do from noon till night was to sit in the shade and weave.
And oh, how fine and fair were the things which she wove on her loom! Flax, wool, silk—she worked with them all; and when they came from her hands, the cloth which she had made of them was so thin and soft and bright that people came from all parts of the world to see it. And they said that cloth so rare could not be made of flax, or wool, or silk, but that the warp was of rays of sunlight and the woof was of threads of gold.
Then as, day by day, the girl sat in the sun and spun, or sat in the shade and wove, she said: "In all the world there is no yarn so fine as mine, and in all the world there is no cloth so soft and smooth, nor silk so bright and rare."
One afternoon as she sat in the shade weaving and talking with passers by, some one asked of her, "Who taught you to spin and weave so well?"
"No one taught me," Arachne replied. "I learned how to do it as I sat in the sun and the shade; but no one showed me."
"But it may be that Athena, godess of wisdom, taught you, and you did not know it."
"Athena? Bah!" said Arachne. "How could she teach me? Can she spin such skeins of yarn as these? Can she weave goods like mine? I should like to see her try. I can likely teach her a thing or two."
She looked up and saw in the doorway a tall woman wrapped in a long cloak. Her face was fair to see, but stern, oh, so stern! And her gray eyes were so sharp and bright that Arachne could not meet her gaze.
"Arachne," said the woman, "I am Athena, the godess of craft and wisdom, and I have heard your boast. Are you certain you still mean to say that you can spin and weave as well as I?"
Arachne's cheeks grew pale, but she said: "Yes. I can weave as well as you."
"Then let me tell you what we will do," said Athena. "Three days from now we will both weave; you on your loom, and I on mine. We will ask all who wish to come and see us; and great Zeus, who sits in the clouds, shall be the judge. And if your work is best, then I will weave no more so long as the world shall last; but if my work is best, then you shall never use loom or spindle. Do you agree to this?"
"I agree," said Arachne.
"Very well," said Athena. And she was gone.
When the time came for the contest in weaving, hundreds were there to see it, and great Zeus sat among the clouds and looked on.
Arachne took her skeins of finest silk and began to weave. And she wove a web of marvelous beauty, so thin and light that it would float in the air, and yet so strong that it could hold a lion in its meshes; and the threads of warp and woof were of many colors, so beautifully arranged and mingled one with another that all who saw were filled with delight.
"No wonder that the maiden boasted of her skill," said the people and Zeus himself nodded.
Then Athena began to weave. And she took of the sunbeams that gilded the mountain top, and of the snowy fleece of the summer clouds, and of the blue ether of the summer sky, and of the bright green of the summer fields, and of the royal purple of the autumn woods,—and what do you suppose she wove?
The web which she wove was full of enchanting pictures of flowers and gardens, and of castles and towers, and of mountain heights, and of men and beasts, and of giants and dwarfs, and of the mighty beings who dwell in the clouds with Zeus. And those who looked upon it were so filled with wonder and delight, that they forgot all about the beautiful web which Arachne had woven. And Arachne herself was ashamed and afraid when she saw it; and she hid her face in her hands and wept.
"Oh, how can I live," she cried, "now that I must never again use loom or spindle?"
And she kept on weeping and saying, "How can I live?"
Then, when Athena saw that the poor maiden would never have any joy unless she were allowed to spin and weave, she took pity on her and said:
"I would free you from your bargain if I could, but that is a thing which no one can do. You must hold to your agreement never to touch loom or spindle again. And yet, since you will never be happy unless you can spin and weave, I will give you a new form so that you can carry on your work with neither spindle nor loom."
Then she touched Arachne with the tip of the spear which she sometimes carried; and the maiden was changed at once into a nimble spider, which ran into a shady place in the grass and began merrily to spin and weave a beautiful web.
I have heard it said that all the spiders which have been in the world since then are the children of Arachne. Perhaps Arachne still lives and spins and weaves; and the very next spider that you see may be she herself.
Activity 2:
You are going to create an advert for one of Arachne’s woven rugs.
Design a rug that shows the story of Arachne
Here is an example of an Ancient Greek woven rug
Activity 3
What do you need on your advertisement?
Look at the pictures below, can you guess?
Activity
Fill in the boxes for your advert
Name of rug: Arachne vs Athena
Price: 100 Drachma (Drachma is Ancient Greek money)
Offer: Free delivery
Review: **** Five Stars- I use the rug every night to tell the story of Arachne to my children
so that they know not to test the Gods!
