Y5 Homelearning - Wednesday 6th May

Lesson and Learning Objective

Task

Maths

Multiplying decimals by 10, 100 and 1,000

Dividing decimals by 10, 100 and 1,000

Wednesday

Now I know that you know how to multiply by 10, 100 and 1000 but today you’ll be looking at how numbers move across the decimal point.  Some people – not us of course, because Y5 are far too clever, think that you just put a zero on the end of the number but as you complete today’s work you’ll see that, that rules just doesn’t work.  The rule is:

If you’re multiplying move the number to the left. 

One place if you’re multiplying by 10, 2 places if you’re multiplying by 100 and 3 places if you’re multiplying by 1000.  You might need to put a zero in as place holder.

A place value grid will be really useful today.

Watch this clip

https://www.youtube.com/watch?v=S9w4xPKdAAw

Now complete one fluency task and one problem solving and reasoning task.  Remember the document that has a D should be easier than E and GD is for those of you that feel really confident.  Some people in school seem to have got a bit confused by these, you just need to do one side (they are designed so that in school you're partner would have the other side so that you couldn't copy).

Thursday

Yesterday you were thinking about multiplying by 10, 100 and 1000 so today we’re going to do the inverse and divide.  You might want to use your place value grid or quickly jot one down.  If yesterday you moved the number to the left today you’ll be moving the number to the right.  Again you might need to use a zero as a place holder.

So remember

If you’re dividing move the number to the right. 

One place if you’re dividing by 10, 2 places if you’re dividing by 100 and 3 places if you’re dividing by 1000.  You might need to put a zero in as place holder.

Watch this clip

https://www.youtube.com/watch?v=Q3kW-UJuV_U

Then complete one fluency and one problem solving and reasoning task.

English

LO: To retell a legend

Making writing exciting/engaging for the reader has been a key focus in this block. How are you going to achieve this in your writing? Here are some ideas:

         Ellipsis

         Questions of the reader

         Character reaction

         Varying sentence length

         Flashback

         Repetition for impact

         Topic sentences to introduce paragraphs

         Similes

Look at the success criteria – here are some clues if you need things clarifying:

         Dialogue between characters – speech

         Direct speech – the character saying something.

         Reported speech – implying the character says something (“he told her that…”)

         Parenthesis – brackets, dashes and commas.

         Modal verb – indicates possibility (could, may, will)

         Relative clause – adds additional information and starts with a relative pronoun (who, that, which)

Here is a modelled write for the descriptive story opening. You can use this as an idea or to magpie from if you need to.

As the sun rose slowly behind the clouds into the dull sky, a misty haze began to form under the canopy of swaying, gnarled trees. What was this place? Why was it so eye catching and yet so unnerving? Curling around thick spiralling branches were constricting vines, which braced and creaked, taking choking hold of the helpless trunks within. Dangling down from the layer of moss, vast, bold leaves flickered like flames in the growing bluster of wind. The smothering fog drifted through the archways created by the curving branches which overshadowed the dimming the forest, leaving areas of unknown territory… but not unknown to all…

 Support – Check most of the items from the success criteria

Challenge – Tick all of these off as well as focusing on precise language, engaging the reader and structuring your writing effectively.

Reading

Read Wonder pages 89-98

Read ‘The Bleeding Scream’ chapter. Are these statements true or false?

Extension: Do you think Auggie will tell Jack what he heard him say? Why?

Wider Curriculum

LO: To represent the life cycle of a butterfly

Hi guys, usually at this point in the year we would’ve ordered and began to raise our own caterpillars, observing them grow and change into butterflies to gain better understanding of their life cycle however obviously this isn’t possible at the moment L. If you would like to do this at home, please see this link that we use for school for ordering the nets and larvae - https://www.insectlore.co.uk/butterflies/live-butterfly-kits.html .

Instead, for now, we have to just look at the life cycle. If you want to read all about the life cycle of a butterfly, have a look on this website: https://www.natgeokids.com/uk/discover/animals/insects/butterfly-life-cycle/ and watch this video of a Swallowtail butterfly: https://www.youtube.com/watch?v=jivWeOrCaeI.

Here, we have averaged out the life cycle of a butterfly into the 4 sections, totally 50 days (this is an average and depends on the species of butterfly and other factors!):

Your task is to create a bar model or a pie chart (scaffold attached) to show the length of time a butterfly spends in each stage. This will require some Maths skills and fractions knowledge!

Steps to Success

1. Think about the life as a whole – how many days is it out of?
2. What fraction of those days are spent in each stage (you may have to convert between weeks and days!)?
3. Can you simplify your fractions to create equivalents with a smaller denominator?
4. Using squared paper, can you create a bar model which shows the length of each section. You will need a key to help guide this! Alternatively, you can have an experiment with Excel and try to create a digital pie chart to show the data.
5. Once this is done, around the outside, can you add illustrations of each stage and include brief details, using technical vocabulary where needed.

Support – Use the attached tables as the pre-drawn bar model without simplifying the fraction. Then match the pictures to the stage rather than drawing them and fill in the gap with the correct word for each stage.

Challenge – Create a pie chart to represent the data. Make a glossary of terms for your final poster so that anyone unfamiliar with technical language will understand the cycle. Can you use clear detail, a formal tone and full sentences (with conjunctions for cohesion and relative clauses!)?

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The BBC are suggesting we all create our very own bunting to decorate our houses ready for Friday.

https://www.bbc.co.uk/programmes/articles/4TrqYDyf4PMdLypxzyTwGDg/great-british-bunting

This link gives you lots of ideas, a template to use or instructions of how to make your own.  Why not send a photograph to Radio Sheffield?  I’ve attached their blank template.

If you find drawing really difficult I’ve attached a file that is Union Jack bunting for you to colour.  Or you could print the coloured version – BUT MAKE SURE YOU ASK BEFORE PRINTING LOADS otherwise you’re going to make someone very grumpy in your house if you use up all the ink!