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Hello again Grade 6’s

These next 2 weeks, we’re going to stir up our creative juices – we’re going to

write poetry.

Poets write poetry to share their thoughts and feelings with the world. Poetry is

a special form of writing. Poets write in different and creative ways. A poem

paints a picture with words.

A poem:

Has a title

Can be about anything

Can use few words

Has a unique form and shape

May or may not have rhythm and a beat

Often uses adjectives to describe

May include figures of speech (metaphors, similes, alliteration,

personification etc)

Is easy to create

May be serious or humorous

Usually expresses important personal feelings

Not all, but many poems use words that rhyme. Two words rhyme when they

have the same ending sound eg. think and pink rhyme - they both end with the

“ink” sound.

Two lines of poetry that rhyme with each other at the end are called a rhyming

couplet. Writing rhyming poetry can be difficult because you need to choose

words that rhyme.

I like… (TITLE: tells you what the poem is about)

I like a lot of things alliteration

I like fat, furry, fluffy things that bark

I like bright days that smile at me personification

I like smells that gently stroke my nose assonance

I like tastes that tickle my tongue

I like friends that make me feel like a star simile

I like sounds that go ding dong onomatopoeia

I like music that makes me sing

I like a lot of things

Poetry Terms- Learn these commonly used figures of speech when reading or writing

poetry.

1. Alliteration- the repeating of the same beginning sound in more than two

words.

Example: David’s dog dug a deep hole.

2. Onomatopoeia- words that sound like the object or actions they refer to.

Example: The duck went quack!

3. Personification- when something not human is given human qualities.

Example: The book winked at me.

4. Rhyme- words that have the same end sounds.

Example: David’s dog likes to play,

He’ll run and jump all day.

5. Metaphor- a direct comparison between two unlike things, saying that one

thing is another.

Example: He is a clown.

6. Simile- a comparison between two unlike things using “like” or “as.”

Example: She cries like a baby.

7. Assonance - the repetition of the sound of the vowel that continually

appears in the line of a verse.

Example: He made a new cake and ate it quickly. (repetition of the long “a”

sound)

TASK #1

Write your own poem titled “A Rainbow of Feelings”

You must use at least six colour words in your poem. Use figures of speech in

your poem.

Write it into your book.

SHAPE POEMS - A shape poem is a poem that takes on the shape of the thing

you're writing about. So, if you wanted to write a poem about an apple, you

could write it inside of the outline of an apple, or you could write a short poem

and make the words the outline of the apple. It's a simple way to spark your

creativity. Here are two shape poems:

TASK #2

Now, in your book, write a shape poem about a flower (in the shape of a flower).

ACROSTIC POEMS - An acrostic poem is a fun poem for kids. Each acrostic

poem has a topic idea running down the left side of the poem. Each letter in the

topic word has a new thought that runs off the side from left to right and is

relevant to the topic word. The topic word is normally the title of the poem. Here

is an example:

Homework Minecraft

Hard to do and sometimes Minecraft.

Overwhelming, but it I love it.

Makes me responsible No doubt about it.

Every subject, every day! Exploring, building,

fighting

Working hard, Creepers, zombies, and

skeletons.

Once done, I can Roaming around for

hours.

Relax A

Knowledge is time consuming Fun

Time for everyone!

TASK #3

In your workbook, write your own acrostic poem about one of the words below:

MUSIC TEACHER POETRY

RHYMING POEMS - A rhyme is a repetition of similar sounding words,

occurring at the end of lines in poems or songs. Here is an example of a short

rhyming poem:

He was only a bug, but he was the king.

She smiled at him when he gave her a ring.

He forgot to be careful of one little thing.

His queen was a bee, and she could sting!

TASK #4

In your book, write a short, rhyming poem of eight lines (2 stanzas – 4 lines

each). You must make it up yourself. It can have any rhyme pattern – aabb,

abab, abac

Limericks: silly 5-line poems

The Limerick is a 5-line poem. They are often funny and are always guaranteed

to make you smile. They have a specific rhyme pattern: AABBA

The first, second and fifth lines rhyme with each other and have the same

number of syllables (typically 8 or 9).

The third and fourth lines rhyme with each other and have the same number of

syllables (typically 5 or 6)

Limericks often start with the line "There once was a..." or "There was a..."

READ THESE LIMERICKS

There was an old man from Peru

Who dreamt he was eating his shoe

He awoke in the night

With a terrible fright

And found that it was perfectly true.

A bashful young schoolgirl named Rose

Is rather ashamed of her nose.

She distracts people's stares

With the mice that she wears,

Hanging down by their tails from her clothes.

There was an old lady of Dean,

Who dined on one pea, and one bean;

For she said, 'More than that,

Would make me too fat,'

So all her life she was always lean.

TASK #5

On a scrap piece of paper write ideas for a limerick, write out a rough draft and

then in your book, write out your own limerick.

POEM COMPREHENSION

Autumn is here

Autumn is the time of year

When changes begin to happen here.

The days suddenly grow short.

It's crispy and cold outside.

The birds abandon their nests and

fly south.

Rivers creep slowly down the hills.

The trees are left naked like the dark

And the leaves crunch under our feet

The garden pond is a frozen statue.

Another sunny summer's left behind.

It'll be winter soon, but I don't mind.

It’s a time for warmth and kindness.

TASK #6

Read the poem and answer the questions in your workbooks. (in full sentences)

1. Where do the birds fly?

2. What happens to the garden pond?

3. Find 2 abstract nouns in the poem.

4. Which season comes before autumn?

5. Which season comes after autumn?

6. Find the following figures of speech in the poem and write them down

a) Alliteration –

b) Personification –

c) Metaphor –

d) Simile –

e) Onomatopoeia –

f) Rhyme –

7. Find synonyms for 'leave', ‘bare’ and 'start' from the poem?

8. How does the poet describe the weather outside?

9. Did you enjoy reading this poem? Yes/No. Explain your answer.

10. A small drop is called a droplet (droplet is the diminutive of drop)

What is the diminutive of: a) statue b) river c) hill

11. The birds abandon their nests – write in the passive voice.

12. Rewrite the four lines below in the past tense:

The birds abandon their nests and fly south.

