Topaz

Subject

Activity

Intended Learning Outcome

Maths

This week we would like you to focus on 3D Shapes:

What is special about each of these 3D shapes?

Cube

Cuboid

Square-based pyramid

Triangular-based pyramid (tetrahedron)

Sphere

Cylinder

Cone

Triangular Prism

Use these words to describe their properties (number of faces, edges and vertices, shapes of faces)

A net of a 3D shapes will fold to create the 3D shape. Create a net of these 3D shapes:

Cube

Cuboid

Triangular Prism

Square Based Pyramid

Tetrahedron

You can calculate the volume of cubes and cuboids by multiplying the width, depth and height.

Example:

Dimensions of a cube are width = 3cm, height = 5cm, depth = 2cm

Volume = 3 x 5 x 2 = 30cm³

What is the volume of these cubes and cuboids?

Can you find any of these 3D shapes in and around your home? What shape did you find? Where did you find them?

Challenge:

What dimensions could a cuboid have if it has a volume of:

10cm³

20mm³

30km³

40cm³

50mm³

60km³

How many different sets of dimensions can you find that would give the same volume?

How could you find the volume of these shapes?

Triangular prism

Cylinder

Sphere

Measure the shapes you have made or found and calculate the volume.

To know properties of 3D shapes, including nets of 3D shapes and how to calculate the volume of cubes and cuboids

Maths

Websites/ games and interactive videos 

https://www.twinkl.co.uk/resource/t2-m-1922-year-6-geometry-shape-3d-shapes-maths-mastery-activities-powerpoint

https://www.twinkl.co.uk/resource/t2-m-1063-year-6-properties-of-3d-shapes-activity-worksheets

https://www.twinkl.co.uk/resource/3d-shape-nets-au-t2-m-2379

https://www.twinkl.co.uk/resource/t2-m-937-match-the-3d-net-worksheet

https://www.twinkl.co.uk/resource/3d-shapes-and-their-nets-powerpoint-roi2-m-398

https://www.twinkl.co.uk/resource/us2-m-289-volume-of-shapes-activity-powerpoint

https://www.twinkl.co.uk/resource/us2-m-329-volume-of-shapes-powerpoint-game

English

Activity 1: Identify the features of letters

Draft a letter to your new form tutor of your new secondary school telling them about yourself. What would you like them to know about yourself? Tell them what you are looking forward to starting at your new school. Share with them what you are particularly looking forward to and any questions you have. Tell them which subjects you like and which subjects you are looking forward to trying, if you have not done them before.

Activity 2: Edit and improve your letter. Have you used a range of punctuation, a relative clause, and some coordinating and subordinating conjunctions? Write your letter up

Activity 3: Prepare a word search based on the Year 5/6 word list. Pick 20 words from the list to use. Make sure you spell them correctly!

Activity 4: Make a word search based on either conjunctions or modal verbs. Make sure you spell them correctly! (See attachment for examples)

To learn how to write a letter

Revise key spellings

Science

Over the year, we have learnt about light, electricity, classification of plants, animals and microorganisms, evolution and inheritance and the human body. We have also planned and completed various investigations using our scientific enquiry skills. Now is your chance to test your knowledge! Complete the following quizzes:

https://quizizz.com/admin/quiz/5c4d381f7df9e2001ae25361/light-shadow-reflection  Light quiz

https://www.educationquizzes.com/ks2/science/electrical-circuits/ Electrical circuits quiz

https://www.educationquizzes.com/ks2/science/life-processes/ 

Life Processes

https://www.educationquizzes.com/ks2/science/classification/ Classification

https://www.educationquizzes.com/ks2/science/microorganisms/ Microorganisms

https://www.educationquizzes.com/ks2/science/adaptation/ Adaptation

https://www.educationquizzes.com/ks2/science/the-human-body/ The Human Body

https://www.educationquizzes.com/ks2/science/investigations-01/

Investigations

https://www.educationquizzes.com/ks2/science/investigations-02/

Investigations 2

Revise all year 6 science topics

DT/Cooking

DT and Cooking

https://www.hellofresh.com.au/recipes/aztec-tortilla-bowl-5668efadf8b25e56568b4567

Ever wondered what Aztec food might have tasted like?  Well, click on the link above and take a look at the delicious Aztec inspired recipe for an Aztec Tortilla bowl (please also see the attachment in the additional document section) – it looks delicious! 

Remember to send your pictures through if you do complete it and let us know what you thought about it!

To learn to follow a recipe to make an Aztec inspired dish

History

/Geography

Make your own board game based upon your favourite area of learning from this year it could be: London, WW2, Rainforests, or the Aztecs.

Decorate your board with images and create questions that the players will have to answer correctly to move on

This week, we are talking about our thoughts and feelings, our bodies and the world around us.