Name of Rug
Price
Name of store selling rug
Offer
Review (Think about why people buy rugs. What do people want rugs to be?)
Write an example for the persuasive technique for your advert
Example
Simile- As soft as Aphrodite’s cheek!
Slogan- Magic rug rides with Arachne’s rugs!
Statistics- 99% of the Greek Gods love this as a tribute!
Persuasive technique Example
Alliteration
Slogan
Adjectives
Imperative verbs
Rhetorical question
Facts
Opinions
Repetition
Exaggeration
Similes
Metaphors
Statistics
Activity 4
On a plain piece of paper plan how you are going to set out your advert.
Have a look at some examples for ideas:
Thursday- LI: create an advertisement.
Starter:
Can you make a jingle or song for your rug?
Like McDonalds ‘I’m loving it’
Could you make an advertisement video trying to sell your rug?
Activity 1
Create the advert for the Rug
VICTORY IN EUROPE
Victory in Europe Day/ VE Day took
place on May 8th
1945. It was a public
holiday and day of celebration to mark
the defeat of Germany by the Allied
forces in World War 2.
VE Day marked the formal conclusion of
the war with Germany and brought to
an end six years of suffering, courage
and endurance across the world.
Surrender
After Hitler’s suicide in April, 1945, the
Germans knew they could not win the
war. General Jodl, travelled to see
General Dwight D. Eisenhower - who
was Supreme Commander of the Allied
Forces in Europe – at the
Headquarters in France.
On the 7th
May, at 2.41am, in front of
some of the leaders of the Western
Allies, Jodl signed a surrender
document on behalf of Germany. This
meant that the war in Europe was
over, although World War II continued
in other countries.
Photo courtesy of Ras67 (@Wikipedia.com) - granted under creative
Celebrations
As news of the surrender
spread, the war-weary British
began to rejoice straight away.
During the previous six years,
half a million homes had been
destroyed, thousands of
civilians had been killed and
many millions of lives disrupted,
in Britain alone.
The news of a surrender was
what everyone needed to hear.
Photo courtesy of Fæ (@Wikipedia.com) - granted under
People ran out on to the streets,
hanging bunting and banners and
dancing. People organised
impromptu street parties, shared
rationed food with the
neighbours and listened to the
wireless for updates.
VE Day
Friday- Write a Postcard from the Past
Announcement
Yet the British Prime Minister, Winston
Churchill, had yet to make a formal
announcement. He was being held back
by Stalin, the leader of the Soviet
Union. Stalin wanted his own document
of surrender signing, so he was holding
off announcing the fall of Germany.
Britain’s Resolve and Strength
On VE Day, everyone, both in
London and at home sitting by
their wireless sets, wanted to
hear just one man: Winston
Churchill. At 3pm the Prime
Minister broadcast to the
nation. He praised the British
spirit and reminded them that
this was a victory of the great
British nation as a whole. He
also reminded them that the
war continued against the
Japanese, but ‘we can all take
a night off today’.
Photo courtesy of Lewenstein (@Wikipedia.com) - granted under creative
Shortly after Churchill's speech, King George VI,
Queen Elizabeth and the two princesses came out
onto the balcony at Buckingham Palace. It was to
be the first of eight appearances by the King and
Queen on VE Day. When the doors onto the
balcony were opened again at 17:30, the Royal
Family stepped out accompanied by the man of
the hour, Churchill.
Later that evening, Princess Elizabeth and Princess
Margaret slipped out of Buckingham Palace to
experience the celebrations for themselves. They
stood amongst the joyful crowds below the royal
balcony.
Churchill
was not
going to
give Stalin
the
satisfaction
of making
Britain
wait, so at
19:40,
Churchill
made this
announcem
ent over
the radio:
“In accordance with
arrangements
between the three
great powers,
tomorrow, Tuesday,
will be treated as
Victory in Europe
Day and will be
regarded as a
holiday."
Create a Postcard
Imagine you were at the very first VE Day and heard the news the war had ended.
Write a Postcard telling someone that you care about that the war has ended. What
would you write about? How do you feel? How do people feel around you? What
have you seen? What have you heard? Draw a picture on the reverse of what you
saw!
Spelling tasks
Please email any examples of work to:
Or upload to your Google Classroom
Spellings
Re member: Monday Tuesday Wednesday Thursday Friday
1. LOOK and THINK
-look at the correct
version
-look at the letter string
-does it have a little
‘word’ in it that helps?
