Learning Project –Week 3 – Viewpoints

Age Range - Year 6

Weekly Maths Tasks – aim for 1 per day Weekly Reading Tasks – aim for 1 per day ● Working on Times Table Rockstars. Can you improve your rockstar status? Play 10 Studio sessions to see the change. Challenge Mrs Lugg or someone else in the class. ● Play Hit the Button on the Topmarks website. Focus on times tables, division facts and squared numbers. Then, practise square and cube numbers using the worksheet. ● Crack the code worksheet using your knowledge of factors, multiple, square numbers and cube numbers. ● Practise matching equivalent fractions, decimals and percentages using the worksheet provided. ● Arithmetic practice Daily 10 Mental Maths Challenge on the Topmarks website. Choose Level 5 or 6. How many seconds do you need to answer the questions?

● Your child can continue to read a chapter from their home reading book or a book that they have borrowed from the library. ● After this, ask your child to create a set of multiple-choice questions about what they have read. ● Read the information text about earthquakes and answer the comprehension questions provided. ● Challenge your child to read to another member of the family. This doesn’t have to be a book so they can be as imaginative as they wish. ● Direct your child to Love Reading. Ask them to explore the Book of the Month and extracts of other books. Which appeal to them most?

Weekly Spelling Tasks – aim for 1 per day Weekly Writing Tasks – aim for 1 per day ● Encourage your child to practise the Year 5/6 Common Exception Words (see list below). Complete the word search then write a short paragraph using at least 6 of these words. ● Ask your child to complete the short spelling quiz. Read each sentence to them twice and ask them to write the missing word in the gap. Can they correctly spell 5/5? ● Practise spellings on Spelling Frame. ● Ask your child to create a word bank of feelings that they have felt over the week. They may be able to identify any spelling rules the adjectives contain. Encourage them to try and include an adjective with a silent letter.

● Your child could compose an email or a formal letter to a 12 year old child from a country of their choice. Ask them to describe what is happening in the world at the moment. They can then compose a reply. How does each world differ? ● Encourage your child to put themselves in their Mum’s or another family member’s shoes. Can they write a poem about how they might be feeling with what is happening in the world currently? ● People should be able to express their opinion on social media platforms. Do you agree/disagree? Your child can write a discussion about this statement. ● Story Task: They have now created a setting and character for a story genre of their choice. Talk to your child about what is going to happen in their story? Ask them to plan their story thinking about a book of the same genre. Whose viewpoint are they going to write the story from?

Learning Project – to be done throughout the week

The project this week aims to provide opportunities for your child to learn more about different viewpoints. Learning may focus on physical viewpoints in terms of what you can see outside of the window at home, what others can see looking into your home and then progress onto personal viewpoints and of others.

• Viewpoints and Mood - Ask your child to look into a room in the home and think about how it makes them feel. They can then either draw something linked to how they feel when looking in the room or draw an object from the room and then colour, shade or paint it in a colour that reflects their current mood.

• Bristol Views - The Cabot Tower, The Suspension Bridge and the Clifton Observatory are just some of the famous viewpoints within Bristol. Your child can choose a Bristol viewpoint and use Google Earth or Google Maps to create an accurate scaled map of the location of the landmark. They may wish to identify all of the Bristol viewpoints on their map.

• Viewpoints from Around the World - Your child can research famous viewpoints from around the world (e.g. The Eiffel Tower). Ask them to draw what they think they would see from this viewpoint. After this, they can design and create a miniature scale of the landmarks that give these viewpoints. Encourage them to evaluate their creations.

• A change in Viewpoints - How did Martin Luther King and Rosa Park’s actions and views shape society today? Challenge your child to compare and contrast viewpoints from then and now on people’s race, culture and religion. How has this improved society’s attitudes towards those who are different to ourselves?

• Debate - Is good more powerful than evil? Is it worse to fail at something or never attempt it in the first place? Is it more important to be liked or respected? Ask your child to choose a question to answer, write a speech and use real-life examples to justify their opinion

• Don’t forget…Being active is really important and so good for your body and mind. Mrs Lugg and her boys have been enjoying Joe Wicks’ workouts every morning on his YouTube channel at 9am. They are saved there so you can do them at any time of the day.