Activity 1: Think about what it means to be in the present moment and jot down your ideas, how you might be feeling and draw some pictures. Think about mindfulness and how you feel during these times.

Activity 2: Have a look at the mindfulness activities and talk about them with someone at home or in school. Note down the activities that you could try and have a go!

We love seeing your work so remember to send it to: year6@hoblettsjm.herts.sch.uk

We can share your work on the school’s blog and you can see what your friends have been up to: https://hoblettsmanorjunior.primarysite.blog/

To understand what it means to be in the present moment.

Subject

Activity

Intended Learning Outcome

Maths

This week we would like you to focus on 2D Shapes:

1. What is special about each of these quadrilaterals?

• Square
• Rectangle
• Parallelogram
• Rhombus
• Trapezium
• Kite
• Inverted Kite

Use these words to describe their properties (sides, angles, right angles, equal, parallel, perpendicular, regular, diagonal, symmetry, lines of symmetry)

1. Draw accurate diagrams of each quadrilateral – label each shape to show their special properties

1. Can you find any examples of these shapes in and around your home – where did you find them? What shape did you find?

1. What is special about each of these triangles?

• Equilateral
• Right-angled
• Isosceles
• Scalene

Use these words to describe their properties (sides, angles, equals)

1. Draw accurate diagrams if each triangle – label each triangle to show their special properties

Challenge:

Find out how to find the area of these shapes:

• Square
• Rectangle
• Triangle
• Parallelogram
• Trapezium

Measure your quadrilaterals and triangles and calculate the area of each.

To know properties of 2D shapes including quadrilaterals and triangles

Maths

Websites/ games and interactive videos 

https://www.twinkl.co.uk/resource/t2-m-4522-types-of-quadrilateral-powerpoint

https://www.twinkl.co.uk/resource/t2-m-2234-types-of-triangle-powerpoint

https://www.twinkl.co.uk/resource/t2-m-288-types-of-triangle-worksheet

https://www.twinkl.co.uk/resource/t2-m-1791-sorting-triangles-resource-pack

https://www.twinkl.co.uk/resource/t-t-2545571-quadrilateral-challenge-activity-sheet

https://www.twinkl.co.uk/resource/t-n-5538-sorting-quadrilaterals-activity-sheet

English

This week, we will be looking at poetry. For each activity, read through the Power point attachment below and complete each daily task.

Activity 1: Identify the features of cinquain poetry.

                  Write a cinquain poem based on a subject of your choice (e.g. chocolate, football, family, a pet etc). Start by brainstorming words to do with your chosen subject. Make sure you follow the structure and features of the cinquain poetry.

Activity 2: Identify the features in the range of poems provided. Read each poem out loud. Which poem do you prefer and why?

Activity 3: Write your own cinquain poem based on your memories of Hobletts School. Write it in draft first and then when you are happy with the final version, present your poem neatly and decorate if you wish.

Activity 4: Write your own poem, in a style of your choice, based on any subject of your choice. You could use a style of poetry looked at from activity 2 could be about anything ranging from Hobletts or your new secondary school, hobbies, family, pets, friends etc.

Activity 5: Complete the poetry reading comprehension (Tyger Tyger)

To learn to identify the features of poems

Science

The Big Question

Do you have any questions about the world around us that you are burning to find the answer to?

e.g. Why is the sky blue? Why do stars twinkle? What lives at the bottom of the ocean? Why is our blood red? Why doesn’t the moon crash into Earth? Why do leaves change their colour in the autumn? Which is the loudest animal?

The Big People

There are a lot of things we know about the world around us (or can find out about) thanks to the work of many extraordinary scientists. Research the important work of one of these scientists and find out why they were so important to the world of science.

Your task is to choose either some questions to research (or think of your own question to research the answer to) or find out about a famous scientist. Present your information in a colourful and clear way and use pictures.

Learn to ask our own questions about everyday phenomena

PSHE

Read through the powerpoint in the attachments below.

Look at the range of birthday cards made for teenagers (also in the attachments below). What do you think this tells us about how people view teenagers? Do you think this is a realistic impression of teenagers?

Which aspects of the cards are positive and which are negative?

Which card do you think best reflects how you view what being a teenager will be like. What does becoming a teenager mean to you? Make a list. Can you now rank your list from the best points to the worst point.

What increased independence and responsibilities do you think you will have as you get older and move through your teenage years?

If you are worried about any increased independence or responsibilities, who will you go to for help?

To learn to express how I feel about the growing independence of becoming a teenager and am confident that I can cope with this

Art/History

Create some Aztec inspired graffiti art!

Look through the powerpoint showing the range of examples of Aztec art.

Watch the video of artist Rilke Guillen to see how he creates some graffiti using Aztec symbols.

Create your own piece of Aztec graffiti art in the same style.

Make sure you use LOTS of bright colours and fill the whole page!

