C9

JPPS Year 5 - Home Learning Stage 3 - Term 2 - Week 3 Year 5 Please complete a minimum of 1 English lesson a day, 3 mathematics lessons a week & 1 other Key Learning Area a week. If you have any concerns completing these tasks please contact your child’s classroom teacher.

Times are a

suggestion based on

regular School day

Monday

Tuesday

Wednesday

Thursday

Friday

Suggested Times

Morning Session

8:55am - 10:55am

(15 minute Crunch and Sip break around 10:00am)

Spend 45 to 60

minutes on English a

day

9:00 Class Zoom

5M 9:30 Class Zoom

English

Reading, Speaking and Listening, and Writing Activity:

WALT: create a visual

persuasive text.

Success Criteria:

-I can create and illustrate

my main message and key

topic though visual

representation

-I can construct and apply

my visual knowledge to

effectively portray my key

message

-I can effectively visually

represent my main key

message through different

online mediums

TASK:

Create an online poster

effectively using Google

9:00 Class Zoom

5M 9:30 Class Zoom

English

Reading, Speaking and Listening, and Writing Activity:

WALT: Compose an effective persuasive text.

Success Criteria:

-I can plan effectively to start an engaging persuasive text.

Teacher directed/ co-constructed success criteria to be created with the class.

TASK 1: Read the statement below: ‘Is it a good idea to keep your pets outdoors at all times?’ Using the planning structure below, plan a persuasive text based on this statement. Look at the

9:00 Class Zoom

5M 9:30 Class Zoom

English

Library

WALT: Identify visual literacy techniques - gaze and vectors.

TASK: Listen to Mrs Wilson read the story: ‘The Dog on the Tuckerbox’ written by Corinne Fenton and illustrated by Peter Gouldthorpe at the link below:

https://youtu.be/HylpG1JeUvE

English

Reading, Speaking and Listening, and Writing Activity:

WALT: Compose an effective persuasive text.

Success Criteria:

-I can create an

9:00 Class Zoom

5M 9:30 Class Zoom

English

Reading, Speaking and Listening, and Writing Activity:

WALT: Compose an effective persuasive text.

Success Criteria:

-I can use the PEEL structure to create an effective body paragraph.

-I can use rhetorical questions effectively

TASK 1:Investigating Rhetorical Questions

Watch the following video on rhetorical questions and then answer the questions below. . https://www.youtube.com/watch?v=DY6mpeX_D0I

1)What is the purpose of rhetorical questions in persuasive writing? Relate

9:00 Class Zoom

5M 9:30 Clas Zoom

English

Reading, Speaking and Listening, and Writing Activity:

WALT: Compose an effective persuasive text.

Success Criteria:

-I can create an effective conclusion to end an engaging persuasive text.

TASK 1:

Read the example of a conclusion below:

In conclusion, it is of utmost importance to keep animals out of the circus. This is because animals get taken out of their natural habitats, they are really expensive to maintain and it is most important not to allow animals in captivity. Animals must not be kept in the

Slides on Google

Classroom. The poster

should include:

-a key idea/message (in

relation to change)

-Key persuasive devices

that includes a selected

choice of high modality

words and effective use of

grammar (alliteration,

effective punctuation etc)

-Effective visual images

that are persuasive in

nature and effective in use

-Effective usage of visual

techniques that enhance

the persuasive nature of

the poster (this includes

colour, positioning,

shading, tone and mood)

Incorporating explanation

and analysis:

Once completing your

poster, answer the

following questions:

-Justify why your poster is

effective. You should

discuss the persuasive

techniques you have

chosen AND explain why

they are effective. (One

page response)

-Who is the intended

audience? How have you

co-constructed success criteria to ensure you have included everything.

The above diagram will be larger in the Daily Learning Schedule.

