At home learning

Term 2 Week 4 Monday Year 5 & 6 Reading Writing Math We are learning to understand and explain how the text structures and language features of texts become more complicated in persuasive texts; I can recognise repetition and alliteration and explain their effect on the text’s purpose. Resources: worksheet “Persuasive Devices – Repetition and Alliteration (pg. 27) Mini Lesson – Repetition and alliteration – repeating focus words makes your point sound more urgent or important. Alliteration is when a series of words begin with the same sound e.g. beautiful books, clever kids in classrooms, high hopes. When you are reading persuasive texts think about how they make the argument more memorable and the writing more interesting. Task: complete the worksheet “Persuasive Devices – Repetition and Alliteration” (pg. 27) Independent reading (15-20 min) – students read their just right books/ library / home books of choice or online resources and read silently.

We are learning to plan and draft persuasive texts, with text structures, language features, such as repetition and alliteration. Mini Lesson – See reading session: Repetition and alliteration – this writing task is directly related to the reading today. Task: complete the worksheet tasks “Persuasive Devices – Repetition and Alliteration (pg. 27). There are 3 cartoons – you are instructed to write sentences about each cartoon using alliteration – try using repetition as well. E.g. The sneezing snail lost the race (alliteration); The snail sneezed and sneezed and lost the race (alliteration and repetition). Revisit some persuasive writing planning from Week 2 or 3 and add examples of repetition and alliteration.

We are learning complete Rules and Functions. I can follow a mathematical rule. Mini Lesson:

• A function is like an operation like + • 3+5=8 • In a function machine the operation is a

secret that we have to solve. • 3 = 15 • 4 =20 • What is the ‘function’ in this question?

The answer is at the bottom of this table.

Watch this function machine video to see an example https://bit.ly/3bqx3Hc It is a little slow but will help you with the ‘rule’ questions in today’s work. Task: Complete the ‘Rules’ worksheet then play through the ‘Fun Day Out’ game here https://bit.ly/3eAr5Fz Take a photo and upload to your Team page!

X5 Spelling: Week 4 Term 2 Spelling focus – words beginning with prefixes ‘hyper’ meaning ‘over’ and ‘hypo’ meaning ‘under’ – Look, Say, Cover, Write and Check process can be practiced daily. The S.M.A.R.T spelling process includes Say the word – pronouncing each sound correctly, Meaning – understanding what the word means and how it can be used in a sentence; Analyse – breaking the word into sounds (called ‘graphs’) and syllables, and ‘clustering’ the sounds aloud e.g. P-R-O-C-EE-D; Remember – identifying the part of words to focus on and the tricky bit to remember; Teach – students teach themselves by spelling the word aloud, saying letter names, using clustering – repeating daily.

© Essential Assessment 2012-2019 The Victorian Curriculum F-10 content elements are © VCAA, reproduced by permission. The VCAA does not endorse or make any warranties regarding this resource. The Victorian

Curriculum F-10 and related content can be accessed directly at the VCAA website.

Use rules and function machines

Patterns and Algebra

Use a function machine and the inverse machine as a model to apply mathematical rules to numbers or shapes (VCMNA139)

Understanding

1. Fill in the missing number in each function machine. a)

b)

c)

Fluency

1. Fill in the missing number in each function machine. a)

b)

c)