To create some Aztec inspired art in the style of Rilke Guillen

We are keen to ensure we continue our support of your child’s well being and would ask that together each day families take advantage of the opportunity to engage in activities listed below in order to maintain positive physical and mental health.

In school we have enjoyed working out with Joe Wicks at 9am every morning. If this is a little too early for you, the half hour workout can be downloaded throughout the day.

In addition to this, and to last week’s suggestions, please find below a few more links to support physical health.

Premier League Stars https://plprimarystars.com/

Mindfulness – find on line resources and activities at https://www.smilingmind.com.au/

Cosmic Yoga – https://www.youtube.com/user/CosmicKidsYoga

BBC Supermovers - https://www.bbc.co.uk/teach/supermovers

GO Noodle  - https://www.gonoodle.com/

At home physical activity booklet  - https://physedreview.weebly.com/-at-home-resources.html

Weekly ‘Chance to Shine’ Challenges are also available via Mrs Short’s blog on our website.

Reading

We hope that you are continuing to enjoy reading at home and that you have found the Oxford Owls reading resource helpful 

In addition:

• please find an attachment to our team page that lists a number of books from ‘Reading Well, to support emotional wellbeing
• audio stories from and read by David Walliams are now available to listen to through his website www.worldofdavidwalliams.com and will be available for free for 30 days.

Times Tables Rockstars

We hope that you are enjoying rocking at home! We will provide weekly updates of our top rockers each Friday. 

Please do let us know if you need any help accessing your account via our year group email

Link Family Services

Please find an updated list of activities from Link Family Services detailing activity ideas for you as a family

Subject

Activity

Intended Learning Outcome

Maths

This week we would like you to focus on number properties:

Find out what these number property words mean:

Odd

Even

Multiple

Factor

Square

Cube

Prime

Give 10 examples of each and explain why they fit into that category.

Find all prime numbers up to 100

Remember to:

Cross out even numbers (not prime, multiples of 2)

Cross out numbers ending in 5 (not prime, multiples of 5)

Do the digit sum, cross out any with a digit sum of 3,6 or 9 (not prime, multiples of 3)

Check if they are in 7x table, cross out if they are (not prime, multiples of 7)

BODMAS tells us what the order of operations is in an equation.

B = Brackets

O = Order

D = Division

M = Multiplication

A = Addition

S = Subtraction

Remember division and multiplication are equal if both are in an equation they are completed from left to right, this is the same for addition and subtraction.

Example:

4 + (10 ÷ 2) x 2²

Bracket = 10 ÷ 2 = 5

4 + 5 x 2²

Order = 2² = 2 x 2 = 4

4 + 5 x 4

Multiplication first before division = 5 x 4 = 20

4 + 20 = 24

Use the BODMAS rules to solve these:

6 + 7 x 5

6 x 7 + 5

(4 + 5) x 3

4 + (5 x 3)

10 - 4 ÷ 2

10 ÷ 2 – 4

5² + (4 + 2) x 6

5 + (4 - 2) x 2²

10² – (10 ÷ 2) x 3

100 + (10 x 2) ÷ 2²

Challenge:

Find out what these special numbers are:

Triangular

Abundant

Deficient

Perfect

How many of each of these numbers can find up to 100.

To understand properties of number

Maths

Websites/ games and interactive videos 

https://www.twinkl.co.uk/resource/t2-m-1843-year-6-calculation-factors-multiples-prime-numbers-maths-mastery-activities

https://www.twinkl.co.uk/resource/tp2-m-41286-differentiated-common-factors-common-multiples-and-prime-numbers-activity-sheets

https://www.twinkl.co.uk/resource/t2-m-1728-prime-numbers-challenge

https://www.twinkl.co.uk/resource/tp2-m-41304-problem-solving-prime-numbers-activity-sheet

https://www.twinkl.co.uk/resource/t2-m-1735-year-6-calculation-factors-multiples-and-prime-numbers-maths-mastery-challenge-cards

https://www.twinkl.co.uk/resource/t2-m-2453-using-and-recognising-square-and-cube-numbers-activity-sheet

https://www.twinkl.co.uk/resource/t2-m-4106-year-6-order-of-operations-bodmas-maths-differentiated-activity-sheets

https://www.twinkl.co.uk/resource/cfe2-m-276-order-of-operations-bodmas-powerpoint

English

**This week we will be writing an Aztec fact file!**

Activity 1:

To know how to identify features of a non-chronological report

To know how to research and make notes

Read the report example Pyramids of Ancient Egypt (attached). Look at the report features sheet (attached).  Highlight the features on the report example.

Look at the Aztec Research sheets attached (or do some research of your own!) Choose 4 or 5 (or more if you like) areas of the Aztecs lives that interest you and you would like to find out more about.

Read through the research information and underline/highlight anything you want to use when you write your own fact file.

