# Year 5 Homework

Posted on Thursday 26 March 2020 by Miss Wilson

Y5 Maths – LO: subtraction

1. 4,648 – 2,347 = 2,301
2. 45,536 – 8,426 = 37,110
3. 29,456 – 8,896 = 20,560
4. 37,506 – 22,819 = 14687
5. 83065 – 45927= 37,1338

## 26 March 2020: Home learning

Posted on Thursday 26 March 2020 by Miss Wilson

Morning, guys!

Hope you’re doing well and you’ve managed to get some fresh air, be helpful in some way and have a smile on your face more than a couple of times! As with yesterday, Y5/6 maths will be separate and the rest is together. Stick around ’til the end of the post for today’s bonus task(Crowd says “ooooooh”!)

As always, email me if you have any questions or want to let me know how you’re getting on – it’s been great hearing from you guys and you’ve been keeping me going in my old age!

Miss Wilson

Y6 Maths – LO: negative numbers

Your learning today is all about negative numbers. If it helps, draw a number line from -20 to 20. Using the number line, or just your brain, answer these questions.

1.  6 – 10
2. 15 – 20
3.  -3 + 8
4.  -9 + 22
5. What is 6 less than 4?
6. What is 5 more than -2?
7. What is the difference between 3 and -5?
8. What is the difference between -10 and 10?
9. The temperature in Leeds is 6°C. Sheffield’s temperature is 4°C colder. Glasgow is 8°C colder than Sheffield. What’s the temperature in Glasgow?
10. In a building, the basement is at level -3. The office is 16 levels above the basement. What level is the office on?
11.  Write a story that goes with Q1-4.

Challenge
Miss Kennedy says, “If I start at 27 and count backwards in 3s, I will say -12.”
Miss Wilson says, “If I start at 86 and count back in 6s, I will say -12.”

Who do you agree with? Explain why/why not.

Y5 Maths – LO: multiplication

Challenge:
Create your own multiplication question to challenge somebody else – make sure you know the answer so you can mark their attempt!

Y5&6 – Reading – LO: RIC

Your learning today is a RIC.

Read the extract of the text and then answer the questions below. We will give you the correct answers tomorrow.

Retrieval question:

According to the text, what was Skuli not holding?  (1 mark)

Interpret question:

Look at extract 2. How do you know Gunnar’s father’s and Skuli’s relationship is not a positive one? Explain two ways, giving evidence from the text to support your answer. (3 marks)

Choice question:

Look at extract 1. Find and copy one group of words that shows us that Gunnar does not like Skuli. (1 mark)

Challenge
Create your own RIC for someone at home to complete – you could have as many questions as you like.

Y5&6 – Writing – LO: setting description

Following yesterday’s character description, your task today is to write a setting description. This should be no longer than one paragraph.

• What can they see?
• Are they going somewhere?
• Describe the setting using effective vocabulary e.g. fierce thunder, roaring wind, golden sand

Here is an example of a setting description.

The seas were rough for the first few days. Gigantic waves swept over the ship’s walls but the Vikings continued to row. Lightning bolts pierced holes on deck but the Vikings continued to row. Days and nights of torturous storms bombarded the vessel but the Vikings continued to row. With a compass in one hand, and wheel in the other, Ragnar stood fiercely and laughed in the face of the unforgiving conditions and stared out across the inky abyss, his once piercingly blue eyes now reflecting the grey, ominous sky above him. It rumbled, a deep, laughing rumble, taunting him. Domineering the landscape ahead of him was a spiky, crown-like mountain range jutting out of the land which was his target. Ragnar saw it as a sign from the Gods, that his journey would bring him fame, fortune and power. His confident mindset, however, didn’t last long.

R2s

• expanded noun phrases
• relative clauses
• figurative language: similes, metaphors, personification
• powerful vocabulary
• varied sentence openers
• varies sentences lengths

Challenge
Rewrite your description and change its tone. For example, a dark, gloomy description becomes a happy and cheerful one:

With a compass in one hand, and wheel in the other, Ragnar stood fiercely and laughed in the face of the unforgiving conditions and stared out across the inky abyss, his once piercingly blue eyes now reflecting the grey, ominous sky above him…

becomes…

With a compass in one hand, and wheel in the other, Ragnar stood proudly and breathed in the air of these triumphant conditions and gazed out across the smooth, calm sea, his piercingly blue eyes reflecting the sapphire sky above him.

Yesterday, we asked you to reach out to someone from school! Following on from that, today’s bonus task is to reach out to someone in your family, be it a grandparent, aunt/uncle or cousin. Just because we have to stay in our own homes, it doesn’t mean that we can’t still connect with our families! I heard about a boy that FaceTimed his grandma for 30 minutes every day and read his book to her! He was practising his reading and his grandma absolutely loved the company. So why not give it a go and make someone’s day?