Problem Solving

1. Complete each table by using the rule. Rule is add 12

In Out 9 15 22 31 52

Rule is subtract 9

In Out 12 21 46 54 85

Rule is multiply by 2

In Out 5 11 25 32 55

Rule is divide by 3

In Out 9 15 21 30 36

Reasoning

1. Describe the rule for each table.

In 6 7 12 16 35 Out 11 12 17 21 40

Rule = ___________________________________

In 5 6 7 8 9 Out 10 12 14 16 18

Rule = ___________________________________

In 22 52 103 112 168 Out 12 42 93 102 158

Rule = ___________________________________

In 10 15 20 25 30 Out 2 3 4 5 6

Rule = ___________________________________

𝟗𝟗 Add 𝟏𝟏𝟏𝟏𝟑𝟑𝟏𝟏

Take 𝟏𝟏𝟏𝟏𝟐𝟐𝟐𝟐

Add 𝟑𝟑𝟑𝟑

𝟐𝟐 × 𝟐𝟐

𝟖𝟖× 𝟏𝟏

𝟐𝟐𝟕𝟕÷ 𝟏𝟏𝟕𝟕

At home learning

Term 2 Week 4 Tuesday Year 5 & 6 Reading Writing Math I can understand and explain how the text structures and language features of texts become more complicated in informative and persuasive texts. I can recognise metaphors and similes and explaining their effect on the text’s purpose. Equipment – “Persuasive Devices – Metaphors and Similes” (pg. 28) Mini Lesson – Metaphors and similes – we learnt about these during our narrative reading and writing in Term One. Remember that similes compare two things, using the words like or as. E.g. She is as brave as a lion (simile); she is brave, like a lion (simile); when it comes to courage she is a lion (metaphor). He screamed like a monster (simile); He was a monster, screaming with rage (metaphor). Task: complete the worksheet “Persuasive Devices – Metaphors and Similes” (pg. 28) Independent reading (15-20 min) – students read their just right books/ library / home books of choice or online resources and read silently.

We are learning to use persuasive devices when writing. I can choose and use persuasive devices when writing persuasively. Equipment – See reading + Argument planners from Week 1 or 2.“Persuasive Devices – Metaphors and Similes (pg. 28) Mini lesson (10min) – See reading session: Metaphors and Similes – this writing task is directly related to the reading today. Writing Task – Complete the writing task on the worksheet, then revisit your planning from Week 2 or 3 and include one example of a simile and one example of a metaphor. Make sure they make sense for your topic.

Learning intention: We are learning the balance number sentences. I can solve problems to balance number sentences. Equipment: Youtube, Worksheet, Pencil Mini Lesson:

• What is this = symbol called? • What does it mean? • Equals means ‘same’. • In a math question, equal means one

side is the same as the other side. • 3+4 is the same as 7 • 3+4=7 • A number sentence needs you to

balance the two sides of the equal symbol.

Watch this video to see an example of how to balance sentences https://bit.ly/2Vni9M6 Task: Complete the ‘Number Sentences’ worksheet.

Spelling: Week 4 Term 2 Spelling focus – words beginning with prefixes ‘hyper’ meaning ‘over’ and ‘hypo’ meaning ‘under’ – Look Say Cover Write Check + one task of choice from the “Spelling activities for homework” or Spelling activities for school” suggestions.

© Essential Assessment 2012-2019 The Victorian Curriculum F-10 content elements are © VCAA, reproduced by permission. The VCAA does not endorse or make any warranties regarding this resource. The Victorian

Curriculum F-10 and related content can be accessed directly at the VCAA website.

Solve number sentences with multiplication and division

Patterns and Algebra Use equivalent number sentences involving multiplication and division to find unknown quantities (VCMNA193)

Understanding

1. Complete the number sentences by working out the missing numbers.

a) 4 × = 2 × 10

b) 10 × 3 = 5 ×

c) 5 × = 40 5

d) 10 + 15 = 5 ×

e) 12 × 6 = × 8

f) 3 × = 4 × 9

2. Complete the number sentences by working out the missing numbers.

a) 9 + 12 = 3 ×

b) 4 × 12 = × 8

c) 9 × = 6 × 6

d) 10 × = 8 × 5

e) 6 × 4 = 3 ×

f) 7 × = 35 7

Fluency

1. Work out the missing number in each number sentences.

a) 4 × = 16 b) × 12 = 36 c) 7 × 4 = d) 6 × = 42 e) × 9 = 63 f) 5 × 12 =

2. Work out what number each letter represents in the number sentences.

a) 2 × = 16 = b) 5 × = 30 = c) × 8 = 32 = d) 4 × = 36 = e) × 7 = 49 = f) 9 × 12 = =

Problem Solving

1. Write a number sentence for the worded problem.

a) Double a number and add 9. The answer is 15.

b) What is the number?

2. Write a number sentence for the worded problem. a) Triple a number and subtract 7. The answer is 5.

b) What is the number?

Reasoning

1. Work out the missing number in each the number sentences.

a) 5 × = 5.5

b) × 2.5 = 10 c) 8 × = 12

d) × 4.4 = 44

2. Work out the missing number in each number sentences.

a) × = 5

b) × = 3 c) 7 × = 3

d) × = 2

At home learning

Term 2 Week 4 Wednesday Year 5 & 6 Reading Writing Math We are learning to understand and talk about the types of language used in persuasive texts and explain their effect on the intended audience. Resources: worksheet “Persuasive Devices” (pg. 29) Mimi Lesson – Revise the language features used in persuasive texts. DAFOREST was introduced last week, as a way for you to remember the types of language features often used in persuasive texts: direct address, alliteration, fact, opinion, rhetorical questions, emotive language & ‘three.’ Add to that the metaphors and similes you revisited this week and you have a long list! When you are reading persuasive texts, including listening to advertising, try to recognise these features and think about how they are used to persuade people to believe a viewpoint, or take a course of action (buying something). Task: complete the worksheet “Persuasive Devices (pg. 29) Independent reading (15-20 min) – students read their just right books/ library / home books of choice or online resources and read silently.