Activity 2:

To learn to write different types of sentences

Make sure you have the Aztec Notes sheet (attachment). Give each box on the sheet a heading from the areas you would like to write about. For example:

                   Aztec Daily Life

                   Aztec Sacrifice

                   Aztec Schools

                   Aztec Games etc

Using the information you highlighted yesterday, read through again. 

Look at the power point (attached).  Read the slides which tell you about using relative clauses and subordinating conjunctions. 

Start to put some of your research information into your OWN sentences and write them into the boxes on the Notes sheet.  TRY TO USE THE INFORMATION ON THE POWERPOINT TO ENSURE YOU USE RELATIVE CLAUSES AND SUBORDINATATING CONJUNCTIONS!

Activity 3:

To learn to use different sentence types in a report.

Look at the pages on the power point for activity 3.

Look at the information you wrote during Activity 2. Edit and improve the sentences ensuring you have:

Used relative clauses

Included subordinating conjunctions

Used correct punctuation

Read your writing to check it makes sense!

Then continue to write any extra information you would like to include about your AZTEC AREAS OF INTEREST!

Activity 4:

To understand how to use dashes and brackets for parentheses

Look at the attachment for Activity 1 to remind you how to set out an information text.

Look at the clip. Write a few sentences using dashes or brackets for parentheses

Write up your information as an Aztec fact file.  Make sure you have used a main heading, subheadings, a variety of sentences (including relative clauses and compound and complex sentences, 3^rd person etc.  The power point will remind you what to use!

You could write it all up on one page like a poster or make a booklet or a power point.

Activity 5:

To learn how to decorate my Aztec fact file

Decorate your fact file.

You could draw and colour pictures to illustrate the information you have included.

You might like to cut out pictures and stick them on – remember to add captions to tell the reader what the pictures show.

Take a picture and send it in to the Year 6 email address so we can see what you’ve done!

Understand how to write an information text about the Aztecs

Science

Test your engineering skills!  Design a marble run!

Look at the attachment below for examples of marble runs.

Start by creating a basic marble run using a ruler and some clothes pegs. Can you get the marble to run down the ruler into a pot at the bottom? The marble cannot just run straight down, it must touch each of the pegs. You may need to adjust the positions of each of your pegs.

Can you make a more complex marble run?

Take photos or a video of your marble run.

Have fun and enjoy!

Learn how to plan, test, evaluate and adjust, making improvements to solve a problem

RE

Do you remember the Buddhist idea of the Four Noble Truths from last lesson?

-Life is filled with suffering

-Suffering is caused by people’s wants

-Suffering can be ended if people stop wanting things, like more pleasure or power

-To stop wanting things, people must follow 8 basic laws, called the Eightfold Path

Focus on the last one (‘To stop wanting things, people must follow 8 basic laws, called the Eightfold Path’) which states that Buddhists should follow the Eightfold Path. (Remember that the Eightfold Path is a set of rules by which all Buddhists try to live). This relates to our work from last lesson, because the Eightfold path focuses on what Buddhists should do, rather than what they desire.

Look at the 8 rules of The Eightfold Path (attachment at bottom of home learning – RE Eightfold Path wc29.6.20) and focus on the rule of ‘Right Living’.

Can you write a definition for ‘right living’?

For example, this rule means not only living your life in a morally acceptable way, but also choosing a morally acceptable job by which to make a living. Therefore the job that a Buddhist might choose to do would be affected by this belief. Say that we will consider this for the rest of the lesson.

Look at the examples of jobs (attachment at bottom RE Jobs wc29.6.20) and decide whether a Buddhist would do this job or not. Explain why.

Steps to Success:

Remember to make a poster or fact file:

Revisit the Buddhist Eightfold Path (on attachment)

Discuss the rule of ‘Right Living’ (on attachment).

Sort the images of jobs into two columns: acceptable/not acceptable for a Buddhist.

Underneath give reasons for which column you have chosen.

e.g. I believe a Buddhist might choose this job because…

I believe a Buddhist would not choose this job because…

To understand how a person’s beliefs can affect their life choices.

PSHE

Make a list of things (no matter how big or small) that worry you about moving on to your new secondary school. Can you now put them in order of how worried you are about them, from least worried to most worried. Talk to someone at home about these worries (or a friend) and ask them to give you advice about each of your worries.

Now make a list of things that you are looking forward to and excited about moving on to your new secondary school.

Send an email to your teacher with a list of your worries and what you are looking forward to.

Activity 1: Using the activity sheet attached, draw or write some of the activities or sports that you enjoy doing.  You might like to say what you like about them too.

Activity 2: Think about new skills that you would like to learn. Can you think of any benefits of learning something new? You could draw or write about what you would like to do.