## 25 March 2020: Home learning

Posted on Wednesday 25 March 2020 by Miss Wilson

Morning, everybody!

A word from Miss Wilson…

Hope you and your families are doing well and looking after yourselves (both mind and body!). It’s been great to receive emails to catch up with how you’re getting on with the tasks – keep them coming, guys! And as always, if you need help or advice about anything school related, do not hesitate to email me at [email protected] and I’ll reply ASAP!

My first couple of days have been good: I’ve decided to learn French seen as you lot love it so much at school (it’s tres bien so far) and I’ve also found having a check list of things to do for the day helps me keep my mind focused. Give it a try if you haven’t already. Keep up the hard work, team!

A word from Mr Wain…

Hey Y5! I’ve been missing seeing you lot on a daily basis but it has been lovely to hear from you and see some of the great learning that has already taken place! The Viking posters in particular are looking great – so well done.
I would love to see more pictures of work and things you have been up to so that I can post them on here for us all to share and enjoy.
Make sure that you are getting plenty of exercise too – you could possibly practise some of the skills we have enjoyed in P.E. so far this year.
Don’t forget to play hangman, too. You all have a chance of winning now that it isn’t against me! Only kidding – it’s a relief not to lose every game I play at the moment!
Keep well and as always, if you have any questions, email me at: [email protected]

We’ve obviously never set tasks like this before so we have absolutely no scooby doo whether we’re doing it right. Any feedback is greatly appreciated or if we could do better, we’d love to know how. Thanks!

Today’s tasks are maths, reading and writing. Again, it will be clear which are for Y5 and which are for Y6 and there’s a bonus task at the end.

Y6 Maths – LO: rounding

Use two dice, a number spinner or a pack of playing cards (picture cards are zero) to generate two 7-digit numbers e.g.  6,527,901 and 6,420,100

Compare using the ‘greater than’ symbol (>) or ‘less than’ symbol (<) eg 6,527,901 > 6,420,100

Choose 10 more numbers to compare.

Your main learning today is rounding. Using the numbers that you have already created, round five of them of your choice to the nearest 10, 100, 1000, 10,000 and 100,000.

For example:
6,527,901
10 – 6,527,900
100 – 6,527,900
1,000 – 6,528,000
10,000 – 6,530,000
100,000 – 6,500,000

R2s
My number is 6,527,901. What are you rounding to? Nearest 10. Underline the 10s column. 6,527,901. Look next door to the right. 0-4 rounds to the floor. 5-9 climbs the line. It’s a 1 so I round down to 6,527,900.

Challenge
Whitney rounded 2,156,708 to the nearest 10,000. Her answer was 2,200,000. Explain her mistake.

Y5 Maths – LO: subtraction

Using the column method for subtraction, solve the following calculations.

1. 4,648 – 2,347 =
2. 45,536 – 8,426 =
3. 29,456 – 8,896 =
4. 37,506 – 22,819 =
5. There are 83, 065 fans at a football match. 45,927 fans are male. How many fans are female?
6. Create word problems for Q1-4.

Challenge
Eva makes a 5-digit number. Jo makes a 4-digit number. The difference between their numbers is 3,465. What could their numbers be?

Y5 & Y6 Reading – LO: inference

Today, we’re finding out what happens with Freya after she returns to Asgard with her necklace.

Read the script (and optionally watch the accompanying video, too).

Our task today is to infer how characters would be thinking and feeling at different stages. In your home learning book, draw a table with the headings event, character, feelings and thoughts like this:

Your task is to write a feeling or emotion and then explain, using first person, what they’d have been thinking about. For example, using yesterday’s script:

event – Freya kissed the goblins
character – Freya
feelings – disgusted/revolted
thoughts – “Oh my goodness, deary me! Just look at those ugly things! Are they seriously asking a god from Asgard to do this? Yet, I must! I want – no… I need that necklace. Yuck! Here goes…”

Challenge
Write a script to show the conversation and what happened between Odur and Freya when he returned. You could use Loki as the narrator like we’ve seen in the past few days but that’s optional. Remember to set out your script like the ones we’ve read so far and include thoughts and feelings.

Y5 & Y6 Writing – LO: character description

Your writing task today is to write descriptively – a character description of your choice. This should only be no longer than one paragraph. By the end of the week, you will have created a story involving a character, a setting and a dilemma.

• character appearance
• What do they sound like?
• What features do they have that stand out?

Here is an example of a character description.