-any silly way to
remember it?
2. SAY
-say the word slowly
-listen to the sounds
-pronounce the silent
letters if it has any.
3. COVER
-cover the word with
your hand or a piece of
paper. Can you
remember how to spell
it?
4. WRITE
-write the whole word
without looking back
5. CHECK
-if it’s right, hooray!
-if it’s wrong try again.
appreciate
attached
available
average
courageous
tranquil
monotonous
peculiar
vile
serene
Spelling task 1
Spelling task 2
Use these words in a sentence:
Spellings Sentence
courageous
tranquil
monotonous
peculiar
vile
serene
tedious
weird
repulsive
heroic
Spelling task 3
Year 5 Maths WB 27.4.20
Topic: multiplication and division
Maths tasks
Please email any examples of work to:
Or upload to your Google Classroom
Year 5 Maths WB 27.4.20
Topic: multiplication and division
Times tables (approx. 10 min) – Can also use Times Tables Rock Stars if possible
Fluency (approx. 20 min) Reasoning/problem solving (approx. 20 min)
Monday Create a times table flower for your 6 times tables. Write 6 in the centre of the flower. Write the numbers 1-12 on the first layer of petals and then work out the answers to write on the second layer of petals. Like this:
Now try to learn them off by heart. Challenge: Think about how this flower would we similar/different if you did it for your 60 times tables. 600 times tables? What if you wrote the numbers 10-120 instead of 1-12?
LI: To multiply by 10, 100 and 1,000. If I wanted to do 234x10. I would draw or imagine 234 in a place value grid, like the one below. When multiplying by 10, you move the digits one place to the left (you move them one place left because you are making the number 10 times bigger). That means the 2 will now be in the Th column, the 3 will be in the H column and the 4 will be in the T column. The O column will now be empty, so you have to fill that in with 0 – used here as a place holder. The number you then have is 2,340 - 234 x 10 = 2,340. To multiply by 100, you would move the digits two places to the left and fill in the T and 0 columns with 0s. To multiply by 1,000, you would move the digits three places to the left and fill in the H, T and 0 columns with 0s. This video might help remind you how to multiply by 10, 100 and 1,000: https://www.youtube.com/watch?v=d1oI845U9XQ Some tips that might help: *You move the digits the same number of places as there are zeros. For example, 10 has one zero so you move the digits once, 100 has two zeros so you move the digits twice and 1,000 has three zeros so you move the digits three times. *When multiplying WHOLE numbers by 10, 100 or 1,000 you can put the same number of zeros at the end of the number you are multiplying. For example, 567 x 10 – 10 has one zero so I can put one zero at the end of 567 – 567 x 10 = 5,670. 567 x 100 – 100 has two zeros so I can put two zeros at the end of 567 – 567 x 100 = 56,700. 567 x 1,000 – 1,000 has three zeros so I can put three zeros at the end of 567 – 567 x 1,000 = 567,000. Questions to consider:
Year 5 Maths WB 27.4.20
Topic: multiplication and division
- Which direction do the digits move in when you multiply by 10, 100 or 1,000? -How many places do you move the digits? Why? -If there is an empty place value column, what do you need to do? -How can multiplying by 10 help you multiply by 100 or 1,000?
Tuesday Play hopscotch! (You don’t need a real hopscotch grid – just pretend). When you hop say the times table question e.g. ‘One times six is…’. When you put both feet on the ground say the answer e.g. ‘Six’. Keep going until you get to 12x6 BUT if you get one wrong, you must start again! Can you do it backwards? Challenge: Play this game but out of order. You could even get someone else to ask you the questions.
