Halsnead Home learning Year 6 · 2020-07-06 · Halsnead Home learning – Year 6 6th July 2020...

Halsnead Home learning – Year 6

6th July 2020

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Reading

We still want you to read daily. This is a great opportunity to read some good books

Read the extracts from Chapter 5 and complete the tasks below over the week ahead.

To listen to Chapter 5, follow this link:

https://www.youtube.com/watch?v=zPvizGj2ZQw




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Use the strategies we have learnt so far to answer the questions below. Remember to

use evidence from the text to support your answer and fully explain your ideas.

a. Looking at the name of the chapter, what do you think will happen in this

chapter?

b. What five things did Chamberlain say that we would be fighting against? c.

What is a latrine?

d. Read the extract below. Why was Sam put in the corner of the garden?

e. According to Willie’s mother, what should Willie do on a Sunday, and what should

he not do?

Task 1


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f. Although we have not met Willie’s mother, how does the author make you dislike

her?

g. Why was Willie confused about the hymn books?

Task 2

Use the strategies we have learnt so far to answer the questions below. Remember to

use evidence from the text to support your answer and fully explain your ideas.

a. The church is full of lots of different people. What does this tell you about the

village?

b. What does Tom mean when he tells Willie to ‘lah it’?

c. Why do you think the message from the Prime Minister had been broadcast by

the wireless? Explain your answer.

d. Why do you think Mr Fletcher and his teenage boys come to help dig and build

the Anderson shelter?

e. How does Tom react to Willie’s frequent bed wetting?

f. Why does Willie think that the church might be like heaven?

g. Read the extract below. Do you think that the congregation knew there was

going to be a special message that day? Explain your answer.


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Task 3

Making connections is using what we already know from our experience, other texts or

the world.

Using the information from the extract below, what personal connections can you make

to this situation? Use the sentence stems to write your answers and remember to

explain your reasons using the PEE structure.

I know about this because I… I’ve

been to / seen...

I can identify with this character because…

This links to * because…

I think this book is a (genre) book because...

This reminds me of * because…

This is similar to * because…

This character is similar to * because…


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Task 4

Question 1

Using the extracts from Chapter 5 to help you, draw and label a diagram of an

Anderson Shelter.

Question 2

Use the information from the chapter to write step by step instructions for how to build

an Anderson shelter.

Task 5


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Question 1

Match the most suitable subordinating clause to each sentence:

Question 2

Which clause is underlined in the following sentences? Tick the correct box.


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English

Last week, you wrote your speech which reflected on the situation you have just lived

through. This week, you are going to share your experience with others by performing to

them and publishing your work so you can keep it as a memory of this significant time.

Task 1

You are going to perform a reading of your persuasive speech. If you feel comfortable

to share it with others, then you can perform it to people in your house or film it. If not,

you can perform to yourself in the mirror! Use this planning format to help you plan and

rehearse how you will deliver your speech to an audience.

Section Purpose (what do you want the

listener to learn from listening

to you)

Notes for presenting (e.g. hand gestures, eye

contact, body language

Opening

Paragraph 2


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Paragraph 3

Paragraph 4

Reflections of this time


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Task 2

If you have filmed yourself, watch your performance back and evaluate yourself using

this evaluation form. If you are asking people to watch you, give this sheet to them to

give you some feedback or ask them to note down the following questions as they listen

to the reading.

Questions to consider when watching a

performance:

Notes

How is the speaker feeling?

What is the speaker not saying?

What do the speaker’s tone of voice,

body language and facial expressions

convey?

What main points did the speaker raise?

What fine details did the speaker share?

How did the speaker start and end and what were they saying?


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Maths – Arithmetic Guidance

1

This week, in our arithmetic, there

are some questions related to

comparing fractions.

In this guidance, I will show you

how to compare fractions.

I notice that the two fractions

have different denominators.

We can solve this problem in two

different ways:

A) Using a picture (Steps 1-4) B)

Finding the common denominator

and then comparing them. (Steps

5-8)

2

First, I will draw two rectangles –

they will represent my two

fractions.

I must make sure that both wholes

are the same size.

My first rectangle is divided into 4

equal parts because the

denominator is a 4.

My second rectangle is divided

into 6 equal parts because the

denominator is a 6.


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3

Next, I will shade in 3 parts out of

the whole on the first rectangle.

4

Now, I will shade in 1 part out of

the whole on the second

rectangle.

From this image, I can see that 3/4

are greater than 1/6

5

A different method would be to

find the common denominator.

I have written out my 4x table in

the blue. This is because the

denominator in 3/4 is a 4.

I have written out my 6x table in

the purple. This is because the

denominator in 1/6 is a 6.

I have noticed that 12 is a product

in both multiplication tables.

6

In order to make them equivalent,

I must do the same to the

numerator as I do to the

denominator.

To convert the denominator into

12ths, I multiplied by 3.

So, I must do the same to the

numerator: 3 x 3 = 9

9/12 is equivalent to 3/4


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7

To convert the denominator into

12ths, I multiplied by 2.

