Learning Project

Age Range: Y5

Weekly Maths Tasks Weekly Reading Tasks

Monday Ask your child to write down everything that they know about multiplying and dividing by 10, 100 and 1,000. Encourage them to think about how this relates to decimals too. They could represent this in a number of ways. Some examples are included below. Tuesday Ask your child to look at the questions using multiplying by 10, 100 and 1,000. The answers are included and videos to support learning will be available on Class Dojo. Wednesday Ask your child to look at the questions using dividing by 10, 100 and 1,000. The answers are included and videos to support learning will be available on Class Dojo. Thursday Ask your child to answer the Problem Solving and Reasoning questions looking at multiplying and dividing by 10, 100 and 1,000 They should use reasoning language in their answers. Examples of answers are included. Friday Ask your child to complete the arithmetic paper. They should do these without the use of a calculator but can use paper to show their workings. They should spend no more than 20 minutes on this. Answers are included.

Monday - Infer Ask your child to look at the picture attached below. What do they notice? What does it make them wonder? Then ask them to read the text. Does it answer any of their questions? Does it create more questions? Then ask them to answer the questions about the picture and text. Tuesday - Predict Looking back at the picture and text from yesterday, ask your child to think about what would happen if there were no lighthouses. Use the questions below to support their thinking process. Ask them to record their ideas in a paragraph. Wednesday - Vocabulary Ask your child to look at the text from the start of the week. There are lots of words that may be new to them. Ask them to answer the questions below looking at vocabulary and its impact on the text. Thursday - Retrieval Ask your child to answer the questions attached below using the text from the start of the week. They may also find it helpful to have the picture in front of them too. Friday - Summarise Listen to your child read a chapter of their own reading book. Ask them to tell you what has happened so far in the story. Encourage them to read with expression. Once they have read the chapter to you, ask them to summarise what they have just read. Can they do it using less than 20 words?

Weekly Spelling Tasks (Aim to do 1 per day) Weekly Writing Tasks (Aim to do 1 per day)

Monday ● Ask your child to practise the spellings for

Week 4. They can use a method of their choosing to practice.

Tuesday ● Continue using the Week 4 spellings. Ask

your child to find a definition for the word. They may need support finding the most appropriate definition for the word.

Wednesday

Ask your child to use the Week 4 spellings in a sentence that shows that they understand the meaning of the word. Can they write a sentence that uses more than one of the spellings?

Thursday

Ask your child to practise the Week 4 spellings using the look, say, cover, write, check method.

Friday

Test your child on the Week 4 spellings. Ask them to send me their score or a photo of the test via dojo. I’d love to see how they got on.

Monday

Ask your child to think about what they know about clauses. Can they name the different types of clauses and give an example of each?

If they are stuck, the types of clauses are below. Give these to them and then see if they can remember anything about them.

Once they have done this, get them to look at the rules for the different clauses. What did they already know? Was there anything that was new to them

Tuesday

Ask your child to think back to what they learnt about different clauses yesterday. Show them the pieces of writing below and ask them to identify the different clauses. They could use different colours to show the different types.

Wednesday

When we use different clauses it is important to use correct punctuation to show the different parts of the sentence. Ask your child to look at the sentences below and to add punctuation in the correct places. If they are unsure, have them look back at the rules for clauses that we looked at on Monday.

Thursday

Start by playing the embedded clause game.

Clauses can be used to develop sentences and add depth to a piece of writing. Ask your child to look at the sentences below. Can they add different types of clauses to them to improve the piece of writing? Are there any sentences that would be stronger without an additional clause?

Friday

Ask your child to look at the story starter. They are going to continue the story but they need to focus on their use of different sentence types and clauses. The story should be short and no longer than a page of A4. This will allow them to focus on the quality of the writing rather than the quantity.

I would love to read some once they have finished!

Learning Project To be completed throughout the week

Let’s Wonder – How has travel changed? Direct your child to select 10 modes of transport from throughout history using this link (https://thekidshouldseethis.com/post/an-animated-history-of-transportation-through-the-centuries). Ask them to research the modes of transport and present them on a timeline, writing a description for each one, explaining what it was and who would have used it - bonus points for including the inventors! Where in the World – Is it a bird? Is it a plane? Direct your child to choose a major city from each continent and look at the population’s primary

mode of public transport, e.g. rickshaws and Skytrain in Bangkok, Asia, the Tube in London, Europe etc. Ask them to create a fact-sheet showing each city’s most popular mode of transport and decide which their favourite, providing reasons for their opinions. Let’s Create – Make It Go Support your child to try the hover balloon activity. You will need the following equipment: CD, bottle top with push/pull closure, like those on some sports drinks or water bottles, blu-tack or glue and a balloon. Alternatively, they could have a go at creating a baking powder powered boat. You will need the following equipment: empty water bottle, baking powder, kitchen roll or tissue, scissors, straw, vinegar, sellotape. If you don’t have access to this equipment, your child can watch and read about the experiments and can discuss with you their favourite, providing reasons for their opinions. Let’s Investigate – Staying Safe Online Complete the Online Safety Activities below. Encourage your child to think about how they use the internet at home and how they make sure they stay safe. Resources for this are attached below.