TASK 2: Reflection

Does your work truly reflect your best effort? Why?

introduction to start an engaging persuasive text. -I can use rhetorical questions effectively in my writing

TASK 1:

Read this example of an introduction below:

Imagine if you were locked away in a jail like cage, away from your family, all alone and no friends to talk to. Well, that’s what circus animals’ deal with every day. We strongly stand by allowing the animals that go through this, to be free. We have to convince the circus owners that miserable animals are getting separated from their habitats, they are holding these poor animals captive and they are truly expensive to maintain. This is why it is extremely important to allow animals to return to their natural habitat.

TASK 2:

Write a one paragraph explanation as to what you like about it? What do you dislike? What would you change? Does it include all aspects of an effective

to logical and emotive rhetorical questions in your response. (ONE paragraph)

2)Using the topic ‘Is it a good idea to keep your pets outdoors at all times?’, write 3 examples of rhetorical questions and state whether they relate to emotion or logic.There are some sentence starters below to help you if you need it.

The above diagram will be larger in the Daily Learning Schedule.

TASK 2:

Read this example of a body paragraph.

To begin with, it is very cruel to take animals away from their natural habitats. Research has shown, if animals are taken away from their family at a young age, they fail to successfully develop with the survival skills needed

circus for entertainment.

Provide a one paragraph explanation as to why this is an effective conclusion? What do you think is missing in this paragraph?

TASK 2:

Create an effective conclusion (using the table below). You can use the planning from lesson 1 and co-constructed success criteria. This text will continue to be based on the statement:

‘Is it a good idea to keep your pets outdoors at all times?’

The above diagram will be larger in the Daily Learning Schedule.

TASK 3:

Place your full text from this week, under the below

ensured your poster will

effectively influence your

intended audience?

-Reflect on your completed

posters. How have they

‘changed’?

Spelling Activity WALT: spell familiar and unfamiliar words.

Success Criteria:

I can match and spell my spelling words.

TASK:

Play spelling concentration:

Select 6 - 8 words that you find challenging. Fold 2 pieces of paper into eighths (8 pieces). If you are not sure how to do this, watch the following video:

https://tinyurl.com/voksc29

Write each word on a square on both pieces of paper so that you have written each word twice. Cut up the squares. Read and spell each word out loud. Then turn over each word so you can’t see the word. Try to remember the location of each word and match the words. When

introduction?

TASK 3:

Create an effective introduction (using the table below). You can use your planning from the previous lesson and co-constructed success criteria. This text will continue to be based on the statement:

‘Is it a good idea to keep your pets outdoors at all times?’

The above image will be larger in the Daily Learning Schedule.

Reflection

How did you use the co-constructed success criteria in the zoom meeting to improve your introduction?

to live in the wilderness. This means that animals won’t be able to live a long life when or if they are released back into the wild. These animals should not be kept in the circus for life.

Highlight and label this example, indicating where the Point, Evidence, Explanation and Link is.

Provide a one paragraph explanation as to why this is an effective body paragraph? What do you think is missing in this paragraph?

TASK 3:

Create three body paragraphs (the table below) using your planning from lesson 1 and the co-constructed success criteria. This text will continue to be based on the statement: ‘Is it a good idea to keep your pets outdoors at all times?’

*Don’t forget to use a rhetorical question you created earlier.

headings

Introduction

Body Paragraphs

Conclusion

TASK 4:

Edit your text, ensuring to include everything in the success criteria and add any extra persuasive devices to engage your audience further.

Highlight the changes in your text.

Note: you may like to read the personal feedback or think about the whole class feedback the teacher has given you based on your work in order to improve.

Spelling Activity WALT: spell familiar and unfamiliar words. Success Criteria: -I can practise spelling my words out loud.

TASK:

Play Tic Tac Toe with a family member using your spelling words.

Have a copy of your spelling words nearby.

you match a word spell it out loud.

Important Information: Etymology: when a word begins with ‘aer’ it has a Greek origin and means ‘air’.

Year 5 Spelling List

1. absurd 2. area 3. meanwhile 4. rather 5. hygiene 6. various 7. envious 8. luxurious 9. victorious 10. furious 11. absurdity 12. hygienic 13. envy 14. victory 15. luxury 16. aerial 17. aerospace 18. aerate 19. aeroplane 20. airborne

Spelling Activity

WALT: spell familiar and unfamiliar words in texts.