We love seeing your work so remember to send it to: year5@hoblettsjm.herts.sch.uk

We can share your work on the school’s blog and you can see what your friends have been up to: https://hoblettsmanorjunior.primarysite.blog/

To learn to identify what I am looking forward to and what worries me about the transition to secondary school

Subject

Activity

Intended Learning Outcome

Maths

This week we would like you to focus on statistics, and the focus is averages:

A group of 5 children do a spelling test and below are their scores out of 10:

6       8       7       6       3

The range for this set of data is the difference between the largest value and the smallest value

Range = 8 – 3 = 5, Range = 5

The mode for this set of data is the value that occurs the most.

The value 6 occurs twice so the Mode = 6

The median for this set of data is the middle value when they are arranged in order, the data arranged in order is:

3      6      6      7      8

The middle value is 6 so the Median = 6

The mean for this set of data is found by adding the numbers up and then dividing by 5 because there are 5 numbers.

6 + 8 + 7 + 6 + 3 = 30, 30 ÷ 5 = 6. The Mean = 6

Find the range, mode, median and mean for these sets of data:

Ages of children in a family

2,5,2

Number of hours of TV watched in a family

6,4,2,2,1

Score in a times table test (out of 20)

10, 12, 10, 15, 17, 20, 12 , 12, 18

Shoes sizes in a class group

4, 2, 2, 3, 4, 3, 2, 5, 5, 2, 1

Ages in a netball team

10, 10, 9, 11, 8, 12, 10

Challenge:

Design your own sets of data that have:

A mode, median and mean of 2

A mode, median and mean of 3

A mode, median and mean of 4

A mode, median and mean of 5

A mode, median and mean of 6

What could these sets of data represent?

To understand what different averages are and how to calculate them

Maths

Websites/ games and interactive videos 

https://www.twinkl.co.uk/resource/t2-m-2154-year-6-mean-average-maths-mastery-activities-powerpoint

https://www.twinkl.co.uk/resource/t2-m-2413-year-6-mean-in-maths-differentiated-activity-sheets

https://www.twinkl.co.uk/resource/t2-m-2412-year-6-what-is-the-mean-in-maths-resource-pack

https://www.twinkl.co.uk/resource/planit-statistics-lesson-year-6-find-the-mean-tp2-m-430

English

This week you will be writing the story of Cortes and the conquistadors as they conquer the Aztecs.

Activity 1: Use the descriptive language that you gathered last week on your senses sheet to prepare sentences using a range of structures. Look at the PowerPoint for examples of different sentence types. Prepare a few of each example on your planning page.

Briefly think about the structure of your story: beginning, middle, and end. At which point in your story would you use each of the sentences that you have prepared?

Activity 2: Prepare some dialogue to use in your story. What might the historical (and fictional) characters say to each other? What might Cortes say to his men as they approach the city of Tenochtitlan? Remember they had never seen a city as remarkable as this before. They had also heard that the Aztecs were a fierce civilisation. What might Moctezuma have said to his men? What might he say to Cortes when they meet? Remember they had never seen men dressed in this way before and thought that the Spanish were Gods.

Activity 3: Start to write your historical story. Make sure you use all the sentences from your plan and the vocabulary you gathered. Also make sure you have used a range of punctuation.

Activity 4: Finish writing your historical story. Make sure you have used all the sentences from your plan and the vocabulary you gathered. Also make sure you have used a range of punctuation. Read your work, and, when you have finished, check for sense and correct use of punctuation. Could anything be improved? Could you up-level some vocabulary? Could you add in more dialogue? Have you used a good range of punctuation? Share your good work with someone!

Activity 5: Complete the reading comprehension

To learn to create atmosphere with a range of clause structures.

Science

Can you remember which classification groups humans belong to? Which Kingdom do we belong to? Which Phylum and Class?

Use the link below to help you:

https://www.ducksters.com/science/scientific_classification.php

What features do we have that make us mammals? What features do we have that make us distinctly humans?

Are all humans the same?

Compare yourself to others in your family or class group. What colour are your eyes? Can you roll your tongue? Do you have lobed ears or lobe less ears? Is your thumb curved or straight?

Your task is to investigate the variation in human beings in the classroom or in your family and record it scientifically. Think about all the variations you could investigate e.g. height, circumference of head, hand span, length of feet, leg length, arm length, nose length etc.

If you are investigating variation in your family, age may play a big part in any variation. Could you buddy up with a friend or cousin of roughly the same age as you and share your details?

Challenge: Find out about variation in other animals

To learn how to investigate variation in humans

History

**ANSWERS TO ARTEFACTS LESSON FROM LAST WEEK ARE ON THE ATTACHEMENT – ARTEFACTS INFORMATION – IN THE ADDITIONAL DOCUMENTS SECTION**

Religion was extremely important to the Aztecs and they worshipped hundreds of gods and goddesses.

Watch clip which explains more about Aztec beliefs surrounding the gods: http://www.bbc.co.uk/education/clips/zyfygk7

Look at the sheets with pictures and each God’s name (at bottom of home learning – History Aztecs Gods) and see if there are any parts of the each God which you might like to use when you design your own.