Additional Activities

● Be Active: Have a go at learning a bit of Samba - https://www.bbc.co.uk/bitesize/clips/z2wg9j6

Go Noodle – https://family.gonoodle.com/ Cosmic Kids Yoga - https://www.youtube.com/user/CosmicKidsYoga

● Time to Talk: Take some time to call or facetime a family member or friend that you have been missing. Use the time to catch up and find out what they have been doing.

Get Cooking Some different recipes that use less than 5 ingredients to have a go at making. https://www.bbcgoodfood.com/recipes/saucy-bean-baked-eggs https://www.bbcgoodfood.com/recipes/curried-cauliflower-lentil-soup https://www.bbcgoodfood.com/recipes/cheese-chilli-melts

Additional learning resources you may wish to engage with

TTRockstars / Numbots – Your child’s log in details can be found at the front of their

exercise book

Purple Mash – Class teachers have assigned tasks linked to your learning that you can

have a go at and send back to them.

Bug Club – Your child’s login details have been sent via Class Dojo. Books have been

allocated to children with questions to answer as they read. To access the questions, the

children will need to click on the bug.

Twinkl - to access these resources click on the link and sign up using your own email

address and creating your own password. Use the offer code UKTWINKLHELPS.

#TheLearningProjects

Resources for Maths Learning

Monday: Representations they may use for Multiplying and Dividing by 10, 100 and 1,000