Rivers creep slowly down the hills.

The trees are left naked like the dark

And the leaves crunch under our feet

Read the poem below and then write it in your books, using the correct

spelling of the words in brackets)

I Think My Dad is Dracula

I think my dad is Dracula.

I know that sounds (insane, insain, insanee)

but (lissen, listen, lissten) for a moment and

allow me to (explaine, explane, explain).

We don't live in a (cassle, castle, kastle),

and we never sleep in (caves, kaves, cavves).

But, still, there's something (wierd, weird, weerd)

about the way my dad (bihaves, beehaves, behaves).

I never see him go out

in the (datime, daytime, daythyme) when it's light.

He (sleeps, slips, sleps) all day till evening,

then he leaves the house at night.

He comes home in the (mornin, moorning, morning)

saying, "Man, I'm really dead!"

He (kises, kisses, kizzes) us goodnight, and then

by (sunrize, sunrisa, sunrise) he's in bed.

My mom heard my (suspicion, suspishion, suspision)

and she said, "You're not (two, too, to) swift.

Your father's not a (vampire, vanpire, vampiree).

He just works the (grafeyard, graveyard, gravyard) shift."

TASK #7

Now answer the questions below in full sentences

1. Give two reasons why the author thinks his dad might be Dracula.

2. When does Dad leave the house?

3. What does Dad say when he arrives home?

4. What is another word for 'insane'?

5. What is Dad's job?

6. How many stanzas does this poem have?

7. What does the boy do at the end of the poem?

8. What is the rhyme pattern of this poem?

9. Use the word ‘fathers’ in two different sentences using an apostrophe of

possession:

– the first sentence must be one father and the second must be many fathers

10. Write down the homophone for the following: a) morning b) heard c) way

Haiku:"Haiku" is a traditional form of Japanese poetry. Haiku

poems consist of 3 lines. The first and last lines of a Haiku have 5

syllables and the middle line has 7 syllables. The lines rarely rhyme.

Here's a Haiku to help you remember: I am first

with five

Then seven in the middle

Five again to end.

Below are some examples of haikus.

Cool autumn is here. People all around

Dry leaves are lying everywhere. I just want to be

alone

The trees are so bare. I am so tired

TASK #8

You are going to write 2 of your own haiku poems.

Decide on a topic for each haiku - write about a season, nature, or an animal.

Start writing but don’t forget to count the syllables, as you read, make sure

you’ve got the right pattern.

First do the draft on a scrap piece of paper and then write 2 haikus in your book.

YOU ARE NOW A POET … I HOPE YOU ENJOYED

THAT

Afrikaans EAT

Werkkaart 5 Gr. 6

Prosa

Lees die storie versigtig deur en beantwoord die vrae wat volg.

Skilpad en sy dop

Eendag was daar ‘n skilpad, en hy het alleen in die veld gewoon. Elke dag

het hy gekyk hoe die ander diere vinnig hardloop, en hy het hartseer gevoel

omdat hy so stadig was. Skilpad was hartseer, want hy kon nie so vinnig soos

die ander diere hardloop nie. Hy kon net stadig stap.

Skilpad het gedink en gedink en toe sê hy, “Ek kan nie vinnig hardloop nie, want

my dop is te swaar. Ek dink ek sal uit my dop kruip, dan sal ek vinnig kan

hardloop”. Toe kruip Skilpad uit sy dop en hy hardloop en roep uit, “Kyk na my,

ek kan nou vinnig hardloop!” Hy was baie gelukkig.

Maar wat dink julle gebeur toe? Skilpad hardloop nog met die paadjie langs, toe

loop hy hom in ’n groot hond vas. Skilpad skrik hom boeglam. Hy gaan staan,

draai om en hardloop so vinnig as wat hy kan daar weg. Wat dink julle het

Skilpad gedink? Ja, hy’t gedink die hond gaan hom jaag. En die hond hét ook

agter hom aan gehardloop en geblaf, só: “Woef-woef-woef!” Skilpad voel

vreeslik bang. Hy draai van die paadjie af en kruip agter ’n groot rots weg. Die

hond sien nie vir Skilpad wegkruip nie en hy hardloop verder.

Toe die hond weg is, kom Skilpad agter die rots uit en hy begin weer hardloop.

Nie lank daarna nie hoor Skilpad ’n lawaai. Hy kyk op en daar sien hy ’n groot

voël. Wat dink julle het die groot voël gedink? Ja, die groot voël wou vir Skilpad

eet. Skilpad hardloop so vinnig as wat hy kan daar weg. Hy sien ’n boom met ’n

gat daarin, en hy hardloop vinnig by die gat in. Skilpad wag tot die voël

wegvlieg, toe kom hy uit die gat.

Skilpad is nie baie gelukkig nie. Hoekom is hy nie gelukkig nie? Ja, dis reg –

want hy is bang. Hy het nie ’n dop om in weg te kruip nie. Kort daarna begin dit

reën en dis koud. Skilpad raak sopnat en hy bewe van die koue. Hy hou niks

daarvan nie. Hy is nou regtig baie ongelukkig. Wat dink julle doen hy toe?

Ja, hy kruip in sy sterk dop terug. Hy sê, “Ek gee nie om as ek nie vinnig kan

hardloop nie. Ek is ’n skilpad. Ek is bly ek is ek!” En dis hoekom skilpaaie tot

vandag toe nie uit hulle doppe kan kruip nie.

Fluit-fluit, my storie is uit.

Skrywer onbekend

http://wordworks.org.za

Vrae

1) Waar het Skilpad gewoon?

__________________________________________________________

______

2) Hoekom het Skilpad hartseer gevoel?

__________________________________________________________

______

3) Wat besluit Skilpad om toe te doen?

__________________________________________________________

______

4) Watter dier jaag eerste vir Skilpad?

__________________________________________________________

______

5) Vul in: Skilpad het hom ____________________________ geskrik.

6) Is die volgende stelling waar of onwaar? Gee ‘n rede vir jou antwoord.

‘n Groot beer het vir Skilpad gejaag en hom amper opgeëet.

