Year 5

Home Learning

Theme: The Marvellous Mayans

Summer Term 2 Week 7

English lesson 1LT: to plan a story – opening and build-up

Following the plan (but making changes if you want to) we are going to write a short story, this week,

starting, today, with opening and build-up paragraphs.

It is up to you as to whether you want an speech in yet. If you do, remember to use all the proper punctuation

and that each time you change speaker, you need to start on a new line.

All writers should be using some relative clauses and some subordinate clauses (hopefully with some

embedded). Able writers should also be using plenty of adventurous punctuation – dashes, semi-colons and

maybe colons. Good writers create the right emotions for each part of their stories…

OPENING

• describe house as being incredibly boring

• introduce character, who is bored, stuck

inside on a rainy day during the lockdown

• describe the character

USE FIGURATIVE LANGUAGE (similes, metaphors

and personification) WHEN DESCRIBING THE

HOUSE AND THE CHARACTER.

BUILD-UP

• they are getting unbelievable bored

• they explore the old attic/cellar

• find a magical object (maybe a ring?)

USE FIGURATIVE LANGUAGE TO DESCRIBE THE

ATTIC. MAKE THE MAGICAL OBJECT SEEM

MYSTERIOUS.

English lesson 2

LT: to practise spellings from the Year 5-6 spelling list

For each of this week’s spellings, practise by either using look, cover, spell and check; writing out

word pyramids; or, by using any other method that helps you.

sacrifice (‘if ice’ are at the end)

secretary (root word is ‘secret’)

shoulder (similar to ‘boulder’ – large rock)

signature (root word is ‘sign’)

sincere (has ‘since’ in)

sincerely

soldier (begins with ‘sold’)

stomach (bit to practise is the ‘ach’)

sufficient (root word is ‘suffice’)

suggest

Afterwards, write one sentence for each spelling. (Use a dictionary, the internet or ask if you are unsure

of the word’s meaning.) There is then a weekly spelling test set for you as a 2Do, with the spellings from

these weekly lessons, on Purple Mash.

English lesson 3LT: to plan a story – dilemma

Following the plan (or changing it if you like) we are going to write our dilemma (problem) today.

Remember: dilemmas need to be serious and dramatic if you want your story to be interesting!

Again, we should see a mix of sentence types. Dramatic sentences are often short. Several short dramatic

sentences together create a feeling of lots of drama happening quickly, e.g.

The door slammed shut. The lights dimmed. Shivers ran down her spine. Then the groaning began: it had

arrived…

Able writers should push themselves to use adventurous punctuation; look at the colon used above…

OPENING

• they play with the object and it seems exciting and wonderful (think about what it might do…)

• a serious problem occurs (e.g. they are transported to another location or through time; perhaps

someone they know – a parent, sibling or pet – vanishes)

• describe their panic and fear as they are faced by this situation

USE FIGURATIVE LANGUAGE (similes, metaphors and personification) WHEN DESCRIBING THE EMOTIONS

OF THE CHARACTER.

English lesson 4LT: to plan a story – action/events and resolution

Following the plan (or changing it if you like) today we are going to write the action/events paragraph

(where the character takes actions/things happen to try to solve the dilemma) and the resolution (where

the problem gets solved). Remember: in the action/events paragraph, all the drama and tension from the

dilemma should carrying on building up. make it exciting!

ACTION/EVENTS

• they panic

• they start trying to solve the problem – think

what you might do in their situation

• keep the tension building – they keep trying

USE FIGURATIVE LANGUAGE WHEN DESCRIBING

THEIR EMOTIONS. USE STRONG VERBS FOR

THEIR ACTIONS, NOT BORING ONES!

RESOLUTION

• the problem is solved – how?

• describe what happens, including the

emotions they are going through

MAKE SURE YOU ARE WRAPPING IT ALL UP. IT

SHOULD ALL MAKE SENSE TO THE READER.

ENDING

Very able writers might have a short paragraph after the resolution with the character’s final thoughts as

they go to bed that night, or perhaps the author’s final thoughts about it all.

