Aiming High, Achieving Together

Bentworth Road London

W12 7AJ

Tel 020 87432527 info@arkbentworth.org www.arkbentworth.org

Year 6 Home Learning

Learning Log: Pack 9 Support for Home Learning can be found at y.6@arkbentworthprimary.org Learning can be accessed through your child’s account on the following:

DB Primary https://arkbentworth-lbhf.secure-dbprimary.com/ Mathletics https://www.mathletics.com/ Accelerated Reader https://ukhosted40.renlearn.co.uk/2142174/ Oak National Academy https://www.thenational.academy/

Please do not feel pressured to finish all the material in one week. However, we will continue to give out new packs each week to ensure full coverage of the curriculum.

Reading Children should read for 45 minutes daily. Comprehension activities, which are to be recorded in exercise book. Reading lesson on Oak National Academy.

Writing Writing a narrative based on the video to ‘Titanium’ by David Guetta- see pack

Maths Daily Lesson on Oak National Academy – see pack for lesson reference Additional sessions in pack to support Oak lessons - see pack

Spelling Spelling activities can be accessed on DB Primary.

The wider Curriculum

Grammar activities- see pack Humanities- What is the purpose of different maps and what are their features?- See pack DT – Paper Construction – What is paper? See pack PSE – Mindful Moment #1 See pack Music- Pulses- Go to: www.arkmusicresources.co.uk (Password: MusicResources)>Home Learning> Primary Resources> Year 5& 6 and watch the Week 6: Reviewing Pulse video, then complete the sheet in your pack

Extra Activities

Check DB ‘Throwback Thursdays’ for a walk down memory lane. Check the DB forum for a secret baby photo every week!

Websites Search ‘David Guetta Titanium’ on YouTube to watch the Titanium music video. Writing activities and games at www.radioblogging.net

Many thanks for your continued support, Miss Dairo and Miss Oudomvilay (Year 5 and 6 Subject Specialist Teachers)

Year 6 Curriculum Map

Summer 2 Mapping the Earth

Literacy We will continue to send home writing tasks based on our topic of Mapping the Earth and previous learning. There will be a range of Fiction and Non-Fiction writing based on what children have practiced this year.

Core Texts A range of story books and non-fiction texts will be used for answering comprehension questions and learning about our topics. These will be made available online or via the home learning booklets.

Reading

Epic! Reader books (home reading books will be assigned to children on this online platform) Reading home books for pleasure Storytime videos on DB Primary

Mathematics

Fractions, Decimals, Percentages Measures Statistics Ratio and Proportion

Science

Electricity

Humanities

Mapping the Earth (History)

Art and Design

DT: Construction

PE and Health Joe Wicks ‘PE with Joe’ GoNoodle Available on Youtube

Music

ARK Music Curriculum

Computing

DB Primary Activities PSHE Online Safety

PSHE (In school) Transition to Secondary Wellbeing and Emotions

This document outlines the areas of learning for your child this term. It has been adjusted to take into account that this learning may not be taking place in school.

Year 6 English and Humanities Pack 9

This week, our writing will be based on the video to the David Guetta song, Titanium. Search ‘David Guetta Titanium’ on YouTube to watch the music video.

You will be writing a description of the scene we see at the beginning of the video. Pause at 0.19 and look at the image of the corridor. How is it different to our corridor in school? Why? What has happened? You should try to focus on using figurative language (similes and metaphors) to enrich your descriptions, and your language should make the reader realise the severity of the situation and the chaos that has occurred. Try to use words/phrases such as ‘as though’ to make comparisons rather than ‘like’.

Use the model text and the guidance on the next page to help you. Make sure you include show not tell when you describe the character’s feelings- look at the examples provided to help you.

There is no correct structure when describing a scene/setting; you can choose what to describe first. You

may wish to begin sentences with prepositional openers (see the grey box below), or with expanded noun

phrases. It’s really important to try and vary your openers.

Make sure you make reference to the lockers, floor, books and classroom doors.

Setting description: Ambushed metal lockers lined the dusty walls; their doors swinging open on broken hinges to reveal the remnants of the belongings of their owners. One had been ripped from the wall and lay dented and contorted; its twisted body was a stark reminder of the strange events that had just occurred. Torn books, ragged bags and tattered (powerful list of three) coats dangled from the open doors like mutilated soldiers.

All along the corridor, floor tiles could barely be seen underneath the rubble, dust, papers and exercise

books which were now strewn across it. Damaged, unorganised and in total disarray: these items lay like

casualties of war, scattered haphazardly along every thoroughfare. To the right, a notice board hung

precariously from one corner, as though it were hanging on to the wall for dear life in the aftermath of

the unexplained incident. Classroom doors had been blown from their frames and a large hole gaped in the

wall where clean, white tiles had previously sat, like a wrecking ball had attacked it with an unimaginable

force. It was as though the school corridor had been under a brutal attack (simile).

Finally, don’t forget to introduce the character…

And, amidst it all, there sat a boy. Confused and startled, he gazed at his chaotic surroundings, wondering

what his next move should be...

Using ‘Show not Tell’ to describe how a character is feeling

As you describe the character’s feelings throughout, remember to use figurative language.