_________________,

______________________________________________

__________________________________________________________

______

7) Waarin het Skilpad weggekruip?

__________________________________________________________

______

8) Kies die korrekte antwoord. Watter antwoord is nie korrek nie?

Skilpad is ongelukkig omdat …

a) hy bang is.

b) hy vinnig kan hardloop.

c) hy koud kry en nat word.

9) Wat het Skilpad roe besluit om te doen?

__________________________________________________________

_______

10) Haal aan wat Skilpad in die laaste paragraaf sê.

________________________________________________________________

__

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________________________________________________________________

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________________________________________________________________

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11) Skryf die gebeure van die storie in die korrekte volgorde. Skryf asseblief die

sinne

uit.

a) Skilpad kruip agter ‘n groot rots weg.

b) Skilpad is hartseer, want hy kan nie hardloop nie.

c) Skilpad hardloop by ‘n gat in.

d) Die groot voël wil vir Skilpad opeet.

e) Skilpad besluit om uit sy dop te kruip.

f) Skilpad is ongelukkig en kruip terug in sy dop.

g) ‘n Groot hond jaag vir Skilpad.

________________________________________________________________

____

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________________________________________________________________

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Verney College

Afrikaans EAT

Werkkaart 6 Gr. 6

Stelwerk

Skryf jou eie storie. Skryf ‘n kort storie van min of meer 80-100 woorde wat

oor diere gaan. Jy kan enige dier kies of jy kan meer diere kies. Skryf ten

minste drie paragrawe.

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WEEK 2 – 22nd April – 30th April

Target worksheet 1 Date: ______________

Numeric patterns

Most mathematicians and scientists say,

“Mathematics is the study of patterns”

The more patterns you can see in mathematics, the better you are at

mathematics!

You already know that in a number sequence like 6, 12, 18, 24, …

although the numbers change (are not the same),

• there is some horizontal pattern that does not change (is always the

same for all numbers) and

• there is a vertical calculation plan (rule) that does not change and is

the same for all the input and output numbers.

Here are the horizontal and vertical patterns for 6, 12, 18, 24, ………..

Input numbers: 1 2 3 4 5 …

Output numbers: 6 …

We can describe and write the patterns in such sequences in different

ways: in words, in a table, in a flow diagram or as a calculation plan (also

called a rule).

These descriptions help us to solve problems like these:

1. To continue the sequence, in other words to find the next numbers in

the sequence.

2. To calculate numbers further on in the sequence, for example the

100th number in the sequence. This is the same as calculating the

output number if the input number is 100.

3. To find out the position of a number in the sequence, for example: Is

436 the 1st, 50th, . . . . 87th number in the sequence? This is the same

as finding the input number if the output number is 436.

4. To decide if a number, for example 438, is in the sequence or not.

108

A. Revising sequences of multiples

1. Below are five sequences of multiples. For each sequence:

(a) Continue the sequence for the next five numbers.

(b) Calculate the 100th number in the sequence. Explain your method.

(c) 360 is a number in the sequence. Do you agree?

12 18 24 30

×6 ×6 ×6 ×6 ×6

+6 +6 +6 +6

(d) What is the position of 360 in the sequence (for example, is it the 10th

or 23rd)?

(e) Is 465 a number in the sequence? How do you know?

Sequence A: 3, 6, 9, 12, 15, 18, …

Sequence B: 4, 8, 12, 16, 20, 24, …

Sequence C: 5, 10, 15, 20, 25, 30, …

Sequence D: 9, 18, 27, 36, 45, 54, …

Sequence E: 10, 20, 30, 40, 50, 60, …

2. Complete all missing parts in this flow diagram and table for multiples

of 6. What patterns do you notice?

Input numbers Output numbers Multiples of 6

Position no. 1 2 3 10 15 20 40 50

Position

number x 6

6 12 726

109


Non-multiple sequences

1

2

3

10

?

6

12

?

?

726

× 6

Calculation plan

We have studied sequences of multiples.

For example, what is the 100th multiple of 5 in 5, 10, 15, 20, 25, 30, …? Do

you agree that it is easy: the 100th number is 100 × 5 = 500?

But what about sequences that are not multiples?

For example, what is the 100th number in 6, 11, 16, 21, 26, 31, …? Let

us now investigate this.

1. Study the three sequences in this table.

Position no. 1 2 3 4 5 6 20 100

Sequence 1 4 9 14 19 24

Sequence 2 5 10 15 20 25

Sequence 3 6 11 16 21 26

(a) Describe horizontal patterns for each of the sequences. How are they

the same and how are they different?

(b) Describe vertical patterns for each of the sequences. How are they

the same and how are they different?

(c) Complete the table. Describe and discuss your methods.

2. Below are three flow diagrams for the three sequences in question 1.

How are the flow diagrams the same and how are they different?

Complete all missing parts in the flow diagrams.

Sequence 1

110

Sequence 2

Sequence 3

3. Calculate the 100th number in 7, 12, 17, 22, 27, …

4. Calculate the 100th number in 8, 13, 18, 23, 28, …

5. a. What is the same in Sequences A to D below?

b. Calculate the 100th number in each sequence.

1

2

3

20

100

4

9

14

?

?

? ?

Rule

1

2

3

20

100

5

10

15

?

?

? ?

Rule

1

2

3

20

100

6

11

16

?

?

? ?

Rule

Sequence A: 6, 12, 18, 24, 30, 36, 42, …

Sequence B: 7, 13, 19, 25, 31, 37, 43, …

Sequence C: 9, 15, 21, 27, 33, 39, 45, …

Sequence D: 4, 10, 16, 22, 28, 34, 40, …

Every sequence of multiples has a family of sequences that are

not multiples but have the same constant difference. For

example:

4, 8, 12, 16, 20, 24, 28, .. these numbers are multiples of 4

5, 9, 13, 17, 21, 25, 29, these are 1 more than a multiple of 4

6, 10, 14, 18, 22, 26, 30, these are 2 more than a multiple of 4

3, 7, 11, 15, 19, 23, 27, … these are 1 less than a multiple of 4

111

Problem: Find the 100th number in the sequence 10, 14, 18, 22, 26, 30, …

Zukele does it like this:

My clue is that there is a constant difference of 4.