IF YOU WANT A TWIST TO THE STORY, HERE IS THE PLACE TO PUT IT – AT THE VERY END…

English lesson 5

LT: to proofread my story (and check every spelling I cannot be certain is correct).

Read through your story slowly. Use a dictionary (online ones are fine) to check and correct ALL spellings

you cannot be absolutely certain are correct.

Check any speech especially carefully – is it punctuated correctly?

Check Monday, Wednesday and Thursday’s targets (e.g. subordinate clauses). Are they all included?

Read it to a parent/carer etc. See if they have any suggestions. Never be afraid to alter your story to make

improvements.

Perhaps create some art to go with your story. At your age, you rarely get to do this anymore so it might be

nice to illustrate a scene from you story to go with it! If you are proud of all your work, perhaps display it or

create a front and back cover to make a mini-booklet!

Maths lesson 1LT: to investigate prime and square numbers.

Prime numbers have only two factors, one and themselves (i.e. 17).

Square numbers are the product of a number multiplied by itself (2x2=4 4 is a square

number)

Find all the square numbers on one of the hundred squares.

Find all of the prime numbers on the other hundred square (they do not have any other

factors other than one and themselves – factor bugs with only the antennae).

Flora had a challenge for her friends.

She asked, "Can you make square numbers by adding two prime numbers together?"

Ollie had a think.

"Well, let me see... I know that 4 = 2 + 2. That's a good start!"

Have a go yourself. Try with the squares of the numbers from 4 to 100.

Maths lesson 2 LT: to solve problems involving multiplication and division.

1) Dec has a bag of 50p coins and Ant has a bag of 20p coins. Both bags have the same amount of

money in. There are thirty 50p coins in Dec’s bag. How many coins are in Ant’s bag?

2) 3 Pineapples cost the same as 2 mangoes. One mango costs £1.35. How much does one pineapple

cost?

3) A shop sells peanuts for birds at £1.35 a bag. Lara has £10 to spend on peanuts. How many bags

can she get?

4) How many tables are needed to seat 189 people when the tables seat 8 people each?

5) In a supermarket storeroom there are

7 boxes of tomato soup

5 boxes of vegetable soup

4 boxes of chicken soup

There are 24 tins in every box. How many tins of soup are there altogether?

Maths lesson 3

LT: to solve problems involving area and perimeter.

Remember that perimeter is the edge of the shape, area is the amount of space inside the perimeter.

Add the missing lengths to the shape to

make the following statement correct.

A has an area of 48cm2. B has an area

of 48cm2

Which of these two shapes has an area

of 93cm2?

AB

Maths lesson 4LT: to solve problems involving perimeter and area

Remember that perimeter is the edge of the shape, area is the amount of space inside the perimeter.

Can you work out the perimeter of a

single small rectangle from the

information given?

Using the information given, calculate

the area of the pink shape (on the

outside).

The smaller square has sides that are

half the size of the larger square.

Maths lesson 5LT: to solve problems involving equivalent fractions

Remember that equivalent means the same so ½ is equivalent to 2/4, 3/6,

4/8, 5/10 etc…

Here’s a video if you need a reminder about equivalent fractions

https://www.youtube.com/watch?v=qcHHhd6HizI

This is a jigsaw puzzle with a difference!

Every side that touches must be an equivalent fraction.

If you can, print this out and cut it into squares then try

to put it together so equivalent fractions are touching.

If you can’t print this out, find equivalent fractions within the

jigsaw and write a list of the ones you have found.

Topic lesson 1 – Music

LT: to listen to and appraise ‘Clapping Music’ by Steve Reich

Okay, this one is very much interactive! Watch...

https://www.youtube.com/watch?v=lzkOFJMI5i8

… and try to clap along. If you have a brave and willing parent/carer/sibling, they might try the part of the second

clapper.

Percussion was probably our first music – clapping, tapping, beating out rhythms.

Record/discuss:

• What happens to the tempo (speed of the music)? Does it change? How?