As he sits in the

corridor…

Slowly, he uncovered his eyes and lifted his head up,

trying to ignore the dull, throbbing headache and

ringing in my ears. What I saw around me looked like war zone. As far the eye could see, equipment

and furniture lay like a hurricane had ripped

through the corridor and left devastation in its

wake.

As he heads for

the exit…

He stumbled to my feet. His legs felt like jelly, like

they were hesitant to move, but he knew he had to get

out. With a pounding heart and sweaty palms, heheaded towards the exit.

As he leaves the school

building… Eyes wide with panic...

Example:

SpellingPractise each word. Choose two and write their definitions. Choose two to write in sentences.

Grammar and Spelling

GrammarCircle the four prepositions in this sentence. On a mountain bike, you can cycle across rocky ground, along muddy paths and over harsh terrain.

Circle the four verbs in the passage below. There were hundreds of gulls circling in the sky. They gathered near the dock, searching for scraps.

Circle the possessive pronoun in this sentence. When Mum saw that I was wearing Oliver’s gloves, she wanted to know where

mine were.

Underline the subject of the sentence below. The tightrope walker carried a balancing pole.

Rewrite the two sentences as one sentence using an appropriate co-ordinating conjunction. We have time to play a game. We will have to finish it before dinner

foreignfortyfrequentlygovernment guarantee

harasshindranceidentityimmediate(ly)

GrammarWrite two sentences for each word. First, use it as a noun. Then, use it as a verb.tower picture spell

Rewrite this passage so it is in present tense. The translucent leaves fluttered in the breeze as the deer grazed amongst the foliage. As one, they went across the glade and ate every last flower.

Circle all the adverbs in this passage.Unfortunately, Sarah lost the game of snakes and ladders to her sister. They play often, and usually Sarah won. This time, she narrowly missed out. Sarah wanted to play again, but her sister decided to read.

Rewrite this sentence in active voice.The penguins were chased by the hungry polar bear.

Rewrite this sentence using direct speech. Remember to use inverted commas.Hamza said that I could borrow his copy of the book.

66

Cowboy Song Questions

1 Match each word to its definition and write them in your book. [1 mark]

zephyrs a large rock, typically worn smooth by erosion

boulder lying flat, especially face downwards

prone soft gentle breezes

zither a stringed musical instrument

2 Where does the cowboy come from? [1 mark]

3 Decide whether each statement about the poem is true or false. [1 mark]

True False

The townsfolk talk to the cowboy when he visits town.

The cowboy’s mother is buried beneath boulders.

One Sunday, the cowboy’s father left the family home and did not return.

The cowboy and his brother once shared a bed.

4 Why do you think the girls run from the cowboy? [1 mark]

5 What evidence is there in the poem that the cowboy could be lonely? Give three reasons. [2 marks]

6 What is the suit that the cowboy refers to in the final line of the poem? [1 mark]

7 How is the mood of the opening stanza enhanced through the description: ‘the zithering zephyrs blow’? [3 marks]

8 What do you think the poet means by a ‘bone-orchard’? [1 mark]

9 ‘I walk … I fly … I trawl … I pass’ – how do the use of these words work to suggest that the cowboy is restless? [1 mark]

10 Who do you think has left the lilies on the cowboy’s grave? Use at least one piece of evidence from the text to support your opinion. [2 marks]

50

1

Oddiputs Questions

1 Which of the following are synonyms for ‘gossamer’?

delicate fine opaque wispy spidery [1 mark]

2 When does Oddiputs do his thinking? [1 mark]

3 Write one thing that Oddiputs thought proved he was efficient. [1 mark]

4 Oddiputs appears sedate and unhurried, yet his thoughts surge and scamper. How does the choice of these words support what Oddiputs is and what takes place in the story? [3 marks]

5 Who are the ‘They’ that Oddiputs refers to? Why does the author use a capital letter when referring to them? [2 marks]

6 Which of these quotations would you choose as the ‘turning point’ in the story? Explain your answer. [2 marks]

Tick one

A I am efficient. They are not efficient.

B I am Oddiputs. They are only They. Yet I serve them!

C The system seldom fails him. It fails him now. It will not answer the new thought.

7 Write down one piece of evidence from the text to show that Sally has been unkind to Oddiputs before. [1 mark]

8 Look at the last three sentences of the story. How do you know that Oddiputs has become bad? [2 marks]

9 What do you think Oddiputs will do next in the story? Refer to the text to support your answer. [3 marks]

10 What does Oddiputs mean by these phrases? [1 mark]

• ‘loud sounds would come out of their food-holes’;• ‘their eyes would leak wetness’;• ‘their skin would split and leak red wetness’.

Humanities

Existing Knowledge

What do you know about Maps? Try to name 5 facts. Below are some

pictures to help.

1. A map is a drawing of a particular area such as a city, a country, or a continent,showing its main features as they would appear if you looked at them fromabove.

2.

3.

4.

5.

What is the purpose of different maps and what are their features?

Key Knowledge Key Vocabulary

Maps and plans are views from above or a ‘bird’s eye view’ of a place and use symbols.

Cartography is the business of making maps. The terms 'mapmaking' and 'cartography' essentially mean the same thing: taking geographical information and transforming it into a map.

Different maps serve different purposes depending on what they’re designed for.