Year 5-6 Common Exception Words

Using and Recognising Squareand Cube Numbers

Recognise and use square numbers and cube numbers, and the notation for squared (2) and cubed (3).

Square NumbersThe product of a number multiplied by itself.

Can be illustrated as a square, e.g

2² = 2 squared = 2 × 2 = 4

Cube NumbersThe product of multiplying a digit by itself three times.

Can be illustrated as a cube, e.g.

2³ = 2 cubed = 2 × 2 × 2 = 8

A. Complete the table.

1² 1 × 1 1

2² 4

3² 3 × 3

4 × 4 16

5²

36

7 × 7

8²

10² 100

B. Complete the table.

1³ 1 × 1 × 1 1

2³ 2 × 2 × 2

3³ 27

4 × 4 × 4 64

5³ 5 × 5 × 5

6³ 6 × 6× 6

343

8³ 512

9 × 9 × 9 729

10³

C. Calculate the missing numbers.

a) 7² + 4³ = b) 8² + 10² = c) 5³ - 5² =

d) 5² + = 89 e) - 8² = 17 f) 3² × 2³ =

g) 3² + = 5² h) 6³ ÷ 2² = i) 13² =

j) 10³ - 2² = k) 100² = l) ² = 144

A. Complete the table.

1² 1 × 1 1

2² 2 × 2 4

3² 3 × 3 9

4² 4× 4 16

5² 5 × 5 25

6² 6 × 6 36

7² 7 × 7 49

8² 8 × 8 64

9² 9 × 9 81

10² 10 × 10 100

B. Complete the table.

1³ 1 × 1 × 1 1

2³ 2 × 2 × 2 8

3³ 3 × 3 × 3 27

4³ 4 × 4 × 4 64

5³ 5 × 5 × 5 125

6³ 6 × 6× 6 216

7³ 7 × 7 × 7 343

8³ 8 × 8 × 8 512

9³ 9 × 9 × 9 729

10³ 10 × 10 × 10 1000

C. Calculate the missing numbers.

a) 7² + 4³ = 113 b) 8² + 10² = 164 c) 5³ - 5² = 100

d) 5² + 8² = 89 e) 9² - 8² = 17 f) 3² × 2³ = 72

g) 3² + 4² = 5² h) 6³ ÷ 2² = 54 i) 13² = 169

j) 10³ - 2² = 996 k) 100² = 10 000 l) 12² = 144

Using and Recognising Squareand Cube Numbers

Answers

Crack the Code with Factors, Multiples, Square Numbers and

Cube NumbersSolve problems involving multiplication and division, including using their knowledge of factors and multiples, squares and cubes.

Each answer to the questions below will be a number. Match the number to a letter in the grid below. If your answers are correct, your letters will spell out a phrase.

1 2 3 4 5 6 7 8 9 10 11 12 13

A B C D E F G H I J K L M

14 15 16 17 18 19 20 21 22 23 24 25 26

N O P Q R S T U V W X Y Z

Which number? Notes/Number Letter

This number is a multiple of seven and two and is a factor of 28.

This number is a square number, a multiple of three and one more than a cube number.

This number is a prime number and a factor of 36.

When this number is squared, the answer is the largest square number in the list above.

This prime number is > 19 and < 29.

This number is a multiple of five and three.

This multiple of nine is in between two prime numbers.

This number is the difference between 5² and 6².

Which number? Notes/Number Letter

This number is a multiple of seven and two and is a factor of 28.

14 N

This number is a square number, a multiple of three and one more than a cube number.

9 I

This number is a prime number and a factor of 36. 3 C

When this number is squared, the answer is the largest square number in the list above.

5 E

This prime number is > 19 and < 29. 23 W

This number is a multiple of five and three. 15 O

This multiple of nine is in between two prime numbers.

