I must apologise because I completely forgot to hand out next week’s spellings. Please find them here! The children will get them on Monday.

ant ance ancy

Thank you x

Maths- 

We are looking at the area today, again, this is a Year 5 unit of work but it’s important we go back over it as it may have been a lockdown unit. Lesson 2 Areas Use this PP to help you.

Display: Slide 1 on the PP showing the four metre sticks arranged to make one square metre. The shape formed by the four metre sticks is a square. What does the area
enclosed by the four metre sticks measure? (one square metre) Can you think of a surface that you would you measure in square metres? (floor, wall, school playground, etc.)

The abbreviated form for the square metre and the square centimetre.
• Write on the board: 1 m2
= 1 m × 1 m
= 100 cm × 100 cm
= 10 000 cm2

Look at Slide 2.
How many 100 squares are in this row that is one metre long? (ten) How many square centimetres altogether will cover one row of 100 squares?
(100 cm2 × 10 = 1000 cm2)

How many rows there are altogether. (ten rows)
Can you work out many square centimetres there are in one square metre?
(1000 cm2× 10 = 10 000 cm2)

Which square unit would you use to measure the area of a piece of paper? A sheet of a
newspaper? A textbook? A carpet?

To find the area of a surface we multiply the length by the breadth and give our answer in square units.
• A = a × b

Look at Slide 3 showing an irregular hexagon.
The hexagon is drawn on a one centimetre square grid. About how many square centimetres do you estimate the area of the hexagon to be? By counting whole squares the area of the hexagon is at least 14 cm2
.
Can you think of a way to make a more precise estimate? Focus on counting the parts of the hexagon that are greater than one half square and the parts that are half of one square. What is the approximate area of the hexagon? (18 cm2)

Activity- Please pick an appropriate Challenge. Remember this is Year 5 work so push yourself! Lesson 2 area

Lesson_2_extension[1]

Lesson_2_support[1]

English –See Mrs Hilditch’s post

Spelling test- It’s test time! Get an adult to read out each word in a jumbled order.

Spellings – Here are the spellings for the following week. igh sound wb 7.2.22

RE

This is also a lesson that couldn’t happen last week so if you haven’t done this then please look at it.

LO: To compare the funeral of a Sikh and a Christian.

We are continuing to look at how different cultures celebrate death. We are particularly looking at both Christianity and Sikhism.

Sikh or Christian Funeral

Comparing Sikhism and Christian Funeral Table Blank

comparing sikhism and christianity funerals sorting activity

IT– Binary Code. Activity Code B234 Primary Computing Resources – iLearn2

Due to a large numbers of kids not being in last Friday, some kids will have done this lesson already but some haven’t. If you haven’t done the lesson then try Number 3 – Cisco Binary and play the game where they must interpret the binary code into numbers. Please watch the video first so you understand how to play. If you have done this lesson last week with Mrs Hilditch then have a look a Number 4 -Binary Bonanza. Watch the video first so you understand how to play the game.

Reading- Make sure you make time for at least 20 minutes of quiet reading time. Always keep this ticking over please.

Maths- Area and perimeter lesson 1 slides

This is actually a recap session from Year 5 because we think you might have missed out on this due to lockdown last time.

What can you remember from previous work with perimeters? Can tell me what the
word ‘perimeter’ means? (the distance round a closed shape) Can recall the rule for finding the perimeter of a rectangle? Can you write it? (P = 2(a + b))

What would happen if we needed to find the perimeter of a square? (Remember all sides are equal on a square) If the rectangle is a square then the perimeter of the square is four times the length of one side or P = 4a.

Look at Slide 1 on the PP showing the example of a swimming pool. We have roped off the diving section with a dotted line.  What is the perimeter of the
diving section? (8 units) What is the perimeter of the swimming section? (12 units)

When we add the perimeters of the two sections, why is the total distance around the pool not 20 units? Discuss that the ‘rope’ or dotted line of two units was counted in the total for both the swimming section and the diving section, so four units must be subtracted from the total.
Display: Slides 2–3 – repeat for other ‘roped off’ sections of swimming pools.

Please pick an appropriate challenge from the activity book to complete Calculating perimeters

Or lesson_1_support_sheet[1]

Lesson_1_extension_sheet[1]

Spellings– Please practise your spellings for this week. Try and write them into sentences. Can you include more then one in each sentence?

Science

Starter –What is adaption? How might an owl have adapted to its environment? (See PP) Darwin’s finches

Today we are beginning to plan an investigation into adaption. Based on Darwin’s findings in the Galapagos Islands. He discovered that finches (a type of bird) had began to evolve (evident in their beaks) into different species despite all coming from the same ancestor.  This was due to a response to their environmental factors and food sources.