Cartography

Cartographers

Continent

Physical

Human

Reviewing Learning: Maps- Continents and Oceans

When might we use a map?

Which map would you use if you were locating your house or the school? Which map would you use if you were planning a journey on the underground? Which map would be most useful if you were looking for the local post office or information

centre? Which maps depict human features, and which depict both human and physical features of

the environment?

Task: Use the pictures prompts below to help you answer the above questions.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

We can use different maps to help us locate different places.

Task: Do you agree with Archie? Share your thinking.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

What is the purpose of a map?

Maps and plans are views from above or a ‘bird’s eye view’ of a place and use symbols. Maps and plans show the distance between places or objects accurately, through using a map scale. They can be drawn at different levels of detail: from the positions of objects in a room (a plan) to the location of countries, continents and oceans in the world (a world map).

The purpose of a map depends on the type of map being used. For example, the purpose of a topography map is to identify different elevations (height) of geographical physical features.

Task: Why do we use a map?

___________________________________________________________________

___________________________________________________________________

What are the different types of map?

Physical Maps

A physical map usually includes labels for features such as mountain ranges and bodies of water. In this map of North America, the shape and contours of the seafloor, such as basins and the Mid-Atlantic Ridge, are clearly identified.

Political Maps

A political world map usually includes labels for features such as cities and major towns, units such as states and bodies of water.

Climate Maps

This thematic map shows the distribution of climate zones in South America. It also displays the direction of surface ocean currents in the Atlantic and Pacific Ocean. Red and blue colouring is used to distinguish between warm and cold ocean surface currents.

Topographic Maps

A topographic map is a detailed and accurate two-dimensional representation of natural and human-made features on the Earth's surface. These maps contain contour lines to join up places of equal height.

Task: List four types of map:

__________________________________________

__________________________________________

__________________________________________

__________________________________________

What are the different features of a map?

A map of the school grounds is a ‘smaller scale’ map than the map of the classroom as it represents a larger space at a lower level of detail. Using a map scale means the distance between places is shown accurately. Map symbols are pictures to represent human (man-made) and physical (natural) features of the landscape. Symbols are useful as they prevent maps from being covered in too many word labels. Map keys show what each symbol means. An aerial photo is a photograph from above. Photos from above help people draw maps accurately.

Task: Can you spot the above features in the map below? Label where they are.

Challenge: What geographical features can you spot? E.g. beaches/rivers. Which are human features, and which are physical features? Label them on the map too.

Reminder:

PulseToday we are: Consolidating our understanding of the word pulse

Pulse is the steady beat in a piece of music.

It’s like a ticking clock or a heartbeat.

The pulse of a piece of music can be fast or slow

Name two pieces of music that have a fast pulse:

1.———————————————————————————————————————

2.———————————————————————————————————————

Name two pieces of music that have a slow pulse:

1.———————————————————————————————————————

2.———————————————————————————————————————

A ticking clock and a heartbeat both have a steady pulse, can you think of anything else?

———————————————————————————————————————

———————————————————————————————————————

Write a short poem here (it can be about anything you like, a rhyming poem works best):

———————————————————————————————————————

———————————————————————————————————————

———————————————————————————————————————

———————————————————————————————————————

Read out your poem, keeping a steady pulse with your words.

Extension: Try adding some body percussion (e.g. stamp, clap, click) or use an object in your home (e.g. a cooking pan) to add to your beat.

Mus icS e e Y e a r 6 L e a r n i n g L o g f o r t h e l i n k t o t h e v i d e o

True False

The townsfolk talk to the cowboy when he visits town. ✓

The cowboy’s mother is buried beneath boulders. ✓

One Sunday, the cowboy’s father left the family home and did not return. ✓

The cowboy and his brother once shared a bed. ✓

Cowboy Song Answers1 zephyrs a large rock, typically worn smooth by erosion

boulder lying flat, especially face downwards

prone soft gentle breezes

zither a stringed musical instrument

1 mark for all four correct (Content Domain 2a)

2 Salem County 1 mark (Content Domain 2b)

3

1 mark for all four correct (Content Domain 2c)

4 Pupils should explain that the girls run away from him because he is a ghost, and they’re frightened of him. In order to answer this question, pupils need to read the whole text and infer from a variety of clues that the cowboy is a ghost.

1 mark (Content Domain 2d)

5 Pupils need to infer that the cowboy could be lonely because he’s on his own. Reasons could include: • His mother is dead and buried on the prairie;• He hasn’t seen his father since 1873;• His sister has run away;• His brother is dead;• The girls run away from his ghost;• He was on his own on his 20th birthday. Up to 2 marks (Content Domain 2d)

6 To answer this question, pupils need to infer that the wooden suit is the cowboy’s coffin. Answering this question requires them to draw on the three preceding lines, which describe his grave. 1 mark (Content Domain 2d)

7 To answer this question, pupils need to explain that ‘zithering zephyrs’ suggests a light musical breeze and this adds to the sense of calm and serenity in the opening stanza. 1 mark (Content Domain 2g)

Some pupils may be able to further explain that the poet has used alliteration, which draws the reader’s attention to the description. They may also be able to refer to the use of short vowel sounds in both of these words, which enhances the idea of a light breeze.