We are learning to plan and draft persuasive texts, with text structures, language features, that suit the purpose and audience

Resources: worksheet “Persuasive Devices (pg. 29) Mini lesson (10min) – The last task on the reading worksheet asks you to write the next paragraph for the persuasive text. Think about the point you want to make and how you will structure your paragraph. Think about the language devices you might be able to use to make your point. Writing Task – Write the next paragraph of the persuasive text on the “Persuasive Devices” worksheet. Use a range of language devices to make you argument convincing and interesting.

We are learning the order of operations. I can use PEMDAS to complete the equations. Equipment: Youtube, pencil, worksheet Mini Lesson: • In math there is a special order we need to

follow when doing problems. • We use a system called PEMDAS (it can

also be called BODMAS). • First you do anything inside the

(Parenthesis) • Next you do any Exponents3 • Then you do any Multiplication • Then Division • Next you do any Addition • Finally you do any Subtraction sums

This video will show you some examples of the order of operations https://bit.ly/2XPlTYz Task: Complete the ‘Essential Assessment Order of Operations’ worksheet.

Spelling: Week 4 Term 2 Spelling focus – words beginning with prefixes ‘hyper’ meaning ‘over’ and ‘hypo’ meaning ‘under’ – Look Say Cover Write Check + one task of choice from the “Spelling activities for homework” or Spelling activities for school” suggestions.

© Essential Assessment 2012-2019 The Victorian Curriculum F-10 content elements are © VCAA, reproduced by permission. The VCAA does not endorse or make any warranties regarding this resource. The Victorian

Curriculum F-10 and related content can be accessed directly at the VCAA website.

Use order of operations

Patterns and Algebra

Explore the use of brackets and order of operations to write number sentences (VCMNA220)

Understanding

1. Answer the following questions:

2. Answer the following questions:

a) 4 + 2 × 3 =

b) 6 × 4 − 5 =

c) 8 + 3 × 4 =

d) 12 − 5 × 2 =

e) 45 − 3 × 12 =

f) 32 + 7 × 6 =

g) 5 + (4 × 3) =

h) (3 + 1) × 4 =

i) 23 − (5 × 3) =

j) (17 − 8) × 4 =

k) 81 + (7 × 2) =

l) 43 + (9 − 6) =

a) 7 + 3 × 2 − 4 =

b) 9 + 7 − 3 × 2 =

c) (5 × 3) + 2 − 4 + 6 × 2 =

d) 14 − (3 × 3) + 4 × 5 =

e) (8 × 6) + (5 × 7) =

f) (9 × 7) − (4 × 8) =

Fluency

1. Complete the each table using the rule given for each:

Out = 2 × In + 5

In 1 2 3 4 5 6

Out

Out = 6 × In − 12

In 3 4 5 6 7 8

Out

B = 10 + 3 × A

A 1 2 3 4 5 6

B

Finish = (6 + Start) − 3

Start 1 2 3 4 5 6

Finish

Problem Solving

1. Write a number sentence and calculate the total cost of the items for each case.

a) You buy 4 magazines for $5 each and 2 drinks for $4 each.

b) You buy 7 jumpers for $10 each and 3 shirts for $8 each.

c) You buy 5 apples for $2 each and 8 bananas for $0.50 each.

d) You buy 20 photos for $2 each and 3 picture

frames for $12 each.