So, I must do the same to the

numerator: 1 x 2 = 2

2/12 is equivalent to 1/6

8

Now that the denominators are

the same, we see which fraction is

greatest.

Maths – Arithmetic


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Maths – Lesson 1 Guidance

Written guidance can be found below. Alternatively, you can visit the White

Rose Maths website for a video (https://whiterosemaths.com/homelearning/year-6/)

1

We are going to solve this one

together.

There are two ways to solve this

problem.

A) Using a diagram (Steps 1-4)

B) Using an efficient method

(Steps 5-)

I have noticed that the quotient is

at the beginning of the number

sentence. I remember our teacher

telling us that it doesn’t make a

difference – sometimes it is done

to try and trick us. I will not be

tricked!

First, I will identify the denominator.

It is a 6. This means the whole is split

into 6 equal parts.

I have drawn a rectangle in blue

to represent the 6 equal parts.

2

I have noticed that the numerator

is a 5 which means there are 5

parts selected. I have also

coloured them in blue.

https://whiterosemaths.com/homelearning/year-6/





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3

I have noticed that I need to

divide the fraction into 12 parts. I

have used red to show this.

I like to imagine it as sharing

between 12 people. Each

horizontal row represents 1 person.

4

Now, I need to count all of the

parts in the whole. There are 72

parts altogether.

Finally, I need to count how many

parts each person gets. Each

person gets 5 parts.

5/6 ÷ 12 = 5/72.

5

An alternative way to solve this

problem is to recognise what

happens when we divide fractions

by an integer.

6

Here is the answer from earlier in this

guide.

7

I notice that when I solved it using

the diagrams above, the

numerator hasn’t changed but the

denominator has.

8

I can see that when I divide

fractions by integers, my pieces

have got smaller.

I notice that 6 x 12 = 72.


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9 To divide fractions by integers, I need to:

o Keep the numerator the same o Multiply

the denominator by the integer.

Maths – Lesson 1 – Dividing fractions by integers


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1

We are going to start by solving

this problem together.

I know that the perimeter is the

space around the outside of the

shape.

I remember that when I calculate

the perimeter, I need to add all of

sides.

2

I know that in a rectangle,

opposing sides will be equal.

If I know that if one vertical side is

1 3/10m, that must mean the other

side is also 1 3/10m. I have

represented this in blue.

Similarly, I know that if one

horizontal side is 2 3/5m, then the

other side is also 2 3/5m. I have

represented this in red.

3

This is the calculation that I need

to perform.

I notice that the denominators are

different. I remember from our

previous lessons that we need to

identify the common denominators

and make them equivalent.






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4

I’m really good with my 5x and 10x

table, so I can spot that 10 is a

product in both multiplication

tables.

10 is the common denominator.

5

From our previous lessons, I

remember that in order to keep

them equivalent, I must multiply

the numerator and denominator

by the same amount

5 x 2 = 10

3 x 2 = 6

2 and 6/10 is equivalent to 2 and

3/5

6

I have written out my calculation

again

Do you notice that all of my

fractions are now 10ths?

This makes it so much easier to

add.

7

I will start by adding all of the

wholes.

2 + 2 + 1 + 1 = 6 wholes

8

I will now add all of the fractional

parts. I remember that when I add

fractions of the same denominator,

my denominator does not change.

6/10 + 6/10 + 3/10 + 3/10 = 18/10


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9

I will turn my improper fraction into

a mixed number.

18/10 is equivalent to 1 whole and

8/10

10

Finally, I can add it altogether.

The perimeter of my shape is 7

8/10m


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Maths Lesson 2 – Multiplying and Dividing Fractions in Contexts




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1

We are going to solve this problem

together to help you with today’s

learning.

The question is asking me to find

4/9 of £1800.

2

The whole has been split into 9

equal parts.

The person has selected 4 of those

parts.

To begin with, I should identify

what 1 part is. Then, I can use

repeated addition or

multiplication to find out what the

4 parts are.

3 Picture of short division

1800 / 9 = 200

I will divide the whole by 9 using

short division to get 200.

4

This means that 1/9 is 200.

5

So, 2/9 must be 400 (200 + 200)

3/9 must be 600 (200 + 200 + 200)

4/9 must be 800 (200 + 200 + 200 +

200)






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6

4/9 of 1800 is 800.


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Maths Lesson 3 – Fractions of Amounts


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1

We are going to solve this problem

together.

I notice that we haven’t been told

what the whole is.

2

In order to find what the whole is, I

must identify 1 part.

I notice that 11 parts are coloured,

so, I should divide those 11 parts

by 11.

3

I will use division to do this.

231 ÷ 11 = 21

4

From this, I now know that 1/12 is

21.

5

Now that I know 1 part is 21

I can multiply it by 12 to find the

whole.

6

The whole is 252

11/12 of 252 = 231






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Maths – Lesson 4 – Fractions of Amounts when the whole is unknown.