So then I know that it is family of the multiples of 4: 4, 8, 12, 16, ...

So I can see each number in 10, 14, 18, 22, … is 6 more than 4, 8, 12, 16,

…

But I know that the 100th number in 4, 8, 12, 16, … is 100 × 4 = 400 So I

know that the 100th number in 10, 14, 18, 22, … is 100 × 4 + 6 = 406

6. Calculate the 87th number in each of these sequences. Also

answer the questions.

(a) 2, 5, 8, 11, 14, … Is 623 a number in this sequence?

(b) 4, 7, 10, 13, 16, … Is 334 a number in this sequence?

(c) 3, 6, 9, 12, 15, … Is 334 a number in this sequence?

(d) 5, 8, 11, 14, 17, … Is 623 a number in this sequence?

→

→

→

→

Target worksheet 3 Date: _______________

1. Find the missing input numbers:

2. It will be easier to find missing input numbers if we rewrite the flow

diagram in question 1 so that the known numbers become the input

numbers. Complete all the missing parts in the flow diagram.

112

Flow diagrams and rules

1. Write the rule (calculation plan) for each of these sequences as a

flow diagram. How are the flow diagrams different, and how are

they the same? Also calculate all missing input and output numbers.

(a) 4, 8, 12, 16, 20, 24, 28, ...

?

?

?

?

?

43

51

67

83

151

× 4 + 3

43

51

67

83

151

?

?

?

?

?

? ?

(b) 5, 9, 13, 17, 21, 25, 29, …

(c) 6, 10, 14, 18, 22, 26, 30, …

113

(d) 3, 7, 11, 15, 19, 23, 27, 31, …

1

2

3

100

?

4

8

12

?

472

?

Rule

1

2

3

100

?

5

9

13

?

473

? ?

Rule

1

2

3

100

?

6

10

14

?

438

? ?

(e) 1, 5, 9, 13, 17, 21, 25, 29, …

2. Complete this table.

Position 1 2 3 4 5 6 30

Position × 4 4 8 12

Position × 4 + 1 5 9

Position × 4 + 2 6

Position × 4 + 3

Position × 4 + 4

Position × 4 + 5

(a) Describe and discuss your methods.

1

2

3

100

?

3

7

11

?

835

? ?

1

2

3

100

?

1

5

9

?

641

? ?

(b) Describe horizontal and vertical patterns in the table.

(c) What is the same in each sequence, and what is the same in each

calculation plan (rule)?

114


Tables and rules

A computer uses a secret rule so that for every input number that

you type in, it produces an output number using the same rule every

time. Here are some examples of the computer’s answers:

Input number 0 1 2 3 5 20

Output number 2 7 12 17 27 102

1a. Which one of these is the computer’s rule?

Explain how you know, and how you can be sure.

Rule 1: Output number = Input number + 6

Rule 2: Output number = Input number × 6

Rule 3: Output number = Input number × 5 + 2

Rule 4: Output number = (Input number + 2) × 5

None of these

b. What will the computer’s output number be for each of

these input numbers: 4, 6, 21, 25, 50, 100?

2.The computer also made tables using the other calculation

plans (rules) in question 1. Which rule did the computer use for

which table? Explain how you know, and how you can be sure.

Table 1


Output number 10 15 20 25 35 110

Table 2


Output number 6 7 8 9 11 26

Table 3


Output number 0 12 24 72 90 120

115

3. On two other occasions, the computer produced these tables:

Table 4

Input number 1 2 3 4 5 6 17 60

Output number 12 24 36 48

Table 5

Input number 1 2 3 4 5 6 17 60

Output number 14 26 38 50

a. Complete the tables.

b. Explain how you calculated Output number 17 and

Output number 60 in each table.

c. Calculate the 100th number.


Whole numbers

Numbers bigger than a million

The symbol for ten thousand is 10 000.

The symbol for one hundred thousand is 100 000.

The symbol for 300 thousand is 300 000.

The symbol for a thousand- thousands is 1 000 000.

A thousand- thousands is called 1 million.

The symbol for 10 million is 10 000 000.

One kilometre is 1 million millimetres.

The number of people who live in South Africa is about 55

million.

1. Approximately how many millimetres away from school is your

home?

2. Take a look at the many short thick lines on the next page.

a.How many lines are shown on the page?

b. How many lines are there on ten pages like this?

c. How many lines are there on a hundred pages like this?

d. How many lines are there on a thousand pages like this?

e. How many lines are there on ten thousand pages like this?

f. How many lines are there on a hundred thousand pages like

this?

3. a. How many thousands is 30- hundreds?

b. How many thousands is 240- hundreds?

c. How many thousands is 8 240- hundreds?

d. How many thousands is 18 240- hundreds?

e. How many millions is 4 000- thousands?

f. How many millions is 40 000- thousands?

g. How many millions is 400 000- thousands?

h. How many millions is a thousand- thousands?


1. Write the number symbols for these numbers.

(a) nine hundred thousand

(b) nine hundred and ninety thousand

(c) nine hundred and ninety-nine thousand and ninety

The symbol for two million is 2 000 000.

The symbol for two million five hundred thousand is 2 500 000.

The symbol for two million three hundred and forty thousand is 2 340 000.

The number name for 2 340 000 consists of two parts:

two million three hundred and forty thousand

The number of millions The number of thousands

is stated first: 2 million is stated after the millions: 340 thousand

2. Write the number symbols for these numbers.

(a) five million six hundred and seventy- thousand

(b) five million six hundred and seventy-five thousand

(c) seventy million three hundred and twenty-eight thousand

(d) seventy-three million three hundred and twenty-eight thousand

(e) two hundred and seventy-three million three hundred and twenty-eight thousand

3. Write the number names for these numbers.

(a) 6 400 000 (b) 6 430 000 (c) 6 437 000 (d) 6 437 200

(e) 6 437 230 (f) 6 437 238 (g) 6 403 238 (h) 6 043 238

(i) 8 070 050 (j) 8 007 500 (k) 8 700 005 (l) 8 705 000

121

Target worksheet 7 Date: ___________________

Count beyond 1 million

1. In each case, write the number symbols as you go along.

(a) Count in fifty thousands from eight hundred thousand to one million two hundred

thousand.