Tuesday: Multiplying by 10, 100 and 1,000

1. Complete these calculations. You could use a place value grid to help you.

a. 34 x 10 =

b. 641 x 100 =

c. 5.32 x 1,000 =

d. 4.87 x 100 =

e. 2.9 x 10 =

f. 105 x 1,000 =

g. 7.03 x 100 =

h. 67 x 10 =

i. 5.4 x 1,000 =

j. 6.31 x 1,000 =

2. Find the missing number in these calculations

a. 82 x 100 = 8,200

b. 5.4 x 10 = 54

c. 907 x 10 = 9,070

d. 2.34 x 1,000 = 2,340

e. 7.9 x 100 = 790

f. 7.04 x 1,000 = 7,040

3. Find three calculations that would give the following answers

a. 43

b. 5.6

c. 11.9

d. 0.31

Tuesday: Answers

1. a. 340

b. 64,100

c. 5,320

d. 487

e. 29

f. 105,000

g. 703

h. 670

i. 5,400

j. 6,310

2. a. 82 x 100 = 8,200

b. 5.4 x 10 = 54

c. 907 x 10 = 9,070

d. 2.34 x 1,000 = 2,340

e. 7.9 x 100 = 790

f. 7.04 x 1,000 = 7,040

3. a. 4.3 x 10 = 43

0.43 x 100 = 43

0.043 x 1,000 = 43

b. 0.56 x 10 = 5.6

0.056 x 100 = 5.6

0.0056 x 1,000 = 5.6

c. 1.19 x 10 = 11.9

0.119 x 100 = 11.9

0.0119 x 1,000 = 11.9

Wednesday – Dividing by 10, 100 and 1,000

1. Complete this calculations. You could use a place value grid to help you.

a. 34 ÷ 10 =

b. 641 ÷ 100 =

c. 532 ÷ 1,000 =

d. 48.7 ÷ 100 =

e. 29 ÷ 10 =

f. 105 ÷ 1,000 =

g. 703 ÷ 100 =

h. 67 ÷ 10 =

i. 5,014 ÷ 1,000 =

j. 631 ÷ 1,000 =

2. Find the missing number in these calculations

a. 1,956 ÷ 100 = 19.56

b. 46 ÷ 10 = 4.6

c. 304 ÷ 1,000 = 0.304

d. 1,809 ÷ 100 = 18.09

e. 2,139 ÷ 1,000 = 2.139

f. 45 ÷ 10 = 4.5

3. Find three calculations that give the following answers.

a. 1.8

b. 20.5

c. 0.13

d. 5.06

Wednesday: Answers

1. a. 3.4

b. 6.41

c. 0.532

d. 0.487

e. 2.9

f. 0.105

g. 7.03

h. 6.7

i. 5.014

j. 0.631

2. a. 1,956 ÷ 100 = 19.56

b. 46 ÷ 10 = 4.6

c. 304 ÷ 1,000 = 0.304

d. 1,809 ÷ 100 = 18.09

e. 2,139 ÷ 1,000 = 2.139

f. 45 ÷ 10 = 4.5

3. a. 18 ÷ 10 = 1.8

180 ÷ 100 = 1.8

1,800 ÷ 1,000 = 1.8

b. 205 ÷ 10 = 20.5

2,050 ÷ 100 = 20.5

20,050 ÷1,000 = 20.5

c. 1.3 ÷ 10 = 0.13

13 ÷ 100 = 0.13

130 ÷ 1,000 = 0.13

d. 50.6 ÷ 10 = 5.06

506 ÷ 100 = 5.06

5,060 ÷ 1,000 = 5.06

Thursday - Problem Solving and Reasoning

1. There are 10 children in each club at St Barnabas Primary school. There are 31

different after school clubs. How many children attend clubs in total?

2. Miss Parfitt buys a coffee from Costa Coffee every morning. It costs £2.45. How

much does she spend over 100 days?

3. Bristol Airways charge £1,600 for a return flight to Australia. Bath Airways in ten

times cheaper. How much do Bath Airways charge?

4. How many £10 notes would you get if you exchanged £3,500?

5. A human brain can handle a hundred thousand brain cells per second. The brain of a

hippo can hold 100 times less. How many cells can a hippo hold a second?

6. “Multiplying by 1,000 is the same as doing 10 x 10 x 10.”

Do you agree? Explain your answer.

7. Lauren says, “If you multiply a number by 1,000, you can just divide the answer by

1,000 to get back to your original number.”

Amy says, “That’s not true, you would need to divide the answer by ten three times.”

Who do you agree with? Explain your thinking.

Thursday: Answers

1. 31 x 10 = 310

2. 2.45 x 100 = £245

3. 1,600 ÷ 10 = £160

4. 3,500 ÷ 10 = 350

5. 100,000 ÷ 100 = 100 cells

6. Mo is correct, as you move the digits 3 places to the left in both cases.

7. Both girls are correct, as dividing by 1,000 is the same as dividing by 10 three times.

Friday: Arithmetic Paper

Friday: Answers

Resources for Reading

Monday – Infer

The storm had been raging for hours. Like a besieging army tormenting an enemy’s

ramparts, the waves battered on the lighthouse walls.

A group of men huddled in one of the cylindrical shaped rooms, flinching every time a wave

rocked the lighthouse. Their hearts were in their mouths with every devastating blow: they

half expected the walls to come tumbling down at any moment.

They turned their heads and listened to the sound of the storm. What they heard was truly

terrifying…

Monday – Questions

Can you describe what it feels like to be caught in a storm?

What do you think the men heard when they listened to the storm?

Who might the men in the lighthouse be?

Why are they huddled together?

Tuesday – Prediction

What is the purpose of a lighthouse?

What would happen if there were no lighthouses in the world?

Wednesday – Vocabulary

What does the word tormenting mean? Find a synonym for it.

How does the author describe the rooms in the lighthouse? What do you think they look

like?

Why would the men be flinching when a wave hit?

What words and phrases in the text tells you that the storm was strong?

Why do you think the author used the phrase ‘their hearts were in their mouths’?

Thursday – Retrieval

Describe the weather in the text. How does the author show you the weather?

What in the text tells you that the men are scared?

What simile does the author use to describe the weather?

Which senses are the men using the most?

Is the text describe a positive or negative experience? How do you know this?

Resources for Spelling

Term 5 spelling list

Spelling Methods

Look, Say, Cover, Write, Check Method

Resources for Writing

Monday – Clauses and their rules

Main Clauses

A main clause is a clause that contains a subject and an object.

Main clauses make sense on their own.

I like bananas.

A compound sentence is one that is made up of two main clauses.

I like bananas and I like grapes.

The two main clauses must be connected by the conjunction ‘and’.

Subordinate Clauses

A subordinate clause contains a subject and a verb, but it needs to be attached to a main

clause because it cannot make sense on its own.

I first met her in Paris where I lived as a small child.

When the subordinate clause comes at the start of the sentence, a comma is needed to

separate it from the main clause.