Up to 2 additional marks (Content Domain 2g)

8 Pupils should infer that ‘bone-orchard’ means a graveyard. 1 mark (Content Domain 2d)

9 Pupils need to recognise that each word suggests movement and that this indicates that the cowboy is constantly roaming his environment.

1 mark (Content Domain 2g)

10 This is an open question that asks the pupils to make a prediction based upon what they have read. Accept any reasonable answer that is accompanied by evidence from the text. E.g. I think it was his sister. We know that his mother and brother are dead and he says that he hasn’t seen his father since 1873. 1 mark (Content Domain 2e)

Some pupils may also say he refers to his sister as having fled rather than being dead. He also uses the present tense to refer to her, which suggests she may still be alive. He also says that she is weeping – perhaps this is for his loss. Accept alternative suggestions if accompanied with evidence from the text. 1 additional mark (Content Domain 2e)

Oddiputs Answers

1 delicate, fine, wispy, spidery 1 mark for all four correct (Content Domain 2a)

2 Pupils should write that Oddiputs does his thinking in the small hours of the night. Accept in the early hours of the morning after midnight. 1 mark (Content Domain 2b)

3 Pupils should write one from: • His day was 24 hours long (he was awake for 24 hours);• He was never hot/cold (he was always the right temperature);• He didn’t need to wear clothes. 1 mark (Content Domain 2b)

4 Pupils should explain that Oddiputs is a robot. This means he carries out orders carefully and calmly. They should explain that robots cannot think for themselves but in the story Oddiputs learns to think and his thoughts race around his mind. It is not sufficient to say that he is calm on the outside and frantic on the inside without referring to the characteristics of robots and what takes place in the story. Up to 3 marks (Content Domain 2g)

5 Pupils should be able to infer that ‘They’ refers to the family and most specifically the children under Oddiputs’ care. The author uses a capital to denote a proper noun. 1 mark (Content Domain 2g)

Some pupils may also note that this is a stylistic device used by the author to make the words sound robot-like. 1 additional mark (Content Domain 2g)

6

Tick one

A I am efficient. They are not efficient.

B I am Oddiputs. They are only They. Yet I serve them! ✓

C The system seldom fails him. It fails him now. It will not answer the new thought.

Pupils should be able to express that this is a genuinely new thought that enters Oddiputs’ head (some pupils may quote from the preceding sentence where we are told this). It is after this thought that Oddiputs experiences his ‘stroke’ and is left with his new dark ideas.

Up to 2 marks (Content Domain 2f)

7 Accept one of the following: • ‘She was going too far. She was always going too far.’• ‘Sally teases me because I cannot say that word.’• ‘Oddiputs’ mind tries to escape the thought of Sally and teasing.’

All of these quotations rely on pupils knowing synonyms for ‘unkind’ and then being able to use them as evidence of Sally’s previous unpleasant behaviour. 1 mark (Content Domain 2d)

8 Pupils should show their understanding of the phrases ‘dark light’ and ‘original sin’ which imply Oddiputs has become bad. They should also be able to share their understanding of the negative word choices ‘envy’, ‘despise’ and ‘hate’ as indications that Oddiputs has become bad. Up to 2 marks (Content Domain 2d)

9 Any reasonable answer based on information stated and implied in the text should be accepted. Award 1 mark for responses with single pieces of evidence from the text. E.g. ‘Oddiputs has learned to hate. Therefore, I think he will seek his revenge on Sally.’

1 mark (Content Domain 2e)

Award up to 2 marks for fully developed responses. E.g. Oddiputs has learned to envy, despise and hate. We know that he has had ‘thoughts’ about Sally’s teasing so I think he will seek revenge on her for this. I think he will make her clean up her own mess and make her be more ‘efficient’. Up to 2 additional marks (Content Domain 2e)

10 To answer this question, pupils need to read the preceding sentences about the children falling when they were young. They should then be able to infer what is meant. Pupils’ answers should include: • The children would cry/the children’s mouths opened and they cried/shouted;• Tears came out of their eyes;• They grazed or cut themselves and bled. 1 mark (Content Domain 2d)

Hello Year 6 and parent/carers

A weekly overview of the learning for the week is included in the Learning Log for Year 6. If you need more information, please email me at y.6@arkbentworthprimary.org for any questions Maths or Science related.

Please check DB Primary 2 to 3 times per week for regular updates on transition information for Year 6. Pack 9 has links to online videos and online content. The printed packs will support the content covered on the Oak National Academy website and my own tutorials posted on DB. There will be links provided when needed and work, where applicable should be recorded in the Maths book.

Thank you, stay well, stay safe and I hope to hear from you,

Miss Oudomvilay

Pack 9

Session 1

• Warm Up: 132 platinum challenge (by popular demand!)• Main Lesson: Oak National Academy Year 6 Week 6 Lesson 1Fractions: To represent multiplication with proper fractions

Pack 9

Session 2

• Main Lesson: Oak National Academy Year 6 Week 6 Lesson 2 To multiply pairs of proper fractions• Independent work: See Session 2 Maths in booklet• PSE: Mindful moment #1 and 'Being Awesome' resources

Pack 9

Session 3

• Main Lesson: Oak National Academy Year 6 Week 6 Lesson 3 Fractions: To divide a proper fraction by an integer• Independent work: See Session 3 Maths in pack• DT: Paper Construction 'What is Paper?'• Science: What is Electricity?