LI: To divide by 10, 100 and 1,000. If I wanted to do 12,300 ÷ 100. I would draw or imagine 12,300 in a place value grid, like the one below. When dividing by 100, you move the digits two places to the right (you move them two places right because you are making the number 100 times smaller). That means the 1 will now be in the H column, the 2 will be in the T column, the 3 will be in the O column and the zeros will move past the decimal point. When zeros move past the decimal point, we don’t need to include them in the number (123.00 is the same as 123). The number you then have is 123 – 12,300 ÷ 100 = 123. To divide by 10, you would move the digits one place to the right. To divide by 1,000, you would move the digits three places to the right. This video might help remind you how to multiply by 10, 100 and 1,000: https://www.youtube.com/watch?v=0dlBgXqoEWc Some tips that might help: *You move the digits the same number of places as there are zeros. For example, 10 has one zero so you move the digits once, 100 has two zeros so you move the digits twice and 1,000 has three zeros so you move the digits three times. *When dividing WHOLE numbers with zeros at the end by 10, 100 or 1,000 you can take off the same number of zeros at the end of the number you are dividing by. For example, 567,000 ÷ 10 – 10 has one zero so I can take one zero off – 567,000 ÷ 10 = 56,700. 567,000 ÷ 100 – 100 has two zeros so I can take off two zeros – 567,000 ÷ 100 = 5,670. 567,000 ÷ 1,000 – 1,000 has three zeros so I can take off three zeros – 567,000 ÷ 1,000 = 567.
Year 5 Maths WB 27.4.20
Topic: multiplication and division
Questions to consider: -What happens to the digits this time? Why? -How is dividing by 10, 100 and 1,000 similar and different to multiplying by 10, 100 and 1,000. -What does inverse mean?
Wednesday Make your own flashcards with the six times tables. On one side of a piece of paper write the question e.g. 5x6 and on the other side write the answer e.g. 30. Shuffle the cards with the answers face down and then practise saying the answers as quickly as you can. Once you have learnt one, take it out of the pack and focus on the ones that are more difficult to remember. Challenge: Make flashcards with all the times tables you know and mix them together. Could you test someone you live with?
LI: To recap multiplying and dividing by multiples of 10. This means we can use known facts to find the answers to multiplication problems including multiples of 10. For example: 36 x 5 = 180. If we know this, we can work out many other calculations: 36 x 50 = 1,800 This is the same as 36 x 5 x 10 because 50 is ten lots of five. 36 x 5 we know is 180 and 180 x 10 is 1,800. I have highlighted the zeros in blue because as a little trick, however many zeros there are in the question, you put at the end of the answer. 360 x 500 = 180,000 This is the same as 36 x 5 x 10 x 100 because 360 is ten lots of thirty-six and 500 is a hundred lots of five. 36 x 5 we know is 180. 180 x 10 is 1,800. 1,800 x 100 = 180,000. I have highlighted the zeros in blue because as a little trick, however many zeros there are in the question, you put at the end of the answer. This video might help remind you about multiplying by multiples of 10: https://www.youtube.com/watch?v=jb8mFpA1YI8 Questions to consider: -How does multiplication and division as the inverse help us with known facts? -If multiplying by 20, how could we use multiples of 10 to break that down?
Thursday Do push ups against the wall whilst saying your six times tables in time with your push ups. If you get one wrong, start again. Time yourself – how long did it take you to get to 12x6? Can you beat your own time?
LI: To use addition and subtraction to problem solve. Use the code breaker to solve the emoji challenge. Have fun!
Year 5 Maths WB 27.4.20
Topic: multiplication and division
*Just a reminder for students: where you see tasks labelled */** or **/*** this is the usual challenge level of work you would do at school or based on how confident you feel with the topic. You only need to do one of these (of course do both if you want to!)
Challenge: Ask somebody to call out random six times table questions while you do this.
As a challenge, create your own emoji code breaker questions and challenge someone you live with. Or
send it to your teacher at: [email protected]
Friday Create a six times table quiz for someone in your family (or send it to the year 5 email address for your teacher!). Make sure you know the answers so you can mark it. Challenge: Include word problems in your quiz.
LI: To use maths in context. Today is VE (Victory in Europe) day! This is a day that is celebrated as it marks the day that the Nazis surrendered in World War II which meant that the almost 6 year long war could end. Find some more information about WE day here: https://www.bbc.co.uk/newsround/48201749 During WWII, the was much less food and resources for people so families had to ration. This means they couldn’t buy whatever they wanted, they were only allowed a certain amount of food etc. Complete the activity on rationing.
Year 5 Maths
Topic: multiplication and division
Monday
Example:
1,453 x100 = 145,000
*/**Fluency task
Draw place value tables to solve the
following problems.
1. 4,567 x 10 =
2. 100 x 9,206 =
3. ____ = 3,333 x 1,000
4. 100 x ____ = 45,800
5. ____ x 6,944 = 69,440
*/** Reasoning/problem solving tasks
1.
2. Charlie has £456 in his bank
account. Chelsey has 100 times more.
How much money does Chelsey
have?