(b) Count in two thousands from nine hundred and ninety thousand to one million and

twelve thousand.

(c) Count in five hundred thousands from 100 000 up to three million six hundred

thousand.

(d) Count in 250 000s from 4 million up to 6 million.

(e) Count in 250 000s from 41 million up to 43 million.

(f) Count in 250 000s from 423 million up to 425 million.

(g) Count in 5 millions from 621 million up to 651 million.

2. Write the number symbols as you go along.

(a) Count in 100 millions from 300 million up to 900 million.

(b) Count in 10 millions from 800 million up to 900 million.

(c) Count in millions from 890 million up to 900 million.

3. In each case, count backwards until you cannot go further down. Write the number

symbols as you go along.

(a) Count backwards in 100 thousands from 2 million.

(b) Count backwards in 500 thousands from 10 million.

(c) Count backwards in 900 thousands from 10 million.

(d) Count backwards in 10 millions from 120 million.

4. In each case, write the number symbols as you go along.

(a) Count backwards in 100 thousands from 32 million to 31 million.

(b) Count backwards in 500 thousands from 230 million to 228 million.

(c) Count backwards in 200 thousands from 782 million to 779 million.

12

2

Target worksheet 8 Date: ___________________

Represent and order 9-digit numbers

The number symbol for two hundred and sixty-four million eight hundred and sixty-

seven thousand five hundred and sixty-eight is 264 867 568. It consists of three

parts:

The first group of The middle group of The last group of

3 digits states the 3 digits states 3 digits states

number of millions thousands hundreds, tens and units

264 million 867 thousand 5 hundreds, 6 tens, 8 units

So, we can think of 264 867 568 as 264 million, 867 thousand and 568.

The place value expansion (expanded notation) for 264 867 568 is

200 000 000 + 60 000 000 + 4 000 000 + 800 000 + 60 000 + 7 000 + 500 + 60 + 8.

1. How much is each of the following? Write the number symbols.

(a) 217 458 379 − 458 000

(b) 217 458 379 − 379

(c) 217 458 379 − 217 million

(d) 217 458 379 − fifty thousand

(e) 217 458 379 − three hundred

(f) 300 million + 30 million + 30 thousand

(g) 300 million + 3 million + 3 thousand

(h) 300 million + 30 million + 3 thousand

(i) 300 million + 30 thousand + 3 hundred

(j) 30 million + 30 thousand + 3 hundred

(k) 3 million + 30 thousand + 3 hundred

123

Target worksheet 9 Date: __________________

264 867 568

1.Write the number symbols for these numbers.

a. five million eight hundred and fifty thousand four hundred and fifty-six

b. one hundred and one million fifty-four thousand three hundred and forty-

eight

c. thirty-two million forty thousand three hundred and seventy- five

d. seven hundred and eighty-four million six hundred and eighteen thousand

and thirteen

e. seven million one hundred and ninety thousand and three

f. nine hundred and sixty million eight-hundred and sixty-four thousand and

ten

g. one hundred and ten million one hundred and one thousand one hundred

2. Write the number symbols that you wrote for question 1 in ascending order (from

smallest to biggest).

3. Arrange these eight numbers in descending order (from biggest to smallest).

(a) 352 32 187 (b) 403 303 002

(c) 336 001 033 (d) 45 090 946

(e) 94 409 806 (f) 217 583 528

(g) 800 004 307 (h) 319 006 825

4. Now write the number names and place value expansions (expanded notation)

for the numbers in question 3.

5. Round off each of the numbers in question 4:

a. to the nearest million b. to the nearest ten thousand c. to the nearest

thousand

• The following activities are just for fun!

GRADE 6 LIFE SKILLS

Because you don’t have your books I need to make sure that you keep all your Life Skills work together, so

please get a file or an old book or a spare book that you can work in and keep all your Life Skills work

together.

Lesson 1(Day 3 Period 6):

24 April 2020

Today we are going to carry on with self-management skills specifically prioritising responsibilities and

developing an activity plan. An activity plan is in writing, simple and flexible (easy to change).

When you prioritise your responsibilities, you order them according to their importance or urgency. We

decide what is most important and what is least important to do. There are also the things we have to do

and the things that we want to do. All of these take time.

Have to dos:

• Responsibilities at home: chores

• School and homework: you need to spend time and energy to obtain a good education

• Sleep: doctors agree that young people need at least 8 hours of sleep every night.

• Eating and grooming: Food is necessary to live a healthy life, so too is bathing, dressing and

brushing your hair and teeth.

Want to dos:

• Activities: sport; art; dance; having fun.

• Relax: spending time with friends; reading a book, watch TV, chilling.

Set priorities and schedule time for both the have to dos and the want to dos.

Copy the above information onto a piece of paper.

Then create an activity plan for the rest of your week. Use your timetable to indicate your subjects and

what needs to be done each day. Remember to include want to dos as well, even though these are

limited at this point in time. Use the following format to make your action plan. Do this on a full page.

TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY

06:00 Wake up Wake up Wake up Wake up Wake up

06:30 07:00 08:10-08:50 Eng 08:50-09:30 Eng 09:30-09:50 Break Break Break Break Break 09:50-10:30 10:30-11:10 11:10-11:50 11:50-12:10 12:10-12:50 Break Break Break Break Break 12:50-13:30 13:30-14:10 14:10–15:00

15:00-16:00 16:00-17:00 17:00-18:00 18:00-19:00 19:00-20:00 20:00-21:00 21:00-22:00 22:00-06:00 Sleep Sleep Sleep Sleep Sleep Sleep Sleep

Remember this is just an example, you must make your own activity plan for 1 week. Try and continue to

make an activity plan every week.

Lesson 2 and 3(Day 4 Period 5 and 6):

27 April 2020

Bullying

Read and complete the worksheet called Reasons for and Types of Bullying.