Pack 9

Session 4

• PE with Joe Wicks: Search YouTube ‘The Body Coach TV’• Yoga for mindfulness: Search YouTube ‘Cosmic Yoga’• Maths: Year 6 Arithmetic Test 9 (see pack)

Pack 9

Session 5

• Main Lesson: Oak National Academy Year 6 Week 6 Lesson 4Fractions: To multiply and divide by improper fractions• Independent work: See Session 5 Maths in booklet• Music – See Year 6 Learning Log for links

Session 1 Maths

The 132 Platinum Challenge Award

My Name: _______________ Challenge Date: __________________

2÷1= 20÷5= 48÷12= 56÷7= 45÷9= 55÷5= 5÷1= 30÷3= 9÷3= 16÷8= 15÷5= 24÷12= 24÷6= 27÷9= 48÷6= 24÷4= 44÷11= 30÷5= 20÷2= 10÷2= 12÷6= 40÷10= 40÷8= 14÷2= 30÷10= 12÷2= 6÷1= 4÷1= 10÷5= 8÷4= 40÷4= 6÷2= 32÷8= 64÷8= 108÷12= 7÷1= 22÷11= 16÷2= 96÷8= 35÷7= 66÷11= 16÷4= 84÷7= 10÷1= 4÷2= 12÷4= 18÷6= 99÷11= 28÷7= 24÷8= 70÷7= 21÷3= 12÷3= 20÷10= 72÷6= 15÷3= 30÷6= 8÷2= 100÷10= 50÷10= 33÷3= 40÷5= 36÷12= 90÷9= 60÷12= 72÷12= 18÷3= 14÷7= 25÷5= 60÷10= 6÷3= 8÷1= 60÷5= 20÷4= 54÷9= 88÷8= 36÷6= 21÷7= 3÷1= 50÷5= 36÷9= 18÷9= 110÷11= 84÷7= 32÷4= 48÷8= 60÷6= 108÷9= 88÷11= 42÷7= 48÷4= 28÷4= 70÷10= 77÷7= 56÷8= 80÷10= 49÷7= 24÷3= 99÷9= 35÷5= 66÷6= 55÷5= 72÷8= 80÷8= 77÷11= 120÷10= 72÷8= 63÷9= 36÷3= 42÷6= 63÷7= 110÷10= 96÷12= 33÷3= 45÷5= 44÷4= 121÷11= 18÷2= 22÷2= 36÷4= 24÷2= 54÷6= 9÷1= 81÷9= 27÷3= 90÷10= 132÷11= ÷13212= 12÷1= 120÷12= 11÷1= 144÷12=

Note: Y4 – 4 mins Y5 – 3 ½ mins Y6 – 3 mins

My score = ______ out of 132

Session 2 – Maths

Main Lesson: Complete the Oak National Academy Year 6 Week 6 Lesson 1

Fractions: To represent multiplication with proper fractions

Pack: Complete the following in your Maths book

Task 1 – Multiply the following fractions. Simplify where applicable.

1) 13 x 24 = 2) 1

5 x 17 = 3) 2

9 x 13 =

4) 15 x 3

6 = 5) 1

4 x 2

3 = 6) 5

6 x 1

2 =

Task 2 – Solve the following word problems

1) Miss O has 56 of a chocolate cake in the fridge. She ate 1

3 of it. How much did she eat?

2) Mr Nieto made some brownies. Each brownie weighed 310

of a kilogram. How much did 3 brownies weigh?

3) Mr Studd had collected 3 bags of leaves in the playground. He collected 12 of this amount

again the next day. How many bags of leaves did he collect in total?

Reasoning with multiplying fractions

Show Me: 35 x 4

5 > 0.5. This is incorrect. Explain how you know.

Odd One Out: 610

x 35 4

5 x 1

3 7

5 x 1

2

Session 2 PSE: Mindful Moment # 1 and 'Being Awesome'

There is a lot going on for everyone now. Things are challenging for Year 6 as you have so many things to look forward to in your transition from Year 6 to Year 7! Here are two ways that you can do to be mindful, when you feel like your mind is full. Make sure you know what the difference is. At the end of this pack, find and complete the 'Being Awesome' activity along with the presentation on DB. Look for Year 6 > Year 6 Transition > Being Awesome

Take a few moments to:

1) Do some stretches

After sitting in one position for a long time, your body and posture can become tense. Use these five stretches and positive affirmations to help ease some of the tension.

2) Focus on your breath

As we learnt in Science last half term, the circulatory system delivers oxygen all over the body. Remembering to focus on your breath helps your body feel better.

Session 3 – Maths

Main Lesson: Complete the Oak National Academy Year 6 Week 6 Lesson 3

Fractions: To divide a proper fraction by an integer

Pack: Complete the following in your Maths book

Task 1 – Divide the following fractions. Simplify where applicable.

1) 13 ÷ 4 = 2) 2

5 ÷ 7 = 3) 3

4 ÷ 3 = 4) 4

7 ÷ 2 = 5) 1

2 ÷ 5 =

Reasoning with dividing fractions

Show Me: Ms Oudomvilay says that ‘Two thirds divided by four equals less than one third divided by 2. She is correct. Explain how you know.