Now design your own Aztec god. Use ideas based on the existing gods you have just looked at. For example a lot of the names of Aztec gods end in ‘coatl’ or ‘pochli’ so you could use these endings for your god/goddess names.

Remember to...

Look at the Aztec Gods

Create an Aztec god/goddess of your own

Think of a name for your Aztec god/goddess

Say what they are god/goddess of

Describe what they look like, any objects and what they wear

Challenge!

Write a short myth/legend about your Aztec god or goddess

To learn about Aztec Gods. 

PSHE

Look very carefully at the before and after images. Why do you think these images have been altered? What are your views on this? Do you think it is a good thing or a bad thing that images of famous people are changed in this way?

What do you think is the impact on young people? What do you think might be the impact on these famous people?

Daw an outline of a body (as shown on the PowerPoint) and write as many words as you can think of that describe you. This is your ‘real self.’

Now highlight all of the words that are to do with body image.

Draw another outline of a body and write down all the words that would describe the ‘ideal’ you.

Now compare both images with the words inside. How close is the real you to the ideal you? Stick the two images side by side, very close if they are similar or further apart if they are very different. Answer the discussion questions with someone from your family.

We know that doing physical activity can help raise our self-esteem and positively change our mood; exercise releases chemicals in our brain that helps with mood, stress relief, and is a way to keep us focussed when it feels like our mind is racing around. Physical activity can also give us a sense of achievement. For example, if you start using a skipping rope, with time and practice you might be able to do special tricks. Similar with football or dancing.

Have a go at the well-being worksheet shown below. Have fun.

To learn to be aware of my own self-image and how my body image fits into that

To learn strategies to support our physical and mental wellbeing

Subject

Activity

Intended Learning Outcome

Maths

This week we would like you to focus on statistics, and Line Charts in particular:

1. Undertake some research and find out for the town or city of your choice:

• The temperature every hour in one day
• The percentage chance that it will rain for every hour in one day.

You can find this out by typing into google, BBC Weather the name of your town or city

Now create a Line Chart for the data you have collected using the Steps to Success below to help you.

• x-axis each hour, equally spaced
• y-axis temperature or % chance of rain
• choose a sensible scale that you can fit all of your data into
• make a cross for each hour
• join the crosses with a ruler to make your line chart

Use your Line Chart to give the temperature / chance of rain for:

• half past each hour
• quarter past each hour
• quarter to each hour

1. Write five questions for each Line Chart. Remember the questions should be able to be solved by drawing perpendicular / parallel lines from the axes to the line, from the line to the axes.

1. Choose three different places and create a line chart to compare all three places, choose a different colour for each place. Write five questions that can answered using this Line Chart.

Challenge:

• Bar Charts, Pie Charts and Pictograms and bar represent discrete data
• Line Charts represent continuous data
• Find out what the difference between discrete and continuous data is– can you find examples in real life of discrete and continuous data and where bar charts, pictograms, pie charts and line charts have been used?

To understand how to construct and interpret Line Charts

Maths

Websites/ games and interactive videos 

Year 6 section of Video Resource Centre – Statistics (Line Charts)

https://www.twinkl.co.uk/resource/t2-m-2153-year-6-interpret-and-construct-pie-charts-and-line-graphs-maths-mastery-activities-powerpoint

https://www.twinkl.co.uk/resource/t2-m-235-sunflower-line-graph-worksheet

https://www.twinkl.co.uk/resource/ks2-summer-themed-holiday-temperatures-line-graph-worksheet-t2-m-254769

https://www.twinkl.co.uk/resource/t2-m-490-birthdays-bar-line-chart-maths-challenge-cards

https://www.twinkl.co.uk/resource/year-6-diving-into-mastery-read-and-interpret-line-graphs-teaching-pack-t-m-32085

English /

Topic

For this week’s work, we are going to gather factual information and vocabulary that will help us to write a historical narrative next week. Keep a log of all the vocabulary that you collect over the week so that you have your own resource bank of useful words and phrases. Work through the PowerPoint for each activity.

Activity 1: Complete some research about the Aztecs, using the information sheets attached. Make notes about what the canoes were like, what the markets were like and what sort of things they sold. What were the pyramids like? What were they used for? These are the things that any explorers would have seen if they visited the Aztec civilisation.

Activity 2: Find out who Moctezuma, Cortes and the conquistadors were and why there was a conflict. Read the PowerPoint to find out who these people were and what happened when Cortes arrived at Tenochtitlan. Add to your notes from Activity 1. Watch the video and add more notes again. You can pause the video as you add to your notes.

https://www.bbc.co.uk/bitesize/clips/zrrc87h

Activity 3: Reading Comprehension

Activity 4: Read the example historical narrative. It tells the story of Cortes’ arrival at Tenochtitlan. Find effective descriptive vocabulary and words/phrases associated with the historical information of the Aztecs. Also, look for examples of formal language. Add this vocabulary to your notes

Activity 5: Use your senses to describe the setting of the first appearance of the city of Tenochtitlan in the middle of Lake Texcoco from a distance. Then use your senses to describe the bustling markets and canoes from close quarters.