Success Criteria:

I can create a Find-a-word using my spelling words.

TASK:

Select 10 words from your spelling list. Create a find-a-word. Give a family member a copy of your spelling words and help them to complete the Find-a-word.

The above image will be larger in the Daily Learning Schedule.

Draw an empty Tic Tac Toe board. Take turns at reading a spelling word aloud for your partner to spell. Check if they are correct. If they are correct they can write a ‘X’ or ‘O’ on the Tic Tac Toe board. The winner is the first to get 3 in a row. Keep playing until you have spelt all of your spelling words.

Tic Tac Toe game

Recess Break

Have something to eat and get outside to do some physical activity

Suggested Times

Middle Session

11:15am - 12:35pm

Spend 30 to 45 minutes on

Mathematics

Multiplication and Division

Class Zoom - opportunity for a pre-test about quotient and their ability to

Mathematics

Multiplication and Division

WALT: solve division problems with remainders.

Success Criteria:

Mathematics

Multiplication and Division

WALT: use mental and written strategies to divide large numbers without remainders.

Success Criteria:

Mathematics

Multiplication and Division

WALT: use mental or written strategies to divide

Mathematics a day divide. E.g.Give students this question:

24÷5. Solve this question. Label the quotient, remainder, dividend and divisor

TASK 1:

WALT: identifying and describing the features of a division problem.

Success Criteria: -I can identify and define quotient, divisor and dividend

-I can find the quotient, divisor and dividend of a problem

-I can represent the quotient and the remainder

- I can write remainders as a fraction.

-I can write remainders as a decimal.

-I can use a formal algorithm to solve division problems.

Zoom - Discussion about remainders and explicit teaching of remainders as decimals and fractions.

TASKS:

Watch the following khan academy video on division problems with remainders.

https://www.khanacademy.org/math/arithmetic/arith-review-multiply-divide/arith-review-remainders/v/introduction-to-remainders

TASK 1:

Write your own definition for the term ‘remainder’. What are some other words that can be used instead of remainder?

Recording Remainders as Fractions and Decimals

If you were unable to attend the zoom or would

-I can use place value to solve division problems with three digits

-I can use a formal algorithm to solve division problems with three digits

-I can show my working out clearly

TASKS:

We are looking at dividing three digit numbers using the place value strategy.

TASK 1:

Watch the following video on dividing with place value using 1142 divided by 2. Write your own explanation of this strategy step by step https://www.youtube.com/watch?v=9PqQCCcP0u0

Solving Division Problems with place value and a standard algorithm explained below:

large numbers with remainders

Success Criteria:

-I can use different notations to solve division problems with a remainder

-I can write the remainder as a fraction

TASK:

Solving a division problem with a remainder using the

Mathematics

Multiplication and Division

WALT: solving division word problems using a range of strategies

Success Criteria:

-I can identify the dividend and divisor in a word problem

-I can represent the quotient in a word problem

-I can use Newman’s Prompts to solve word problems

For Example

Alex has 214 pieces of candy to share among his 9 friends for his birthday party. How many pieces will they get each and will Alex have any left over?

TASK 1:

Watch the following video https://www.youtube.com/watch?v=FpqP2pRFrjs

Write a brief explanation of:

● quotient ● divisor ● Dividend ●

1. Can you think of other words that mean the same thing as the terms above?

Here are some examples of finding and naming the quotient with and without a remainder:

30 divided by 3:

10 divided by 3

like another explanation, watch the following clips:

➔ As fractions:

https://www.youtube.com/watch?v=ZDtSn72YAn4

TASK 2:

Explain why you can write the remainder as a fraction using an example. (Hint, it is explained from 6 minutes in the link above.)

➔ As decimals:

https://www.youtube.com/watch?v=gmNie3s4hcI

TASK 3:

Explain the process of writing the remainder as a decimal. Give an example

TASK 4:

Solve the following division problems with remainders. Show all your remainders as fractions AND decimals.