Always Sometimes Never: When dividing a proper fraction by a whole number, the solution will be larger than the fraction that is divided.

Follow the rule: . ↕ ↕ x

1) Stop

2) Inverse of operation (÷→x)

3) Inverse of value (flip fraction)

4) Multiply fractions together

Session 3 – DT Construction

See DB Primary > Year 5 > Art and DT > Pack 9

We are going to make a paper rollercoaster for our DT project this half term! It is a good chance to learn more about paper and its history. Read the information below and answer the questions.

What is paper?

Humans have used paper for recording drawings and writing for thousands of years. The name paper comes from the Egyptian word papyrus, which was a thick paper made from the stems of the papyrus plant.

How is paper made?

Around half of paper that is produced is made new from trees. These trees are mainly farmed trees, which are planted for this purpose. Paper can also be made from recycled paper collected by recycling centres.

From tree to pulp: The trees are cut into logs, the bark is removed and made into small woodchips.

Woodchips are soaked in chemicals to make a pulp. Recycled paper has water added so that it turns back into a pulp.

From pulp to paper: The pulp is beaten and then squeezed into a flat roll. Then, it is pressed and squeezed between two felt rollers. Finally, it is dried, cut into the required size and packaged.

Paper for craft

During the 4th Century, the Chinese started to cut and use paper for decoration. They used it to make umbrellas and began to use cutting techniques to create decorations. Europe gradually followed and by the end of the 7th Century, Germany and Switzerland had become famous for their Scherenschnitte, which translates as ‘scissor cuts’ and is considered one of the finest paper crafts today.

1) Where did the word ‘papyrus’ originate? ______________________________

2) What part of the plant is used for papyrus? _____________________________________

3) What are farm trees used for? _______________________________________________

___________________________________________________________________________

4) Summarise the method for making paper explained in the text. There are approximately8 steps.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

5) Four countries are mentioned in relation to paper. Write a ‘did you know’ fact abouteach country.

e.g. Did you know that humans have used paper for thousands of years?

China – Did you know_________________________________________________________

___________________________________________________________________________

Egypt – Did you know_________________________________________________________

___________________________________________________________________________

Germany – Did you know______________________________________________________

___________________________________________________________________________

Switzerland – Did you know____________________________________________________

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Session 3 - Science

See DB Primary > Year 6 > Science > Pack 9

Session 1 – What is electricity?

Session 4 – Maths

• See booklet for Arithmetic Test: 30 minute time limit (answers provided)

Session 5 – Maths

Complete the Oak National Academy Year 6 Week 6 Lesson 4

Fractions: To multiply and divide by improper fractions

Task 1 – Multiply the following fractions

1) 3 x 54 = 2) 6 x 4

3 = 3) 7 x 1 2

5 = 4) 12 x 2 3

4 = 5) 4 x 6

5 = 6) 9 x 3

2 =

7) 3 x 1 16 =

Task 2 – Divide the following fractions

1) 3 ÷ 1 34 = 2) 5 ÷ 1 2

3 = 3) 4 ÷ 2 2

5 = 4) 6 ÷ 3 1

2 = 5) 7 ÷ 2 3

5 = 6) 10 ÷ 8 5

6 =

Problem Solving with fractions – see Fraction Fascination NRich for the solution

I drew this picture by drawing a line from the top right corner of a square to the midpoint of each of the opposite sides. Then I joined these two midpoints with another line.

Can you see four triangles in the square?

What fraction of the area of the square is each of these triangles?

Then I drew another picture:

How is this made using the first square?

What is the shape that has been created in the middle of this larger square?

What fraction of the total area of the large square does this shape take up?