• Does the pitch (how high or low) change? Can you achieve different pitches when clapping? Experiment and

try…

• Does the music have a steady rhythm or does it change?

• What is the feel/mood/emotion? How does it make you feel?

COMPOSITION: Create a piece of clapping music yourself. More confident musicians will be able to record this

easily, but use any method you wish to note it down. If you can, record it and play it back to yourself so that you can

evaluate/make change and improvements. Perhaps perform it or video yourself performing it…

Topic lesson 2 - ArtLT: to draw a picture using a vanishing point and lines of perspective

Watch the following video and then follow the instructions to create your own picture, using

perspective…

https://www.youtube.com/watch?v=sZD8BjTK8dE

Remember to keep pausing the video so you can follow the steps, rewinding and watching again if

you need to.

If you have enjoyed this, create another picture, starting with the vanishing point and horizon line

and then adding your own content. Railway lines, streets, paths and rivers/streams are good for a

central feature that shrinks as it ‘vanishes’ into the distance.

Wellbeing activity –

It’s All About Me

This week’s activities are all about thinking

positively. Complete the sentences about

yourself on the balloons and then think

about what your best qualities are.

Each one of us is different – the world would

be a very boring place if we were all the

same! You are a very special, unique person

with many special, positive qualities.

List as many of these as you can then make

a poster about how fantastic you are.

Additional resource links

Keep practising those times tables – you can play against

other members of the class – I can see who has the most

points and the quickest speed – see if you can be the highest

scorer

https://play.ttrockstars.com

Practise your Y5/6 Spellings

https://spellingframe.co.uk/

Join in with ‘Joe Wicks PE lesson’ on YouTube

Maths AnswersLesson 1 –2 + 2 = 4

7 + 2 = 9

11 + 5 = 16 13 + 3 =16

23 + 2 = 25

23 + 13 = 36 7 + 29 = 36

47 + 2 = 49

59 + 5 = 64 53 + 11 = 64

79 + 2 = 81

83 + 17 = 100 53 + 47 = 100

Prime numbers :

2, 3, 5, 7, 11, 13, 17, 19, 23,

29, 31, 37, 41, 43, 47, 53, 59,

61, 67, 71, 73, 79, 83, 89, 97

Square numbers:

4, 9, 16, 25, 36, 49, 64, 81, 100

Lesson 2 –

1) 50x50 = 2500, 2500 ÷ 20 = 125 20p coins

2) 1.35 x 2 = 2.70, 2.70 ÷ 3 = 90p for a pineapple

3) 1000 ÷ 135 = 7 This one could be done by adding £1.35 several

times until you get close to £10.

4) 189 ÷ 8 = 23.625 so 24 tables are needed

5) 7 + 5 + 4 = 16, 16 x 24 = 384

Lesson 3 –

Question 1 Question 2

A = 2 x 24, B = 4 x 12 A = 57cm2

A = 6 x 8, B = 8 x 6 B = 96cm2

Lesson 4 - Small blue rectangle has a perimeter of 20cm.

You can work out the height by taking 33-13-13 = 7cm.

Then 33 7-7-7 = 12 gives you the total of the short sides in

the big structure. There are 4 short sides in the big

structure’s height so 12 ÷4 = 3.

Small square is 49cm2 which is 7 squared so the sides are

7cm, so the larger square has sides 14cm. 14 x 14 = 196,

196 – 49 = 147cm2

Lesson 5 -

Answers/examples/help for adults - English

Mon

Please see advice and steps on the page. If children are adapting the plan, they must be clear about what they are

going to do. It might be worth looking at Wednesday and Thursday so they can make sure their alterations will work.

TuesFor strategies to help learn spellings, slides 11-22 from the following webpage give many hints, tips and ideas…

http://www.fox.rbkc.sch.uk/wp-content/uploads/2014/10/KS2-Parents-Spelling-Workshop-1718.pdf

WedPlease see advice and steps on the page.

ThursPlease see advice and steps on the page.

FriPlease see advice and steps on the page.