1) 62 ÷ 3 =

2) 89 ÷ 9 = 3) 324 ÷7 =

4) 546 ÷ 5 = 5) 1025 ÷ 8 =

Extension: https://nrich.maths.org/6402

Reflection:

Place Value Strategy

Standard Algorithm

TASK 2:

Complete the following Using the place value strategy

place value strategy explained

Place Value Strategy

Standard Algorithm

Complete the following using the place value strategy. (THE REMAINDER MUST BE A FRACTION)

a) 2225 divided by 3

b) 4458 divided by 2

TIPS

- CIrcle the numbers you are working with

- underline words that tell you what you are doing

-I have underlined share as this tells me I need to divide the total of 214 lollies between 9 people

-and I have circle 214 and 9 as the numbers I am using

Complete the following word problem:

1. 63 Year 5 students signed up for camp and Miss Mahler has booked 7 cabins. How many students will be in each cabin? book?

2. There are 48 paint brushes in the cupboard and 3 pots. How many paint brushes should go in each pot?

TASK 2:

Complete the following division problems (some have a remainder). Circle the quotient of each problem, underline the

What strategies did you use to find the number that the computer was thinking of in the game?

Mathletics - Complete scheduled tasks

1. 432 divided by 2 2. 840 divided by 4 3. 934 divided by 2

TASK 3:

Complete the following using a standard algorithm

1. 658 divided by 4 2. 748 divided by 2 3. 326 divided by 2

Extension:

Using either strategy, create your own division problems using 4 or 5 digit numbers divided by 1 or 2 digit numbers. You might like to use dice or a deck of cards to make your number random.

Mathletics - Complete scheduled tasks

c) 8961 divided by 4

Complete the following using a standard algorithm THE REMAINDER MUST BE A FRACTION

a) 5546 divided by 5

b) 2968 divided by 8.

Extension:

https://www.splashlearn.com/division-games-for-5th-graders

Mathletics - Complete scheduled tasks

3. Miss McDonald has just bought a new phone and has already taken 648 photos and has only had the phone for 4 days. How many photos did she take a day?

4. Anne has 1092 bananas that must be put away in boxes. Raymond comes to help and brings 5 dookies to share with Anne. If there are 14 boxes how many bananas must go in each box?

5. Mrs Martinez has bought 963 ice blocks from the canteen to share between 3 year 5 classes. How many will each class get?

6. Five Hundred and Ninety Three penguins need to be split into three pools. How many will go in each pool?

7. 428 children are going to the theatre. Four buses are sent to take them there. How many

dividend and highlight the divisor.

E.g.

Complete the following problems:

1. 10 ÷5

2. 24÷8 3. 14÷4

4. 60÷6 5. 25÷4

WALT: represent division problems in different ways (notations).

Success Criteria:

-I can write a division problem as a number sentence, algorithm and fraction

-I can understand that when representing division in different ways it means the same thing

Important Information:

We are learning to write division problems using different notations

Watch this video explaining a notation:

children should go on each bus?

Extension: Can you make your own division word problem? You need to be able to show the answer to the question you make

Mathletics - Complete scheduled tasks

20 4 = 5

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

For example 25 divided by 4 can be written as

TASK 3:

Complete the table below, writing division problems in more than ONE notation.

Written form

Number sentence

Algorithm

Fraction

sixteen divided by four

16

÷4

4√16 16

4

Eight divided by two

Six divided by four

Fourteen divided by five

Twenty divided by eight

TASK 4:Solve the division problems above naming the quotient and remainder

Reflection Question:

What is the purpose of different notations when writing division problems?

Extension:

http://www.coolmath.com/games/number-monster/

long-divison/number-monster-division (This site

works best on internet explorer)

Mathletics - Complete scheduled tasks

Lunch Break

Have something to eat and get outside to do some physical activity

Suggested Times

Afternoon Session

- 1:25pm to 2:50pm

Spend 60 to 90 minutes on other Key Learning Areas, such

as HSIE, PDHPE and

Creative Arts a day.