Answers to Pack 9

Maths Lesson Answers

Session 1 – see Oak Lesson and platinum challenge answer sheet

Session 2

Task 1

1) 13 x 24 = 2

12 or 1

6 2) 1

5 x 17 = 1

35 3) 2

9 x 13 = 2

27 4) 1

5 x 36 = 3

30 or 1

10 5) 1

4 x 23 = 2

12 or 1

6

6) 56 x 1

2 = 5

12

2÷1=2 20÷5=4 48÷12=4 56÷7=8 45÷9=5 55÷5=11 5÷1=5 30÷3=10 9÷3=3 16÷8=2 15÷5=3 24÷12=2 24÷6=4 27÷9=3 48÷6=8 24÷4=6 44÷11=4 30÷5=6 20÷2=10 10÷2=5 12÷6=2 40÷10=4 40÷8=5 14÷2=7 30÷10=3 12÷2=6 6÷1=6 4÷1=4 10÷5=2 8÷4=2 40÷4=10 6÷2=3 32÷8=4 64÷8=8 108÷12=9 7÷1=7 22÷11=2 16÷2=8 96÷8=12 35÷7=5 66÷11=6 16÷4=4 84÷7=12 10÷1=10 4÷2=2 12÷4=3 18÷6=2 99÷11=9 28÷7=4 24÷8=3 70÷7=10 21÷3=7 12÷3=4 20÷10=2 72÷6=12 15÷3=5 30÷6=5 8÷2=4 100÷10=10 50÷10=5 33÷3=11 40÷5=8 36÷12=3 90÷9=10 60÷12=5 72÷12=6 18÷3=6 14÷7=2 25÷5=5 60÷10=6 6÷3=2 8÷1=8 60÷5=12 20÷4=5 54÷9=6 88÷8=11 36÷6=6 21÷7=3 3÷1=3 50÷5=10 36÷9=4 18÷9=2 110÷11=10 84÷7=12 32÷4=8 48÷8=6 60÷6=10 108÷9=12 88÷11=8 42÷7=6 48÷4=12 28÷4=7 70÷10=7 77÷7=11 56÷8=7 80÷10=8 49÷7=7 24÷3=8 99÷9=11 35÷5=7 66÷6=11 55÷5=11 72÷8=9 80÷8=10 77÷11=7 120÷10=12 72÷8=9 63÷9=7 36÷3=12 42÷6=7 63÷7=9 110÷10=11 96÷12=8 33÷3=11 45÷5=9 44÷4=11 121÷11=11 18÷2=9 22÷2=11 36÷4=9 24÷2=12 54÷6=9 9÷1=9 81÷9=9 27÷3=9 90÷10=9 132÷11=12 132÷12=11 12÷1=12 120÷12=10 11÷1=11 144÷12=12

Task 2

1) Miss Oudomvilay ate 518

of the chocolate cake.

2) Mr Nieto’s brownies weighed 910

kg/0.9kg or 900g.

3) Mr Studd collected 4.5 or 4 12 bags of leaves in total.

Reasoning with multiplying fractions

Show Me 35 x 4

5 = 12

25 . This is less than 0.5 because 12

25 is equal to 24

50 and 25

50 is equal to 0.5.

Odd One Out: There are several correct answers for this question. Please refer to working out to ensure that the calculations are correct.

Session 3

1) 13 ÷ 4 = 1

12 2) 2

5 ÷ 7 = 2

35 3) 3

4 ÷ 3 = 3

12 or 1

4 4) 4

7 ÷ 2 = 4

14 or 2

7

5) 12 ÷ 5 = 1

10

Reasoning with dividing fractions

Show Me: Ms Oudomvilay is incorrect because the answer to both equations is 16.

23 ÷ 4 = 1

6 and 1

3 ÷ 2 = 1

6

Always Sometimes Never: The answer is always. When a fraction is divided by a whole number, you are sharing that fraction into equal groups. The groups will always have a smaller numerical value.