Make sure you know the different reasons why people become bullies and that you know the different

kinds of bullying.

Lesson 4(Day 6 Period 7):

29 April 2020

Getting out of the bullying habit.

Bullying is bad and harmful to those who are being bullied, as well as the bullies.

Take responsibility for your own behaviour. If you are a bully, find help and stop bullying.

1. List the reasons why you bully.

2. Ask friends and family to help you give up the habit of bullying.

3. Try new activities. A creative or physical activity can pull you away from negative thoughts and

behaviour.

4. Apologise to those whom you have bullied.

5. Do not force people to help you.

6. STOP others from bullying.

Copy the above notes into your book or file.

Read Mandisa’s story below and then write a paragraph giving Mandisa advice.

Remember Grade 6’s I am on the WhatsApp group, if you need any help I am available during the Life

Skills periods.

Mandisa often hurts other learners with the SMS’s she sends. Recently

she sent an SMS to a girl saying, “How does it feel to be as tall as a

giraffe?” The next day the girl cried when she saw Mandisa. Mandisa

suddenly realised that her behaviour caused the girl a lot of heartache.

She came to you for help.

Grade 6 SOCIAL SCIENCE

Hello Gr 6’s – I’m praying that you’re all well. Let’s carry on with Social Science.

Unfortunately some children have their textbooks at school. In order not to fall behind, I will be

giving you my own notes in a summarised form and activities to do from these notes.

Please read my notes CAREFULLY. Please only do one topic a week.

Those of you who do have the textbook, read the notes in the book as well, but don’t do the

textbook activities.

Once we’re back at school, we’ll briefly revise the work from the textbook.

HISTORY TOPIC 1 – An African kingdom long ago in southern Africa: Mapungubwe

Write the heading in your workbook and then write all the new words and meanings for this topic.

NOTES:

• In the first millennium, African farmers settled in small villages, each one had a few hundred

people and they didn’t depend on other villages.

• In these villages, some people were more important than others (normally the older people)

• The social hierarchy was based on age and gender.

• People in the village were subsistence farmers and produced what they needed. They made

tools, weapons and ornaments from iron and copper.

• After about 900AD, farming communities became larger and more complex with some

families becoming richer and more powerful than others.

• Archaeologists have found the remains of farming villages like K2 and Schroda. Here, they

found traces of things that were traded with other people.

• In these villages there was trade in ivory and glass beads. They began to import and export

trade items.

• Many farmers from K2 and Schroda moved to Mapungubwe Hill.

• Mapungubwe was a complex society.

• It is in the present day Limpopo Province.

• It was a large kingdom with a political hierarchy and they traded with what we know today as

Botswana, Zimbabwe, southern Mozambique and the northern provinces of South Africa.

• They also traded across the Indian Ocean with the Middle East and India.

• Mapungubwe (known as the place of the jackals) was the first state in southern Africa so the

chief was called a king.

• The king, his family and other important people, lived at the top of the hill, separated from the

ordinary people who lived at the bottom of the hill.

• By living at the top of the hill, the king showed that he was more powerful than others, he was

also closer to the ancestors and he was more protected (behind a stone wall) in the case of

enemies attacking.

• The rulers of Mapungubwe were wealthier than the ordinary people. Their huts were bigger

and more finely decorated.

• Mapungubwe was not an equal society. There were distinct social classes.

• The people farmed with sheep, goats and large herds of cattle and grew millet and sorghum.

• The ruling class, the king, his family and advisers, who lived on the top of the hill were very

rich. They were buried at the top of the hill.

• These important people were buried with valuable gold objects (the golden rhinoceros), glass

beads, imported Chinese glazed pottery, fine cloth from India and specially shaped clay pots

and bowls.

• These things show us that the king and his family were powerful and had political leadership.

• He traded goods such as gold, copper, iron and ivory with the people from the East.

• The glass beads, glazed pottery and fine cloth came from the East.

• They could trade because Mapungubwe was so close to the Limpopo River, which connected it

to the coast.

• The people of Mapungubwe had to carry the goods that were traded to the coast and back

again.

• Many of the Arab traders from the East were Muslims.

• They traded with the African groups on the coast. Many of the Africans took on the culture

and religion of these Arab traders.

• These people became known as the Swahili. The Swahili language is still spoken today in

many east African countries.

• Many symbols of the king’s power have been found by archaeologists on the top of the hill.

• Probably one of the most important artefact was the golden rhino. It was carved out of wood,

and sheets of fine gold leaf were pinned to it.

• The rhino was a symbol of leadership because it is fierce and likes to be left alone.

• Today, Mapungubwe is a World Heritage Site. It means that it is recognised as being of

great historical value and is protected from being damaged.

• The Order of Mapungubwe is a special award that symbolises great achievement and is

awarded by the President of South Africa to citizens that have served our country with

excellence.

• Nelson Mandela, FW de Klerk and other well known people have received this award.

• After the kingdom of Mapungubwe stopped existing, another big society was formed. This

was at Great Zimbabwe.

• This society had the same structure as Mapungubwe and also traded with the East.

• Many of the stone walls of the Great Zimbabwe settlement are still standing.

• At the same time when Mapungubwe existed, a European explorer named Marco Polo also

travelled to the East to trade.

• Marco Polo was from a rich Italian family. He travelled (by land) from Europe across Asia to

China and India and then back again.

• He wrote a book which influenced other European explorers and traders to travel and

explore.

• Marco Polo’s accurate measurements of his travels helped an Italian map maker to produce

one of the first maps of the known world.

• Another Italian, Christopher Columbus, set off across the Atlantic Ocean to try find a sea

route to China by sailing West.

• He never reached Asia, but instead discovered

America.

TASK

1. Draw a flow diagram to show what you have learnt about

Mapungubwe.

First draw a block in the middle of the page and write ‘The Kingdom of Mapungubwe’ in the block.

Then draw 5 blocks around the middle block.

Now write one of these headings in each block and write two points about that heading.