After she picks me up, Mum is taking me to buy shoes.

Conjunctions are used to join the clauses

Relative Clauses

A relative clause is a specific type of subordinate clause that adapts, describes or

modifies a noun.

Relative clauses add information to sentences by using a relative pronoun such as who,

that or which.

The relative clause is used to add information about the noun, so it must be ‘related’ to

the noun.

The sentences below show the relative clauses in purple.

Embedded Clauses

An embedded clause is when a relative clause is positioned in the middle of a

sentence.

Tuesday – Identifying Clauses

Extract from ‘The Twits’ by Roald Dahl

As you know, an ordinary unhairy face like yours or mine simply gets a bit smudgy if it is not

washed often enough, and there’s nothing so awful about that.

But a hairy face is a very different matter. Things cling to hairs, especially food. Things like

gravy go right in among the hairs and stay there. You and I can wipe our smooth faces with

a flannel and we quickly look more or less all right again, but the hairy man cannot do that.

We can also, if we are careful, eat our meals without spreading food all over our faces. But

not so the hairy man. Watch carefully next time you see a hairy man eating his lunch and

you will notice that even if he opens his mouth very wide, it is impossible for him to get a

spoonful of beef-stew or ice-cream and chocolate sauce into it without leaving some of it on

the hairs.

Extract from ‘Harry Potter and the Philosopher’s Stone’ by J.K. Rowling

Mr and Mrs Dursley, of number four, Privet Drive, were proud to say that they were perfectly

normal, thank you very much. They were the last people you’d expect to be involved in

anything strange or mysterious, because they just didn’t hold with such nonsense.

Mr Dursley was the director of a firm called Grunnings, which made drills. He was a big,

beefy man with hardly any neck, although he did have a very large moustache. Mrs Dursley

was thin and blonde and had nearly twice the usual amount of neck, which came in very

useful as she spent so much of her time craning over garden fences, spying on the

neighbours. The Dursleys had a small son called Dudley and in their opinion there was no

finer boy anywhere.

The Dursleys had everything they wanted, but they also had a secret, and their greatest fear

was that somebody would discover it. They didn’t think they could bear it if anyone found out

about the Potters. Mrs Potter was Mrs Dursley’s sister, but they hadn’t met for several years;

in fact, Mrs Dursley pretended she didn’t have a sister, because her sister and her good- for-

nothing husband were as unDursleyish as it was possible to be. The Dursleys shuddered to

think what the neighbours would say if the Potters arrived in the street. The Dursleys knew

that the Potters had a small son, too, but they had never even seen him. This boy was

another good reason for keeping the Potters away; they didn’t want Dudley mixing with a

child like that.

Wednesday – Sentences

Use punctuation to correctly show the different clauses. Can you give the correct name for

each clause?

Jason walked along the windy path which led to his Grandmother’s house in deathly

silence.

Celia battling against the wind and rain searched for the rabbit.

Ryan worrying because it was getting dark rushed to get home in time.

Despite having to battle against the wind and the rain the postman pushed on to deliver

the important parcels he was carrying.

Only seconds later the children darted out for play.

Because I want to do well on my spelling test I practise my spellings every night.

Although the sun was shining it felt cold outside.

I like to go out and play every nights unless I feel really tired.

Mr Twit who had a dirty beard played nasty tricks on his wife.

In the Summer, I am going to visit Spain, where my sister lives.

Thursday – Sentences without Clauses

Embedded Clause Game – you will need a dice

Sentences

The band played.

The police searched the park.

The witch climbed onto the broom.

The footballer kicked the ball.

The man walked up the hill.

The cat walked along the wall.

The dangerous tigers escaped from the zoo.

The man sped away from the police.

Friday: Story Starter

They hadn’t seen each other for many years. It felt strange to be together again after so

long.

They had shared so many memories; memories of fame, fortune and glamour. Together,

their minds wandered back to the best times of their lives…

Resources for Learning Projects

Where in the World – Is it a bird? Is it a plane? https://swiggle.org.uk/ Search: Transport Around the World Let’s Create – Make It Go

Hover Balloon Activity: https://docs.google.com/document/d/1Wormmv1fghIGVtBWyM_bgK8Dw1Mu_CzGLEDI67qHCvw/edit Video: https://www.youtube.com/watch?v=DikofrxCiXs Baking Soda Experiment: https://www.science-sparks.com/baking-soda-powered-boat/ Video: https://www.youtube.com/watch?v=gsC1KMS_9JM

Let’s investigate: Staying Safe Online