Session 4 – See end of arithmetic test

Session 5

Task 1

1) 3 x 54 = 15

4 or 3 3

4 2) 6 x 4

3 = 24

3 or 8 3) 7 x 1 2

5 = 49

5 or 9 4

5 4) 12 x 2 3

4 = 132

4 or 33

5) 4 x 65 = 24

5 or 4 4

5 6) 9 x 3

2 = 27

2 or 13 1

2 7) 3 x 1 1

6 = = 21

6 or 3 1

2

Task 2

1) 3 ÷ 1 34 = 12

7 or 1 5

7 2) 5 ÷ 1 2

3 = 15

5 or 3 3) 4 ÷ 2 2

5 = 20

12 or 1 3

4

4) 6 ÷ 3 12 = 12

7 or 1 5

7 5) 7 ÷ 2 3

5 = 35

13 or 2 9

136) 10 ÷ 8 5

6 = 60

53 or 1 7

53

Problem Solving – see https://nrich.maths.org/5061/solution

A1KeyStage2NationalCurriculumTests-PracticePaper-Arithmetic

949 + 100 =

132 × 2 =

5.2 + 0.4 =

1

2

3

A1KeyStage2NationalCurriculumTests-PracticePaper-Arithmetic

26 × 3 =

1,062 + 493 =

56 ÷ 7 =

4

5

6

A1KeyStage2NationalCurriculumTests-PracticePaper-Arithmetic

384 − 7 =

1.6 + 0.05 =

3 × 5 × 8 =

7

8

9

A1KeyStage2NationalCurriculumTests-PracticePaper-Arithmetic

3 17 7

420 ÷ 7 =

1.43 × 100 =

− =10

11

12

A1KeyStage2NationalCurriculumTests-PracticePaper-Arithmetic

2

30,000 − 400 =

10 × 100 =

13

14

15

3 =

A1KeyStage2NationalCurriculumTests-PracticePaper-Arithmetic

810 ÷ 9 =

20% of 1,600 =

1.46 × 4 =

16

17

18

A1KeyStage2NationalCurriculumTests-PracticePaper-Arithmetic

2 59 9

8,374 + 3,983 =

6,510 ÷ 5 =

+ =

21

19

20

A1KeyStage2NationalCurriculumTests-PracticePaper-Arithmetic

11 − 5.02 =

26× 43

Showyour

method

13.6 − 7.94 =

22

23

24

A1KeyStage2NationalCurriculumTests-PracticePaper-Arithmetic

13 3,016

Showyour

method

1 13 7

95% of 320 =

× =

25

26

27

A1KeyStage2NationalCurriculumTests-PracticePaper-Arithmetic

325,226 − 37,492 =

438× 37

Showyour

method

121×19 =

28

29

30

A1KeyStage2NationalCurriculumTests-PracticePaper-Arithmetic

20 − 5 × 3 =

29

1 14 21 − =

÷ 2 =

33

31

32

A1KeyStage2NationalCurriculumTests-PracticePaper-Arithmetic

29 1,392

Showyour

method

3 54 8

36

34

35 + =

36 ÷ 2

A1

KeyStage2NationalCurriculumTests-PracticePaper-ArithmeticAnswers

1 1,0492 2643 5.64 785 1,5556 87 3778 1.659 12010 2/711 6012 14313 914 29,60015 1,00016 9017 32018 5.8419 7/920 12,35721 1,30222 5.9823 1,118 Longmultiplicationmethodrequired24 5.6625 232 Longdivision,methodrequired26 1/2127 30428 287,73429 16,206 Longmultiplicationmethodrequired30 28.5 Preferablywrittenasamixednumber,ratherthanadecimal31 532 1/933 3/4 orequivalent34 48 Longdivision,methodrequired35 1 3/836 1/4 orequivalent

2

3

4

Existing Knowledge:

What do you know about electricity? Where does it come from? What do we use it for?

Fill out this KWL grid with everything that you already know about electricity (K), everything that you want to know about electricity (W), and after each session, anything that you have learnt about electricity (L).

K W L

5

Session 1:

What is electricity?

Key Knowledge Key Vocabulary

Electricity is a type of energy that is used to power electrical items.

Electrical energy is caused by electrons moving around very quickly.

We create electricity by using a generator which can be powered by fossil fuels, wind, water and solar.

Electricity

Electrons

Current

Power

Generate

Task: Look at the images of everyday items below. Which items use electricity? Explain how

you know.

Everyday items Does it use electricity? (√/X)

How do you know?

6

Task: Why is electricity important? Write your ideas here:

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What is electricity and why do we use it?

Electricity is crucial for modern day life and how we live our lives today. So many

things that we use every day rely on electricity to work; most of the technology and

machines that generate light, heat, sound or movement in our homes are powered by

electricity. So, what is electricity and where does it come from? Read on to find out!

Electricity is a type of energy. Energy is what gives things the power to work, move or change.

For example, our bodies and minds need healthy food to give us energy to be awake and active.

Machines are the same. They use electricity to give them energy to turn on and work. In fact,

electricity is the energy that powers much of our lives! In our homes, electrical energy can be

used to power electrical items such as toasters, kettles, televisions, and computers.

Electrical energy is caused by electrons (these are tiny particles found in atoms) moving about

very quickly to make a current.

How do we create electricity?

We can create electrical energy by using a device called a generator which can be powered by:

burning fossil fuels (oil, gas, coal) at power stations, using wind power generated by wind turbines, using solar power generated by the sun, using waterpower (sometimes called hydropower) generated by running or falling water.

7

The generator then converts the power from these sources into electrical energy. Electricity is then transported to our homes, schools and places of work through wires and cables. Electricity can also be stored in batteries (sometimes called cells). See the diagram below of how electricity travels to our homes.

The electrical energy that is created by these generators can then be converted into other types of energy such as light, heat, movement or sound to power our electrical devices at home!

Task: Match up the electrical device with the type of energy it produces:

Lamp

Movement

Radio

Heat

Fan

Light

Toaster

Sound

8

Task: Why do you think we generate electricity in large power stations? Write your ideas

here:

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Can we find electricity anywhere else?

Electricity is not only found in power stations and man-made electronic devices. It is

also found in nature. In fact, electricity is all around us! One of the most impressive

displays of

electricity in nature

is lightning. This

occurs when large

amounts of

powerful electrical

energy build up in

clouds during a

storm. A large flash

of electricity can be

seen in the sky

when the electrical

energy is released

from the cloud.

9

Another type of

electrical energy that

we see all the time and is

not man-made is called

static electricity. Have

you ever had an electric

shock? Rubbed your feet

on a carpet and then

zapped something? Had a

bad hair day when your

hairs stick up on end?

These are all examples of

static electricity.

Task: Write five facts about electricity that you have learnt using the information above:

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________________________________________________

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What would life be like without electricity?

Electricity plays such an important role in our everyday lives, it’s easy to take it for granted. But,

just over 100 years ago, hardly any homes in Britain had an electricity supply and even today, more

than a billion people in the world don’t have an electricity supply to their homes. Have you ever

wondered what life would be like without electricity? What would you do to entertain yourself?

How would you light your room or keep your food fresh if you didn’t have an electricity supply?

10

Task: Fill in the grid below with four electrical appliances you use every day and come up

with an alternative that does not need electricity. How are they similar? An example has been

done for you.

Electrical appliance

An alternative that does not need electricity

How similar is the alternative?

Lamp Candle It generates light so that you can see in the dark and it also generates heat.

Task: Do you think there are any downsides to electricity? Write your ideas here:

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TASK: Is there anything holding you back?

Fear of looking foolish

Worried you can’t do things

Scared of hard work

Feeling stressed or anxious

You find it hard to focus

Scared of taking risks

Feeling embarrassed

Session 1Being awesome

TASK: Write down what you can learn from your primary school experience ahead of going to secondary school.

• How did you handle things when they went wrong?

• How did you react when you got stuck?

• Think about a time when you showed a ‘kid awesome’ attitude. Write about it here:

• Write down the kind of person you want to be at secondary school.