The king of Mapungubwe

Life in Mapungubwe

Trade between Mapungubwe and the East

Symbols of power

The people of Mapungubwe

2. What is Mapungubwe today and why?

3. Name the goods traded between Mapungubwe and the East. Draw a table like this in your

book:

Goods Mapungubwe got from the East Goods the East got from Mapungubwe

1

2

3

4. What is the Order of Mapungubwe and who has been awarded with it?

5. Briefly describe the well known artefact which archaeologists found at Mapungubwe.

6. Write 3 things you know about Marco Polo.

GEOGRAPHY TOPIC 2 – TRADE


NOTES:

• People trade to exchange goods and services.

• Trade began with bartering, and then people traded goods and services for money.

• Trade between different countries is called international trade.

• International trade consists of exports and imports.

• Exports are goods and services that a country sells to another country.

• Some of South Africa’s main exports are: iron, gold, coal and fruit.

• Imports are goods and services that a country buys from another country.

• Some of South Africa’s main imports are: oil/petrol, electrical goods, machinery, medicines and

cars.

• The goods that people trade can be divided into 3 groups;

➢ Primary products which are raw materials

(Primary goods, or raw materials, are products of primary activities such as farming, fishing and mining.)

➢ Secondary products which are manufactured goods

(Secondary products, or manufactured goods, are made from raw materials. Eg, clothing is a secondary

product)

➢ Skills and services

(Skills are things people can do. Different jobs require different skills) (services are things people do for

others like doctors, teachers, drivers, mechanics etc)

• When a primary product is converted to a secondary product, value is added to it.

• A secondary product is a ‘value added’ product.

• There are many processes involved in changing a raw material into a secondary product and

these processes cost money.

• Many people make a profit along the process from the raw material to the manufactured

product.

• Fair trade happens when everyone involved in producing, manufacturing and selling the

product gets a fair share of the profits.

• Unfortunately, fair trade does not always take place and trade is unfair.

• Unfair trade happens when some people are exploited and others make huge profits.

• When trade is unfair, it causes the following problems:

- Farmers and mine workers get low wages

- Sometimes children are forced to work

- Poor people don’t have enough money to pay for services like health care

- People do not develop skills

- The governments in poor countries can’t provide services and skills training because they

don’t collect enough money in taxes

• When trade is fair:

- Traders pay a fair price for crops

- Workers are paid fair wages

- Children are not allowed to work, they go to school.

- Traders make sure that some money goes towards health care and education.

- Working conditions are safe and healthy

- Workers form companies so that they have more control over prices and wages

TASK

1. Draw this table in your book and tick the correct column.

Item Primary product Secondary product Service

Gold

Clothing

Shop assistant

Furniture

Bank teller

Wood

Fresh tuna

Teacher

Car

Canned peaches

2. In your own words, explain the following terms:

Imports Exports Fair trade Exploitation Skill International trade

3. Name 2 of South Africa’s main exports.

4. Name 2 of South Africa’s main imports.

5. Is a silver ring or a silver chain more, or less valuable than raw silver? Explain your answer.

6. List 2 ways in which fair trade organisations help workers.

HISTORY TOPIC 2 – EXPLORERS FROM EUROPE FIND AFRICA


NOTES:

• Before 1400, travelling far was dangerous and maps were not very accurate.

• The Renaissance is a period in the history of Europe beginning in about 1400.

• "Renaissance" is a French word meaning "rebirth". The period is called by this name because

at that time, people started taking an interest in the learning of ancient times.

• There was a new interest in art, learning and travel.

• The Renaissance began in Italy.

• During the Renaissance, there were many famous artists, many writers and many

philosophers. Many people studied mathematics and different sciences.

• During the Renaissance there were new ideas and inventions: the printing press, better

weapons (the cannon and gunpowder), better instruments (the magnetic compass and the

quadrant) and better ships (the caravel).

• A person who is clever at a great number of things is sometimes called a "Renaissance Man".

• Leonardo da Vinci (an Italian), who was a painter, a scientist, a musician and a philosopher, is

the most famous Renaissance Man.

• He painted the Mona Lisa and The Last Supper.

• Da Vinci was interested in anatomy and made some famous drawings of the human body.

• He also designed weapons, machinery and buildings and drew plans for an army tank and a

helicopter.

• He had very clever ideas for building canals and road systems.

• Galileo Galilei was an Italian scientist who proved that objects of different mass fall at the

same speed.

• He also developed a military compass that could aim cannonballs accurately.

• He improved the telescope, to study the moon, sun and the stars. His studies showed that the

sun is at the centre of the solar system and that the Earth and the other planets revolve around

the sun.

• The Catholic Church in Europe tried to convert everyone to the Christian faith.

• The ‘Age of European Exploration’ was a time when Portuguese, Spanish, Dutch and British

ships left the shores of Europe on long voyages to explore the seas and discover new lands.

• People realised the need to trade with others to get goods that they needed.

• European traders wanted to find a sea route around Africa to the East where they could get

silk and spices.

• Europeans went on voyages of exploration because:

- they were curious about the rest of the world

- they were looking for trade and a good profit on goods

- they wanted to spead the Christian religion across the world

• The Portuguese were the first Europeans to sail around Africa.

• Henry the Navigator sponsored voyages of exploration.

• Bartholomew Dias was an explorer from Portugal. He was the first person to sail around the

southern tip of Africa.

• By setting up a wooden of stone cross called a ‘padrão’ the Portuguese claimed land for

Portugal.

• The Portuguese named the Cape the Cape of Storms and the Cape of Good Hope.

• Another Portuguese explorer, Vasco da Gama, also sailed around the tip of Africa into the port

of Mozambique.

• Da Gama hired an Arab pilot to go on his ship and show him the route across the Indian

Ocean to India.

• On da Gama’s return voyage to Portugal, only 54 of his crew of 170 survived.

• In Portugal, da Gama was welcomed as a hero because he’d found a route to India and he

had proven that there was gold in south-east Asia.

• The Dutch became the first people from Europe to live permanently in South Africa.

• A big trading company, called the Dutch East India Company, the VOC, was set up to send

ships and traders to the East.

• In 1652, Jan van Riebeeck arrived to set up a permanent settlement to provide supplies for the

Company ships and to have a place where sick sailors could get better.