To learn about how the Aztec civilisation ended.

To understand the features of narrative writing and explore vocabulary

Science / P4C

When new offspring of animals are born, they are not identical to their parents. They are not clones. They will have inherited genetic information from both parents. Therefore, the new offspring may have some traits from one parent and other traits from the other parent or may exhibit features that neither parent showed.

We know that adaptations occur over time through the natural selection of beneficial traits. For many thousands of years, humans have learnt to breed plants and animals so that specific traits can be inherited. This is called selective breeding.

Look at the examples of selective breeding that takes place for the benefit of humans. (See attachments below)

https://www.bbc.co.uk/teach/class-clips-video/science-ks1-ks2-what-is-selective-breeding/z6cs382

What do you think? Should selective breeding be allowed? Is It a good thing or a bad thing? Is it right for humans to interfere with the natural process of selection? Discuss with someone in your family.

To understand that offspring are not identical to their parents

RE

What can you remember about our study of Buddhism from the Autumn term? Do you remember the Four Noble Truths?

Watch one or both of these clips as a reminder:

https://www.twinkl.co.uk/resource/t2-re-541-the-four-noble-truths-powerpoint

OR

https://www.youtube.com/watch?v=wErFGNxbw3M – you tube video

 To recap  Buddhists believe that:

-Life is filled with suffering

-Suffering is caused by people’s wants

-Suffering can be ended if people stop wanting things, like more pleasure or power

-To stop wanting things, people must follow 8 basic laws, called the Eightfold Path

1) Think about the Noble Truths. What do you understand by them?

It refers to ‘people’s wants’ meaning i.e. desire.

2)  Look up the word ‘desire’ in a dictionary – what is the definition?

3) What do you think the relationship between desire and suffering is?

4) Do you think desiring something can lead to suffering and if so, why?

You may worry about breaking/losing something, a new, better version may replace it and you may become dissatisfied with what you have, you may badly desire something you know you can never have what someone else desires for you might not be what you want etc.

5) Can you name a source of suffering?

- For example, people wanting or desiring land or power can cause war and this is a type of suffering.

- Wanting/desiring the latest iPhone could be a cause of suffering because you might nag and nag your parents to get it for you, thus causing them suffering and yourself when they get cross with you!

- Wanting/desiring to get the highest score on a PlayStation game can lead to suffering because you could put so much pressure on yourself to achieve this aim that you end up being unhappy if you are unable to do it!

Remember to...

Watch the clips and think about the Four Noble Truths before considering what leads to suffering

Complete a fact sheet or information poster about the 4 noble truths.

Explain what ‘desire’ is

Explain what connects desire and suffering

Write a couple of examples of desires and how they lead to suffering.

To understand the relationship between desire and suffering.

History

This history lesson is all about artefacts.

1. What is an artefact? Look up a definition in a dictionary.
2. Why are artefacts useful items for us today?

You are going to investigate some Aztec artefact pictures for this lesson!

1. Look at the attachment History artefacts within the additional documents section and answer these questions:

• What do you think this artefact is?  I think this is an Aztec artefact of…
• What do you think it is made from?  I think it is made from
• What do you think it is called?  I think the name of my artefact is…
• What could this have been used for?  This artefact might have been used for…
• Who might have used it?  I think it might have been used by…
• What can we tell from this artefact?  From this artefact, we can tell that the Aztecs…
• Is there a modern day equivalent of this artefact?  A modern day equivalent of this artefact might be…

Remember to...

• Choose two of the artefact pictures (or more if you would like to!)
• Answer all of the above questions with your opinion
• Say what this shows about the Aztecs
• Discuss the modern day equivalent to this artefact

**THE ANSWERS WILL BE REVEALED IN NEXT WEEK’S HOME LEARNING!**

To learn to use artefacts as historical sources.

PSHE

What is stress?

Stress is your body’s reaction to things that challenge you. Stress can make you feel very worried and give you that tight feeling in your tummy when you cannot stop thinking about something but sometimes stress can be good for us too. It can challenge us to reach our goals and keep you motivated. Sometimes triggers for stress can be very small or very big.

What sort of things can make you feel stressed or over worried or under pressure? E.g. arguing with a friend, taking a test, going somewhere new for the first time etc.  Make a list.

Life is one big rollercoaster and we all have ups and downs with our feelings. It is perfectly normal to feel life’s stresses from time to time but it is important to recognise when we have these feelings and have a bank of strategies for how to deal with them.