Reasoning

1. Insert brackets in the correct position to make each statement true.

a) 5 × 4 − 2 < 12 d) 4 + 8 ÷ 2 < 7 g) 15 ÷ 3 − 2 > 8

b) 8 + 5 × 2 > 19 e) 20 ÷ 3 − 1 < 50 h) 7 × 7 − 6 > 20

c) 10 × 8 − 4 < 56 f) 5 × 6 + 3 > 37 i) 9 + 6 ÷ 3 > 6

At home learning

Term 2 Week 4 Thursday Year 5 & 6 Reading Writing Math We are learning to recognise and analyse the paragraph structure of P.E.E.L. Point to make, Explain using Evidence, Evaluate the Evidence, Link back to the Point, used to write paragraphs in persuasive texts. When reading a persuasive essay (or listening to a speech) I can recognise the point, the explanation, the evidence, and the link back to the point. Equipment – “Using the P.E.E.L. technique” worksheet Mini Lesson – Read through “Using the P.E.E.L. technique” worksheet – it outlines the structure of the whole essay, then explains the P.E.E.L. acronym, and then specifically to our purpose it has an example of a single paragraph, identifying eh four parts – point, evidence and explanation, evaluation and link. Task: Apply this type of close reading to the persuasive writing examples you read in Weeks 1, 2 or 3. Find one paragraph that is clearly written using this type of paragraph organisation. As you find the parts highlight or underline them in different colours and label the parts. Independent reading (15-20 min) – students read their just right books/ library / home books of choice or online resources and read silently.

We are learning to plan and draft persuasive texts, with text structures, language features that suit the purpose and audience Equipment – “Using the P.E.E.L. technique” worksheet + Peel your paragraphs worksheet. Mini lesson (10min) - Reread the worksheet that explains the P.E.E.L. technique. Go back to the paragraph you wrote yesterday about video games and analyse you paragraph structure. Does it fit the P.E.E.L. structure? Writing Task: Rewrite your paragraph in the “Peel you paragraphs” worksheet. On the worksheet you are asked to back up your main point with quotes, statistics or expert opinions. You may need to do some research. Explain how that research backs up your point of view, and link the research back to the point if you can.

We are learning the order of operations. I can use PEMDAS to complete the equations. Equipment: Youtube, pen, worksheet Mini Lesson:

• Remember PEMDAS from yesterday? • See if you can write what each letter

stands for before you start! • P________________ • E________________ • M_______________ • D________________ • A________________ • S________________

Watch this video to revise the order of operations https://bit.ly/2z7RtGq Task: Complete the ‘Order of Operations’ worksheet.

Spelling: Week 4 Term 2 Spelling focus – words beginning with prefixes ‘hyper’ meaning ‘over’ and ‘hypo’ meaning ‘under’ – Look Say Cover Write Check + one task of choice from the “Spelling activities for homework” or Spelling activities for school” suggestions.

At home learning

Term 2 Week 4 Friday Year 5 & 6 Reading Writing Math We are learning to recognise and analyse the paragraph structure of P.E.E.L. Point to make, Explain using Evidence, Evaluate the Evidence, Link back to the Point, used to write paragraphs in persuasive texts. When reading a persuasive essay (or listening to a speech) I can recognise the point, the explanation, the evidence, and the link back to the point. Equipment –“Using the P.E.E.L. technique” worksheet; Dogs are Better than Cats paragraph. Mini Lesson – The P.E.E.L. paragraph writing technique. Revisit “Using the P.E.E.L. technique” worksheet. Can you explain why this paragraph organisation is effective? How does it help the reader? Read “Dogs are Better Than Cats.” As you read the text are you beginning to analyse the structure? Task: Read Dogs are Better Than Cats. It is just one paragraph. Highlight or underline the P.E.E.L. sentences and label them. Independent reading (15-20 min) – students read their just right books/ library / home books of choice or online resources and read silently.

We are learning to plan and draft persuasive texts, with text structures, language features that suit the purpose and audience Equipment – “Using the P.E.E.L. technique” worksheet + Dogs are Better than Cats paragraph. Mini lesson (10min) – Revisit the P.E.E.L. technique worksheet. Read the paragraph about dogs being better than cats. Your analysis of the paragraph should show clear sentence order and organisation of ideas. The example paragraphs from these two worksheets do not have introductions – think of other reasons to support the Topic / Heading for each of these pieces of persuasive writing. Writing Task: Choose to write another paragraph, using the P.E.E.L. structure for either Dogs are Better than Cats or Animals Must be Freed from Zoos (from the P.E.E.L. technique worksheet). These example paragraphs

Assessment: • Today you are going to complete a

test about number patterns.

• Please have a go by yourself and try not ask your family for help.

• Mrs McKillop and Mr Johnson really

want to see what YOU can do!

• Log into Essential Assessment.

• If you need your Username and Password message your teacher on Teams.

• Complete the ‘Patterns and Algebra’

test on Essential Assessment https://www.essentialassessment.com.au/

Spelling: Week 4 Term 2 Spelling focus – words beginning with prefixes ‘hyper’ meaning ‘over’ and ‘hypo’ meaning ‘under’ – spelling test. Say the word, say it in a sentence, and say the word again, so children can hear the word in context before writing it down.