What can you remember about Charles Darwin? You might have to think back to Year 2!.Watch the video http://www.bbc.co.uk/teach/charles-darwin-evolution-and-the-story-of-our-species/z7rvxyc

Scroll through the website until you reach the part about his early life and his travels to the Galapagos Islands, focusing on the work on finches. What this tells us about evolution and adaptation? Use Evolution teaching resource: spot the adaptations in Darwin’s finches | Natural History Museum (nhm.ac.uk) to specifically look at the finches up close and how the size and shape of their beaks are dependent on their food preferences and specialisations.

The question we are going to be looking at is : Does beak type affect the type of food a bird is able to eat?

We are only planning the investigation this week and conducting it next week. We will use different size beans (small, medium and large) and different types of utensils to grab the beans (e.g. pegs, tweezers-broad/fine and chopsticks). This will be done in 1 minute. Why might we have to repeat the experiment to find the average?

I would like you to fill out the planning template. Think carefully about what we are changing (variables) and what we will keep the same (constants.) More importantly, what do you predict will happen? planning template

RE

LO: To compare the funeral of a Sikh and a Christian.

We are continuing to look at how different cultures celebrate death. We are particularly looking at both Christianity and Sikhism.

Sikh or Christian Funeral

Comparing Sikhism and Christian Funeral Table Blank

comparing sikhism and christianity funerals sorting activity

Science 

To know that fossils are evidence that some species have adapted over time.

This week, we have been looking at fossils and how they have helped provide Scientists proof/evidence that certain species – over millions of years- have adapted in order to survive their environment. This links to Charles Darwin’s theory on Evolution through a process called ‘Natural Selection’ – or we might say its ‘survival of the fittest’.

What can you remember about fossils? How were they made? Can you name a famous palaeontologist that we looked back at in Year 3 (Clue – her initials are M.A)

Work your way through the PP. Can you remember how fossils are made? You will be looking at two animals and how the have evolved into the creatures we know today.

Fossils PP

Fossils PP 2

The Flatfish- watch the video and read the information about the fish. How has this fish adapted to survive its environment? Jot down notes. Flat fish evolution info

The Horse- Watch the video (links in PP.) Use the template below to order the ancestors. Can you correctly name them and jot down any notes about how the animal has evolved into the common day horse we all know about today? Horse pictures and skeletons for ordering                          Note taking on horse evolution -Group work

Home learning

Maths 27.1.22

Here is your starter that you would normally have on the board. This starter is to help keep ticking over things we have already learnt in class.

• 1) 30% of 40
• 2) 55% of 120
• 3) 2% of 140
• 4) 99% of 630
• 5) 25% of 232

Remember to find 10% means to divide the quantity by 10.

5% means to half 10%

1% means to divide the quantity by 100.

25% is the same as ¼ and 50% is the same as ½

Main lesson LO: To use BODMAS

We have started to look at following a certain mathematical order when we are faced with calculations where there is more then one operation to do.

E.g. 2 + 3 x 4 =

Now, if I were to ask you to solve this, you might end up with two answers. E.g. 2  + 3 = 5 x 4 = 20  or 3 x 4 = 12 + 2 = 14. It’s impossible to end up with two different answers therefore, we must follow an order.

We call this BODMAS or BIDMAS (means the same thing!) It is effectively a checklist/an ordering in which we must follow in order to answer the question correctly. Please see the poster below to help you remember the order. So if I have followed the order right I should have done the 3 x 4 = 12 first, then + 2 = 14.

BODMAS poster – BIDMAS BODMAS poster

I have done a small PP to help you introduce the topic and have gone through a couple of examples. BODMAS PP

You have 3 options for your work.

Option 1 – This is the support sheet for this lesson. It’s fairly simple but it might give you the confidence as you start off on this lesson. Lesson 3 Support BODMAS

Option 2 – To use the Busy Ants book we use at school and focus on Challenge 1 and Challenge 2. BODMAS maths lesson BA

Option 3 – If you fancy a challenge. These are trickier but you need to follow the BODMAS order in order for you to crack the code. BIDMAS Crack the Code Worksheet

(Answers for Option 3 are here, no peeking!) BIDMAS Crack the Code Worksheet (Answers)

Maths 28.1.22

Starter- Here is today’s starter, please complete. Friday’s starter

Main lesson

Today’s lesson is a revision lesson in all thing’s calculation. We want to see that you have the strategies perfected for all four operations. The questions are a mixture of worded and normal. Make sure you put one digit in each box and give the decimal a box all to itself if you need to.

You know how the books work.

Challenge 1 – Easiest- Make sure you read whether the questions are addition or subtraction.

Challenge 2 – Medium but you will need to read the worded problems carefully in case there are multiple steps.

Challenge 3 – Slightly more challenging. If you complete this challenge this will also help you revise percentages (%) too!

You do not need to answer all of the questions, but we would like you to complete an entire challenge please.

Calculation review maths Busy Ants 28.1.22

Here are the spellings for next week. We will be investigating what each prefix means during the week to help understand how it links to the ‘root word’ it is attached too.

adding prefixes

Here are this week’s spelling. Using ‘cial’ or ‘tial’ at the end of words.

Week 2 cial and tial