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1

Let’s solve this worded problem

together.

I have first started by highlighting

all of the important information.

I notice that all of the fractions are

different. I am going to need to

find a common denominator.

2

I notice that this is the whole

amount. That must mean that

when all of the fractions are

added together, it will make 1

whole.

If my answer is not the same as 1

whole, I know I’ve made a

mistake

3

By doing my 3x and 4x table, I can

see that 12 is the common

denominator.

4

In order to turn 2/3 into 12ths, I

need to multiply by 4. I will do the

same to the numerator.

In order to turn ¼ into 12ths, I need

to multiply by 3. I will do the same

to the numerator.






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5

Now that the fractions have been

changed to the same

denominator:

I can see that the potatoes take

up 8/12. I can see that the

cabbages take up 3/12.

Altogether, they take up 11/12.

6

If the cabbages and the potatoes

use 11/12 that must mean the

carrots take up 1/12 because

11/12 + 1/12 = 1 whole.


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Maths – Lesson 5 – Add, Subtract, Multiply, Divide and Fractions of Amounts in Context


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Global learning – Power and Governance

This week, we are going to use our mind map from the previous week and create a

more detailed plan for our broadcast speech. Use the table below to help you plan

your speech.


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Emotional Wellbeing – Breathing techniques


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When we are feeling anxious, we can also use the grounding exercise to help us feel

calmer and more focused.

Reflection

Last week, we identified our

‘triggers’. Think about one of

your triggers that makes you

feel anxious.

Which breathing technique will

you try when this next

happens?


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Art

This week, we are going to have a go at creating depth in a drawing using tone.

Have a look at these images and consider this question. How has the artist made these

appear in 3D?

Artists use tone to create observational drawings. An observational drawing could be a

portrait, architecture (buildings) or still life (bowl of fruit).

Artists use layers of shading to achieve light, medium and dark tones. You may also use

cross-hatching to achieve tone. Cross-hatching is when an artist uses layers of line to

create highlights and shadows within a drawing. You achieve a light tone with a light

pressure on the pencil, so you achieve a darker tone with a heavier pressure. As well as

the equipment, the most important tool for an artist to use is their eyes. They will look up

at what they are drawing at least three times every minute!

On the next page, you will find some information about the different techniques. Have

a go on the activity sheet at the different techniques. If you’re feeling even more

creative, why not have a go at sketching a still life image of something around home

using some of the techniques to try and create depth.


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Secondary Transition – Being Brave

This week, we are focusing on being brave in new situations. Think of a time when you

had to be brave in a new or difficult situation.

- How did being brave make you feel? E.g. proud, pleased, happy, resilient etc.

- How did you feel the next time you were in the same or similar situation?

Beginning secondary school will provide opportunities for you to be brave in different

situations. While this can be scary, it is important to understand that the more

comfortable you get in new and difficult situations, the more confident you will

become!

Below are different situations you may find yourself in when you begin secondary

school. Write down how you would handle each situation.


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This week you are going to develop your

oracy skills through creating your own

motivational pep talk.

First, watch ‘Kid President’s Pep Talk for the

World’:

https://www.youtube.com/watch?v=u1z N

HoYmhU I

How did he use the four oracy strands to

motivate his audience? What was effective

about his talk?

A ‘summariser’ is someone who

points in a identifies the main

discussion.

Can you summarise the main points

and ideas from his talk? Now focus on

the physical strand. What physical

components were used to make this

talk effective and motivational?

Use th e bullet points on the left to

support your reflections.

Now that you have summarised and reflected on the

features of Kid President’s pep talk, create your own to

share with friends or family.

Refer back to the four oracy strands, focusing

particularly on the physical components of Voice and

Body Language. How can you use these effectively?

Ask an adult to record a video of you delivering your

pep talks and be sure to upload to twitter for us to see!

https://www.youtube.com/watch?v=u1zNHoYmhUI






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Useful websites:

SPAG: www.spag.com

Maths Reasoning Activities: https://nrich.maths.org/6499

Times Tables Rockstars: www.ttrockstars.com/login

Foxfield Maths Organiser:

http://upload.reactcdn.co.uk/foxfield/uploads/asset_file/3_692_ks2-ultimate-3in-1-

organiser-2017-maths-sats2.pdf

Spelling Frame: https://spellingframe.co.uk/spelling-rule/5/Year-5-and-6

http://www.spag.com/

http://www.spag.com/

https://nrich.maths.org/6499

https://nrich.maths.org/6499

http://www.ttrockstars.com/login

http://www.ttrockstars.com/login

http://upload.reactcdn.co.uk/foxfield/uploads/asset_file/3_692_ks2-ultimate-3-in-1-organiser-2017-maths-sats2.pdf


















https://spellingframe.co.uk/spelling-rule/5/Year-5-and-6










Halsnead Home learning Year 6 · 2020-07-06 · Halsnead Home learning – Year 6 6th July 2020...

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