15 minutes reading for pleasure

PDHPE

Drug Education

Lesson 3:

Why do people smoke?

WALT: Understand Reasons behind smoking

Success Criteria:

-I can gather and organise

information about smoking

-I can analyse data from a

questionnaire

TASK:

1. With parent permission

and supervision use the

following questionnaire

with at least 3 people who

are comfortable to answer

the questions, you do not

need their name.

If you do not know anyone

you can make up the

people and their answers

(make it believable).

2. You Will need to copy

and paste the

questionnaire into another

15 minutes reading for pleasure HSIE History WALT: empathise with the

stories of the Stolen

Generations

Success Criteria:

- I can explain what the

Stolen Generations are

- I can outline the reasons

for the event

- I can empathise with

personal stories of the

event

TASK 1: Zoom with your

teacher to go through the

slides together. As a class

you will discuss the events

of the time and can ask

any questions you may

have.

Slides:

https://docs.google.com/pr

esentation/d/1RxL_MJjvyB

mjpJYDhr14z0wYDGquOb

ek-XcFUruR8-

0/edit?usp=sharing

TASK 2: After your class

history zoom, go back and

re-read the information on

the slides and follow the

STOP and THINK

15 minutes reading for pleasure

HSIE History- WALT: empathise with the

stories of the Stolen

Generations

Success Criteria:

- I can explain what the

Stolen Generations are

- I can outline the reasons

for the event

- I can empathise with

personal stories of the

event

TASK 1: Read the

following account given by

a member of the Stolen

Generations:

Every morning our people

would crush charcoal and

mix that with animal fat

and smother that all over

us, so that when the police

came they could only see

black children in the

distance. We were told

always to be on the alert

and, if white people came,

to run into the bush or run

and stand behind the trees

as stiff as a poker, or else

hide behind logs or run into

15 minutes reading for pleasure

Creative Arts

Dance:

WALT: understand the element of dynamics in dance

Success Criteria:

-I can identify dynamics in a dance

- I can describe how dynamics can be used effectively in a dance

- I can justify my ideas with evidence from a video

WARM UP:

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

Intro https://www.youtube.com/watch?v=n2FRKFCKHOU

What are dynamics?

Watch the following video, and answer the following questions:

Video 1: https://www.youtube.com/watch?v=3mrmEjF8YIM

Where do you see ‘dynamics’ in the dance?

15 minutes reading for pleasure

PDHPE:

Active Lifestyle

Cricket at home

WALT: participate in a variety of movement skills

Success Criteria:

-I can complete the following movement skills.

TASK 1:

Stretches and warm ups for cricket (please allocate 10 minutes for these warm ups).

Important information:

Ensure you have enough space and are wearing comfortable clothes while doing these exercises.

1. Arm rotations

Slowly spin your arm 5 times in each direction. Do not overdo this, it should be slow and gentle movements.

2. Hugs

This helps with warming and gently stretching back

document so you can

make more than one copy.

The above image will be

larger in the Daily Learning

Schedule.

1. Make a table for the

number of cigarettes each

person has a day.

2. Create a Bar graph

using that information.

3. Make a table with the following headings and use the information from the survey

a) Time: 1 day, 1 week, 1month

b) Number of packets of cigarettes smoked

c) Cost

d) What you could you buy with the same amount of money

d) Write down how you feel

about smoking

prompts. Pay particular

attention to the sources

and then answer the

historical inquiry questions:

1. What does Source A tell

us about the way people

treated Aboriginal children

in the 1930s?

2. How does Source B

help us understand the

Stolen Generations?

3. Explain what you think

life would be like for the

Aboriginal boy in the photo

in Source C.

REFLECTION: Why do

you think the Australian

government thought taking

the Aboriginal children was

the right thing to do?

culverts and hide. Often

the white people—we

didn’t know who they

were—would come into

our camps. And if the

Aboriginal group was taken

unawares, they would stuff

us into flour bags and

pretend we weren’t there.