Ragnar Lothbrok was a leader of men, a lethal Viking legend in his own right and a father to many sons. He was a distinctive man to say the least, who could not be mistaken for any other; he was often the last, terrifying thing many warriors saw. Ragnar’s eyes were blue seas, clouded by a thunderous frown. An uncut, ragged ponytail hung from his head, with markings of snakes and war printed across his skull. Scars were littered across his skin, each a tiny victory amidst a gruesome patchwork that nodded towards his battle prowess. Silver shafted, a sword hung from a sheath buckled at his muscular side: Death Bringer. Echoes of this fighter’s fearsome roar could be heard across oceans, leaving enemies fleeing for their lives.

R2s

• relative clauses
• similes/metaphors
• powerful vocabulary
• range of punctuation
• alternative nouns/pronouns for your character eg he/Ragnar/this fighter

Tip: When choosing the right vocabulary, think about who your character is and when they are set. Don’t write about your character having a computer if he/she is set in the Viking Era!

Challenge
Draw your character and label the key parts. Challenge someone else to draw your character without seeing yours. If they’re similar, your description was successful!

I’d like you to do something really important: reach out to a friend from school. Use whatever technology you can to speak to someone from school. Even better – someone you haven’t spoken to yet. You could ask them what they’ve been doing or how they’re feeling (or how much they’re missing school, ha!). We might feel a little lonely/frustrated/bored over the coming weeks but staying in touch will make people feel connected/happier/valued – promise! Give it a go!

Don’t forget, there’s plenty of other things you can be doing at home, too. This web post from Mr Roundtree has loads of great information and ideas for  things to do at home.

Posted on Wednesday 25 March 2020 by Miss Wilson

Maths – LO: arithmetic

1.  145 and 646
2. 27 limousines are needed.
3. 196 bundles with 4 left over.
4. 4,263
5. 691,247
6. 16,539
7. £1,140,697.25
8.  650 divided by 12. She needs 54 boxes and there are 2 eggs left over.
9. false, false, false
10. 145,078
11. 222,358
12. 6 x 35 = 42 x 5
13. difference = 4,950

1.  What did Odin want Freya to do? Command the weather and seasons.
2. Why was it considered an important job? She had to get just the right amount of sun, snow, wind and rain.
3. What was the name of Freya’s spouse? Odur
4. What adjective was used to describe the cave/tunnel? dark
5. True or false:
The sapphires in the cave were dazzling. false
The goblins’ skin was bumpy. true
The goblins gestured to the object on the floor. false
6.  Find and copy a word which shows the goblins were stood together. huddled
7. List two tools mentioned in the script. picks and shovels
8. Match the adjective to the noun:
wet       damp       strange
noise    air        walls
damp – air
walls – wet
strange – noise
9. What garment is mentioned in the script? dress
10. What event were Freya and her husband going to attend? a magnificent feast at Odin’s palace
11. What was Freya’s intended destination when she left Asgard? Midgard
12. List two ways from Loki’s speech that shows Freya did not want to kiss the goblins.
Freya was well shocked!
The thought of kissing those revolting faces!
Yuck!
she ran

## 24 March 2020: Home learning

Posted on Tuesday 24 March 2020 by Miss Wilson

Hi everyone! Welcome to day two! This post is for Y5 and Y6 but it’ll be clear which tasks/questions are for you.

Maths – LO: arithmetic

Y6 – answer all the questions
Y5 – answer 7 of the following questions of your choice. You can do more if you want to challenge yourself.

Challenge
Explain to someone else (or write down) how you worked out the two hardest calculations.

Reading – both Y5 & Y6 – LO: retrieval

Read this script or, alternatively, watch this video (or both!). Answer these retrieval questions in your home learning book.

1.  What did Odin want Freya to do?
2. Why was it considered an important job?
3. What was the name of Freya’s spouse?
4. What adjective was used to describe the cave/tunnel?
5. True or false:
The sapphires in the cave were dazzling.
The goblins’ skin was bumpy.
The goblins gestured to the object on the floor.
6.  Find and copy a word which shows the goblins were stood together.
7. List two tools mentioned in the script.
8. Match the adjective to the noun:
wet       damp       strange
noise    air        walls
9. What garment is mentioned in the script?
10. What event were Freya and her husband going to attend?
11. What was Freya’s intended destination when she left Asgard?
12. List two ways from Loki’s speech that shows Freya did not want to kiss the goblins.

Challenge
Create a feelings graph for Freya for these key points in the script:

2. When she was invited somewhere by Odin.
3. When she set off from Asgard.
4. When it started raining.
5. When she first went into the cave.
6. When she saw the necklace.
7. When she heard the necklace’s price.
8. When she went home.