• Even with stronger ships and useful instruments, life on board a ship was often very difficult for

the sailors on the long journeys.

- They were away from their families for very long periods

- They had to sleep on the open decks of the ship (wind and rain)

- They didn’t get much sleep

- They ate in groups of seven from only one bowl or plate

- The water that they drank was not clean

- They didn’t eat fresh food, only mainly breads, porridges and salted meat and fish

- They lacked vitamin C and often died from a disease called scurvy.

TASK

1. Name 2 products from the East that the Europeans wanted.

2. Write four sentences to describe what Leonardo da Vinci did.

3. Name three new things that were invented during the Renaissance.

4. Which country first started to try and sail around Africa?

5. Name two explorers from this country who are famous.

6. What is scurvy?

7. Why did the Dutch East India Company send Jan van Riebeeck to the Cape?

8. Imagine that you are a sailor on a VOC ship. Write a letter to your family telling them about

your

life on this journey.

9. Write the words with their correct definitions:

Renaissance The science that studies planets and stars

Profit Dutch trading company

Anatomy A stone cross with the Portuguese coat of arms on it.

VOC A fast sailing ship invented by the Portuguese

Telescope A rebirth in the history of Europe

Astronomy The science that studies the structure of the body

Padrão Gain money by selling for a higher price than was bought

Caravel An instrument used to study the sun, moon and stars

10. Name the country that these people are from:

Italians, Portuguese, Dutch, Spanish

11. Draw a caravel like this one in your book.

12. Rewrite the sentences filling in the correct name.

a) _________ was able to prove that the sun is at the centre of the solar system and that the

Earth and other planets revolve around the sun.

b) _________ was an inventor, a painter, a sculptor and was one of the greatest thinkers that

ever lived.

c) _________ was the first European to sail around the tip of Africa.

d) _________ sponsored the voyages of discovery.

GEOGRAPHY TOPIC 3 – CLIMATE AND VEGETATION AROUND THE WORLD


NOTES:

• There are different climates around the world:

- Hot, mild and cold climates

- Wet and dry climates

• Weather is the condition of the atmosphere over a short period of time. It describes the

temperature, rainfall, cloud cover and wind over a short time in a specific area.

• Climate is the weather pattern over a long period of time. It describes the weather elements

but is monitored over a long period of time.

• The regions of the world between the tropics are the hottest

and wettest parts.

• The coldest regions of the world are at the poles. These

areas are also dry.

• Tropical rainforests are located near the Equator.

- The climate in these areas is hot and wet all year round.

- The vegetation is evergreen forests. There are plants that grow on the ground, tall trees

and plants that grow on and over other plants.

- There are no seasons in these forests. The plants provide seeds and fruits all year round,

so animals do not need to move away in search of food.

- The wildlife included gorillas, snakes, chimpanzees, frogs, birds and many insects.

- Deforestation happens when forests are cut down and cleared away.

- Rainforests are cut down or burnt for logging, farming, mining and road building.

- Deforestation is destroying the world’s rainforests.

• Hot deserts are located between 20° and 35° N, and 20° and 35° S.

- The climate in these areas is hot and dry all year round.

- There is little vegetation in these area as few plants

are able to survive with very little moisture.

- Some of the desert plants have long roots that search

for water, some can store water in their leaves and

stems and some have spikes and thorns to protect

themselves from being eaten.

- The animals that live in the desert are able to hide

themselves from the hot sun. many of them dig holes in the ground and rest inside them.

- Some desert animals are: ground squirrels, meerkats, bat eared foxes and of course

camels.

- The people that live in the deserts are nomads.

- They move around from place to place (to find water) when the seasons change.

- They eat the meat and drink the milk of their animals.

- They use the animal hides to make tents to live in.

• Coniferous forests cover only about 15% of the Earth’s land surface.

- They are located far north in Canada, Russia, Norway and Sweden.

- The climate is very cold and dry all year round. The summers are very short and the

winters are long and very cold with heavy snowfall.

- They form the world’s largest forests but have only a few plants and animals.

- The natural vegetation is tall, narrow coniferous trees. These trees don’t bare flowers but

rather cones. They also have needle-like leaves that help them to survive the very cold

climate.

- The wildlife includes moose, grey owls, flying

squirrels and brown bears.

- Some of the animals hibernate and others move further south to warmer areas.

- People in these areas make a living from the timber (wood) industry.

- The timber from coniferous trees is softwood such as pine. Its main use is to make paper

but it can also be used for building, flooring and to make furniture.

TASK

1. Write these sentences and next to each one write whether it describes the weather or the

climate.

a) We had to take our raincoats yesterday because it was cold and rainy.

b) The sun was shining and there was no wind on the beach.

c) When we go on holiday to Europe in December, we know we have to take warm clothing.

d) August is the windy month in Johannesburg.

2. Correct the statements below.

a) The hottest places are found next to the ocean.

b) The coldest parts of the world are at the Northern and Southern Hemispheres.

c) Tropical rainforests are forests that are cold and dry.

3. What is deforestation?

4. Give two reasons why deforestation happens.

5. How does deforestation affect the wildlife in that area?

6. Describe how the plants in the desert have adapted to the climate.

7. What is a nomad?

8. Briefly explain how they live.

9. Where will you find the hottest and wettest regions of the world?

10. Look at the pictures below and read about some of the animals from the tropical rainforest.

Gorillas can weigh up

to 300kg. They build

nests of leaves on the

forest floor. They are

herbivores.

Chimpanzees eat

berries, leaves and

shoots. They stay in

their nests in the trees

at night.

Chameleons have long,

sticky tongues which

they use to catch

insects. They change

colour so they can hide

themselves from their

enemies.

These centipedes can

grow as long as 26cm.

they live in dark, damp

places like under

stones and dead

leaves. At night they

feed on worms, insects

and spiders.

There are thousands

of species of

butterflies in the

tropical rainforests.

Some of them have a

wing span of 30cm.

they suck the nectar

from the flowers in

the forest.

Draw this table in your book and fill it in.

Animal Where it lives Food

Butterfly

Giant centipede

Chameleon

Gorilla

Chimpanzee

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