We were told not to

sneeze. We knew if we

sneezed and they knew

that we were in there

bundled up, we’d be taken

off and away from the

area. There was a

disruption of our cycle of

life because we were

continually scared to be

ourselves. During the raids

on the camps it was not

unusual for people to be

shot—shot in the arm or

the leg. You can

understand the terror that

we lived in, the fright—not

knowing when someone

will come unawares and do

whatever they were

doing—either disrupting

our family life, camp life, or

shooting at us.

-This is a recount of events

given by an Abroiginal

woman from Western

What elements of the dance did you prefer and why? Try to relate your response to dynamics

(Remember - the elements include SPACE, TIME, DYNAMICS)

muscles. Hug yourself tightly and then clap your hands behind your back then hug yourself again. Do this 5 times.

3. Front kicks

This lengthens the muscles in the backs of your legs. Put your hand out in front of you and, using it as a target, attempt to kick your hand with the leg on the same side as your hand. Perform 10 reps with one leg. Change to the other side and do another 10.

4. Warm down

Ensure you are not rushed and breath in and out to slow your body down.

TASK 2:

Target Takedown

(please allocate 25-30 minutes for this game).

You will need two players.

Equipment: 2 ropes (skipping ropes are fine), 1

Questionnaire

Choose someone who

is a regular smoker or

who used to smoke.

Circle: male or female.

Ask:

1. What age

were you when you

had your first

cigarette?

2. Who or what

influenced you to

smoke?

3. When did you

become a regular

smoker?

4. How many

cigarettes do/did you

smoke each day?

5. What is/was

the cost of your

cigarettes?

6. Which brand

do/did you smoke and

why?

7. Have you ever

stopped/ever tried to

stop smoking? Why?

8. Has smoking

affected your health

in any way?

Chinese

Please join your Chinese Class to complete the scheduled activities.

PE

Aiming, throwing &

catching

WALT: increase our

aiming and throwing

accuracy.

Success Criteria:

-I can aim and throw an

object with increasing

accuracy to a target where

the distance increases

Warm up:

Follow the actions with the

music in the warm out

work

out at the following link:

https://www.youtube.com/

watch?v=8RTT4hUJsBA

TASK 1:

Catch & throw with socks:

https://www.youtube.com/

watch?v=fCiATy5gfzc&feat

Australia who was taken

from her family at the age

of five years old.

TASK 2: Imagine you are

the little girl who was taken

in the scenario about.

Write a creative writing

piece from the perspective

of the little girl, using the

detail given in the above

source. Your writing piece

should be approx 2-3

paragraphs.

ball (tennis ball/handball), any small unbreakable targets (plastic bowls, cones).

Important Information:

Ensure all equipment is

not breakable.

1. Place targets within the ropes

2. Stand opposite your player on the opposite sides of the ropes 10 meters apart.

3. Each player takes turns in hitting the target from each side

4. Players will score 10 points each time they hit the target

Challenge yourself:

a) Begin with underarm throws, then overarm throws then bowling.

b) Experiment with run ups prior to releasing the ball.

c) Stretch your arm as high as possible, brush your ear and release the ball with a straight elbow.

d) Build more difficult targets (such as smaller or lower targets)

Self Reflection:

Record your responses and please ensure you answer each question with full

ure=youtu.be

TASK 2:

Aim & throw partner

game

https://youtu.be/Y5INn33iJ

7w

To play (watch the above

video). You will need to set

up the bins/basket/bucket

a couple of metres in front

of your partner.

Complete 10 squats or

lunges or push ups

between throws.

The goal is to throw the

socks in the bin/basket etc.

Then aim and throw the

socks in the bin. If you get

the socks in the bin take

one giant step back. If you

miss, stay where you are

and complete you 10

squats or other chosen

activity and try again.

Cool Down:

3 arm stretches held for 10

seconds each.

sentences

What is the purpose of a run up?

What is the difference between throwing and bowling?