3. John Perry has 1,020 students.
Dagenham Park has 120. Mr Pedro
says, “I ten times more students than
Dagenham Park!” Is Mr Pedro
correct? Explain why.
**/***Fluency task
Draw place value tables to solve the
following problems.
1. ____ = 3,333 x 1,000
2. 100 x ____ = 45,800
3. ____ x 6,944 = 69,440
Hth Tth Th H T O
1 4 5 3
Hth Tth Th H T O
1
4 5 3
Hth Tth Th H T O
1
4 5 3 0 0
First, I put the number into a place
value grid.
Because I was multiplying by 100
(two zeros) I had to move the digits
two places to the left.
I then filled in the gaps in the T
column and the O column with
zeros.
Year 5 Maths
Topic: multiplication and division
4.
*/** Reasoning/problem solving tasks
1. Sumayyah has £456 in her bank
account. Daniel has 100 times more.
How much more money does
Summuyah need to get the same as
Daniel?
2. Marwah is thinking of a number.
When she multiplies in by 100 the
Tth and the H digits are the same.
The sum of the digits is 10. What
number could she be thinking of? Is
there more than one possibility?
3. Write a set of easy to follow rules
to explain how to multiply by 10, 100
and 1,000 for next year’s year 5
children.
Tuesday
Example:
23,100 ÷ 100 = 231
*/**Fluency task
Draw place value tables to solve the
following problems.
1. 1,230 ÷ 10 =
2. 67,400 ÷ 100 =
3. ____ = 124,000 ÷ 1,000
4. 5,600 ÷ ____ = 560
5. ____ ÷ 1,000 = 32
*/** Reasoning/problem solving tasks
Hth Tth Th H T O
2 3 1 0 0
Hth Tth Th H T O
2 3 1
First, I put the number into a place value
grid.
Because I was dividing by 100 (two
zeros) I had to move the digits two
places to the right.
The numbers that went past the O
column were zeros, so I didn’t need to
include them in my answer.
1. What is 45,000 ÷ 10 ÷ 10? Is there
a different way to calculate this?
2. Jamie has £123,000 in his bank
account. Jada has 100 times less than
this amount. How much money does
Jada have?
3. Write your own word problem that
involves dividing by 10, 100 or 1,000.
See if someone you live with can
work out the answer or email it to
your teacher to work out.
*/***Fluency task
Draw place value tables to solve the
following problems.
1. ____ = 124,000 ÷ 1,000
2. 5,600 ÷ ____ = 560
3. ____ ÷ 1,000 = 32
4. Divide 80,000 by 10, 100 and 1,000
5. Divide 547,000 by 10, 100 and
1,000
*/** Reasoning/problem solving tasks
1. Zein has £357,000 in his bank
account? He divides this amount by
1000 and then takes that much
money out of the bank. How much
does he have left in the bank?
2. Below are some answers to some
problems. Write at least two
questions for each answer using
dividing by 10, 100 and 1,000.
Wednesday
*/**Fluency task
27 x 6 = 162
Use this fact to answer the following
questions:
1. 6 x 270 =
2. 27 x 600 =
3. ____ = 2,700 x 6
4. 270 x 60 =
5. ____ = 2,700 x 600
6. This method can also work for
division. Look at the example below
and use the same method to answer
the questions on the right.
*/** Reasoning/problem solving tasks
1.
*/***Fluency task
Use known facts to solve the
following problems.
1. 70 x 900 =
2. 22 x 4,000 =
3. ____ = 80 x 6,000
4. 50 x 35 =
5. ____ = 450 x 2,000
6. This method can also work for
division. Look at the example below
and explain how it works, giving
some of your own examples.
*/** Reasoning/problem solving tasks
1.
Thursday
Use the code breaker at the top to solve these emoji equations!
Challenge: Create your own emoji code and questions to give to someone you
live with or email it to your teacher!
Friday
1. Imagine you are part of a family of four. Work our how much of each rationed
food you would be allowed and fill in the table below.
HINT: You have to multiply each amount by 4.
2. Now work out how much money you would have spent in total.
Challenge: Look on a supermarket website or ask an adult roughly how much
these items would cost. How much would you spend if you were buying these
items now?
Wider curriculum tasks
Please email any examples of work to:
Or upload to your Google Classroom
Year 5 Learning Projects – Week 3 Choose at least one activity for each subject from the following:
VE Day (Victory in Europe Day)
Science French
Watch:
https://www.bbc.co.uk/teach/class-clips-video/history-ks2-ve-day/z7xtmfr
Activity 1:
Watch the link above and create a poster celebrating VE Day.