18 R

This number is the difference between 5² and 6². 11 K

Crack the Code with Factors, Multiples, Square Numbers and Cube Numbers

Answers

Ultimate Equivalent Fractions, Decimals and Percentages Challenge

Name: Number Correct:

Time Taken: Previous Score:

Match the following decimal numbers, percentages and fractions.

0.3

0.5

0.4

0.7

0.9

0.2

50%

40%

70%

20%

30%

90%

251571012910310

0.25

0.375

0.75

0.5

0.125

0.875

121878381434

12.5%

50%

87.5%

25%

75%

37.5%

Write the equivalent fraction to the following:

75% = 30% = 15% = 90% = 50% = 35% =

0.6 = 0.95 = 0.1 = 0.25 = 0.625 = 0.2 =

25% = 0.9 = 0.5 = 5% = 0.4 = 85% =

Write the equivalent decimal and percentage to the following:

12 =

34 = 1

5 = 13 =

45 =

38 =

110 =

16 =

710 =

25 =

58 =

720 =

Write the missing equivalent fraction, decimal fraction or percentage as needed.

0.7 = 18 = 75% =

20% = 0.01 = 23 =

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Ultimate Equivalent Fractions, Decimals and Percentages Challenge Activity Sheet Answers

Match the following decimal numbers, percentages and fractions.

0.3

0.5

0.4

0.7

0.9

0.2

50%

40%

70%

20%

30%

90%

251571012910310

0.25

0.375

0.75

0.5

0.125

0.875

121878381434

12.5%

50%

87.5%

25%

75%

37.5%

Write the equivalent fraction to the following:

75% = 34 30% = 310 15% = 320 90% = 910 50% = 12 35% = 720

0.6 = 35 0.95 = 1920 0.1 = 110 0.25 = 14 0.625 = 58 0.2 = 15

25% = 14 0.9 = 910 0.5 = 1

2 5% = 120 0.4 = 25 85% = 1720

Write the equivalent decimal and percentage to the following:

12 = 0.5 = 50% 3

4 = 0.75 = 75% 15 = 0.2 = 20% 1

3 = 0.33 = 33.3%

45 = 0.8 = 80% 3

8 = 0.375 = 37.5% 110 = 0.1 = 10% 1

6 = 0.166 = 16.6%

710 = 0.7 = 70% 2

5 = 0.4 = 40% 58 = 0.625 = 62.5% 7

20 = 0.35 = 35%

Write the missing equivalent fraction, decimal fraction or percentage as needed.

0.7 = 710 = 70% 18 = 0.125 = 12.5% 75% = 34 = 0.75

20% = 15 = 0.2 0.01 = 1100 = 1% 2

3 = 0.66 = 66.6%

* Allow equivalent fractions and rounding as appropriate for thirds and sixths

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Questions About Earthquakes1. On what do the tectonic plates float on and how many tectonic plates are there?

2. What can plate boundaries do when they are near each other?

3. What is a ‘fault’?

4. Describe what causes earthquakes.

5. What is a seismograph?

6. How does a seismograph work?

Answers

1. On what do the tectonic plates float and how many are there?

The Mantle and there are about twenty.

Questions About Earthquakes

2. What can plate boundaries do when they are near each other?

Any answer from: • Crash into each other• Rub against each other• Move further apart• Get caught and stuck• One moves under the other

3. What is a ‘fault’?

Any answer that suggests: The line/crack/gap between plates.

4. Describe what causes earthquakes.

Any answer that suggests: The plates get stuck whilst they are trying to move and eventually as they are freed, they cause a jolt which shakes the earth around it.

5. What is a seismograph?

Any answer that suggests: A seismograph is a special piece of equipment that records earthquakes by drawing them.

6. How does a seismograph work?

Any answer that suggests: Seismometers are securely fastened to the Earth, so when the ground starts to shake, the instrument’s case moves too. What doesn’t move is a weight that hangs on a string inside the case. When there is an earthquake, the case shakes with the ground but the weight does not, and it draws a line to show how much the ground shook.

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2. She had to close the gate when leaving the garden.

3. The at Giza are wonders of the ancient world.

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5. The scientist looked through the .