History – both Y5 & Y6 – LO: I know why the Vikings were frequently successful in battle.

Your task is to create a poster to tell someone else all they need to know about why the Vikings were such effective and lethal fighters. Your poster should include information about the following:

• their longships – sleek and manoeuvrable
• weapons – spears, swords and axes
• armour – chainmail if you were lucky
• battle tactics – intimidation, hit and run, element of surprise
• way of thinking – Valhalla

R2s:

• colourful
• details about why each part helped them succeed
• pictures

Optional: carry out your own research but this is absolutely not essential.

If you are able to, email me a photo of your poster!

Challenge
Explain how you think it would have felt to be living in the year 900AD. You might consider different view points (eg Anglo-Saxons or peaceful Vikings) or different places in the world (eg York vs Baghdad).

Posted on Tuesday 24 March 2020 by Mr Wain

## Home Learning – reading update

Posted on Monday 23 March 2020 by Mr Wain

Hi everyone!

Odin creates the world video: https://www.bbc.co.uk/programmes/articles/4B2yhzckFnLbb8myKQvvhMF/viking-sagas-odin-creates-the-world

Transcript:

## 23 March 2020: Home learning

Posted on Monday 23 March 2020 by Mr Wain

Hi everybody and welcome to the first Home Learning tasks for Y5!

I hope you’re all doing well and feeling happy and healthy. During this time away from school, let’s continue to be a great team! With that being said, if you have any questions about home learning, please don’t hesitate email me at: [email protected].

Remember, your mental health is just as important as your physical health – exercise when/where you can, talk about what’s on your mind and know that we’re all in this together.

This week’s spellings are:

1. interfere
2. interchangeable
3. international
4. supernatural
5. superimpose
6. autograph
7. automatically
8. television
9. telescopic
10. teleport

Children and parents are reminded to practise little but often and test weekly alongside practising a mixture of times tables and related facts (60 x 7 = 420).

Today, we have maths, reading and writing. Each task should take 30-40 minutes and answers (where appropriate) will be ‘live’ tomorrow morning for you to mark your learning with.

Maths – LO: add more than four digits

Reading – LO: explore and evaluate

Today’s reading task is all about the Viking saga: Odin creates the world. Your task is to watch the video clip (link below). Next, read the transcript that goes with it at least two times. After that, answer these questions in your home learning book and complete the activity that follows.

1. What did you like about the clip?
2. What did you dislike about the clip?
3. Is this similar to anything you have read or watched before?
4. Are there any words or phrases you liked?
5. Are there any words or phrases you didn’t understand? If so, find out what they mean and record them in your home learning book.
6. Could Odin have created any of the homes differently? What would you change about them?

Finally, whilst reading the transcript you have two options:

Option A: read the transcript alone and be as expressive as possible – changing voices for the different characters.

Option B: read the transcript with someone else at home being as expressive as possible, too.

Challenge
Whilst reading the transcript, try acting it out as well in the style of a play!

Writing – LO: audience and purpose

Today’s writing task is to write up your newspaper report that we planned in class last week. All children have been given their plan so they should reference this frequently whilst writing.

Structure R2s:

• paragraphs
• image
• caption
• quote

Grammar R2s:

• passive voice
• formal language
• speech to convey character
• parenthesis
• relative clauses

It’s important that you reread each paragraph after writing it and check it’s followed your plan, makes sense, includes R2s and is spelled correctly. If you need to edit, use your purple pen.

Challenge
Record yourself reading your newspaper as if you’re a real newsreader or perform it to someone else!

Remember, you can email me if you need help with any of the learning by using my email address at the top of this post. Thank you for working so hard – you’ve got this!

Mr Wain

## Home Learning – reading update

Posted on Monday 23 March 2020 by Mr Wain

Hi everyone!

Odin creates the world video: https://www.bbc.co.uk/programmes/articles/4B2yhzckFnLbb8myKQvvhMF/viking-sagas-odin-creates-the-world

Transcript:

## 20 March 2020

Posted on Friday 20 March 2020 by Mr Catherall

This week, the whole school has the same Talk Time homework: I can pay and receive compliments to/from people outside of school.

This homework, which links to our recent living and learning statement, is an opportunity for children to discuss the benefits of paying compliments to people. Here are some questions that might shape your discussion:

• How does paying a compliment make you feel?
• How does receiving a compliment make you feel?
• Why is it important to be sensible when paying or receiving compliments?
• Can you compliment people too much?
• Is it ok to compliment a stranger? Is this safe?

Children should be ready to discuss what they’ve talked about at home by Thursday 26 March 2020. It would be even better if children were able to talk confidently about times when they have given, or received, a compliment.