Activity 2
During WWII, everyone in the country was given rations, which was a specific amount of food that they had to make last until their next portion of rations were given out. Try one of these wartime recipes for yourselves, with the help of a parent! https://the1940sexperiment.com/100-wartime-recipes/ http://home.bt.com/lifestyle/eating-for-victory-try-these-real-wartime-ration-recipes-for-ve-day-11363980000968
Activity 1
Barnes Wallis the inventor of the
bouncing bomb (during World War
II) had to make a lot of calculations
based on the air and water
resistance which the bombs would
be exposed to, from leaving the
plane, through the air, hitting the
water and then the final bounce
towards the wall.
Remind yourself about air and
water resistance here:
https://www.bbc.co.uk/bitesize/topic
s/zsxxsbk/articles/zxw6gdm
Experiment question: Which
shape piece of paper will fall the
fastest?
Take 3 pieces of paper. For each
one, create a different shape.
Which shape do you think will fall
the fastest? Why? Drop your paper
from a safe height and see what
you notice. What will you keep the
same to make it a fair test? Which
shapes will have less air resistance
acting on them? Why? Write your
experiment up using the template
on the pages below.
Activity 2
During WWII many of the attacks
took place during the night. In fact,
certain phases of the moon were
given nicknames by the Royal Air
Force such as ‘Bombers Moon’.
Use this link to research the phases
of the moon and fill in the activity
sheet below:
https://www.ducksters.com/science/
phases_of_the_moon.php
Activity 1 Watch the following link: https://www.youtube.com/watch?v=mJ3AU933k1w
Work out or research the answers to the following question:
1. What does the Tomb of the Unknown Soldier represent?
2. What is the Arc de Triomphe in Paris?
3. When was Paris occupied by the Germans?
4. Why is VE Day celebrated? If you are not sure, google it! Activity 2 We have learnt a lot of food vocabulary in French this year. Whilst you are having your breakfast, lunch or dinner, see if you can remember the French words for what you are eating and drinking. If you don’t know, research them! Practise saying sentences using this vocabulary: J’aime… (I like…) Je n’aime pas… (I don’t like…) Mon préféré est… (My favourite is…) Activity 3 Complete 15 minutes of Duolingo each day this week:
https://www.duolingo.com/learn
Science – Activity 1
Question
Which shape will make my piece of paper fall the fastest?
Make your three shapes
Prediction
Method
Variables I will keep the same: ____________________________
Only variable I will change: ___________________
Results
Conclusion
Science - Activity 2
Extra-curricular tasks
Please email any examples of work to:
Or upload to your Google Classroom
Year 5 Extra Curriculum Activities
Music Mindfulness NHS Appreciation
Online activity Create a fact file on your favourite artist. You can use Google, YouTube and other resources to find information about the artist. There is also a basic template below if you want to use it (you can customise it to how you want to as well). Non-Online activity
Think about different sounds we hear when in a variety of places. Write a list of your ideas. Use the questions below to help.
• -What sounds can you hear from outside the window?
• -What sounds can you hear from outside?
• -Think about what sounds do you hear on a journey around a supermarket?
• -What sounds could be heard from school?
Answer these questions or discuss with someone you live with:
Are there any sounds that are the same?
Are there any sounds that are your favourite?
What sounds do you miss?
Online activity
Non-online activity
Make a flag to celebrate VE Day.
Online activity Listen to this piece of music written for the NHS called Everyday Heroes: https://www.youtube.com/watch?v=pjrAfy2v63c
What did you think of the music? How did it make you feel? What did you think of the title? Do you think NHS staff would like it? Why? Have a go at writing some lyrics to go with the music. What might the message be? Non-Online activity Have a go at the wordsearch below. If you don’t know what all of the words mean use a dictionary/the internet or ask an adult to find out!
Music Activity
Name of band/singer here:
Picture of band/singer
Answer these questions:
What are their most popular song?
What type of music do they play?
Do they play Fast/slow music?
What instruments do they play?
How long have you liked them for?
Why do you like them?
How did you discover them?
Facts about the band/singer:
Find 6 facts about the band/singer
that you think people who might not
have heard of them before would find
interesting.
Information about the band/singer:
If you are struggling with this, you can think about
the history of the band. You can use Google to help
you with this.
NHS Activity