Here are some examples of things you could do:

• Take a deep breath and count to ten
• Go for a walk
• Kick a ball around
• Listen to music
• Talk to someone
• Get some sleep

Can you think of other things someone could do to relieve stress?

1. Design a poster or a Bingo board of ideas for activities to combat stress and turn negative thoughts into more positive thoughts. Make it really colourful!
2. Look at the negative thoughts worksheet. Can you turn the negative thoughts into more positive thoughts?

Learn to recognise when I feel stressed and the triggers that cause this

Subject

Activity

Intended Learning Outcome

Maths

This week we would like you to focus on statistics:

Collect some data from people at home (you could ask other friends and family to send you the information too):

• Number of letters in your name
• Shoes sizes
• Heights
• Hand span
• Number of press ups in a minute
• Time taken to:

• do 10 star jumps
• run 50 metres
• write 50 words

Now turn the data you have collected into:

• a pictogram
• a bar chart

Remember to:

• choose a symbol that is linked to the data (e.g. hands for hands pan) for your pictogram
• write a key for your pictogram, showing what is each symbol is worth
• use one set a data at a time – do not try to combine them!
• be careful when choosing your scale to make sure you can represent all of the numbers in your data set

Now think of 5 questions you can answer using your pictogram and bar chart. Explain how you used your pictogram or bar chart to answer this question.

Challenge:

• Create a pie chart of your data

Remember to:

• calculate the size of the angle for each person in your data set (360 ÷ number of people in your data set)
• choose a number of people that is a factor of 360! (e.g. 2,3,4,9,18,12,)

What questions can you answer using your pie chart?

What percentage is represented in each section?

What fraction is represented in each section?

To learn how to construct and interpret pictograms and bar charts

Maths

Websites/ games and interactive videos 

https://www.twinkl.co.uk/resource/t2-m-1389-new-scaled-pictograms-powerpoint

https://www.twinkl.co.uk/resource/t2-m-1532-making-pictograms-templates

https://www.twinkl.co.uk/resource/t2-m-1478-ks2-interpreting-pictograms-activity-sheet

https://www.twinkl.co.uk/resource/t2-m-1388-new-interpreting-bar-charts-activity-sheets

https://www.twinkl.co.uk/resource/t2-m-222-tally-and-graph-worksheet-template

https://www.twinkl.co.uk/resource/t-he-420-blank-pie-chart-templates

https://www.twinkl.co.uk/resource/t2-m-2470-ks2-pie-chart-differentiated-activity-sheets

English

This week’s home learning is grammar focussed.  You will find all of the explanatory PowerPoints and worksheets as attachments in the additional documents section. You need only complete one worksheet per lesson unless you want to complete more!  Simply choose the sheet you think best suits you.

Lesson 1: Adverbials and Fronted Adverbials

• Look through the PowerPoint about adverbials.
• Have a go at one (or more) of the sheets - choose the one you think you can best complete accurately.
• Look at the Fronted Adverbials worksheet and then complete a worksheet you would like to have a go at.

Lesson 2: Relative Clauses & Embedded clauses

• Look through the PowerPoint, which gives you more information about how these clauses work in sentences – it moves on from last week’s home learning task on relative clauses.
• Complete the tasks on the worksheets – or write them out into your book.
• Can you tell the difference between an embedded clause and one which isn’t embedded?

Lesson 3 Noun Phrases

• Watch the two video clips about noun phrases: https://www.twinkl.co.uk/go/resource/t-l-53062-spag-tastic-meet-dave-what-is-an-expanded-noun-phrase-video-english
• https://www.twinkl.co.uk/go/resource/t2-e-3791-spag-tastic-getting-to-know-dave-what-is-an-expanded-noun-phrase-video
• Watch the PowerPoint and then complete the activity sheets!

Lesson 4 Verb Tenses – Present and Past Progressive

• Watch the video clip about these tenses:

https://www.twinkl.co.uk/go/resource/t-l-53268-spag-tastic-sporting-stars-what-are-present-progressive-and-past-progressive-tenses-video-2

• Have a go at the quiz now!

https://www.twinkl.co.uk/resource/t2-e-532-identifying-whether-a-sentence-is-in-the-present-progressive-or-past-progressive

• Now have a go at the activity!

Lesson 5 Up Levelling Sentences

• Look at the PowerPoint and complete the activities on it as you do so.  You could write your improved sentences in your book or just jot them down somewhere.

Science

We are returning briefly to the work on Evolution and Inheritance that we were looking at before the lock down began.

Discuss… What if… we could bring woolly mammoths back? What might be the consequences of this? Would they be able to survive? How might this impact other animals or habitats? Would it be a good thing or a bad thing to bring the woolly mammoth back? What if we could bring back dinosaurs? Should we? Discuss these ideas with someone in your family.

Task 1: Look at the pictures of the forelimbs of 4 mammals on page 2 of the attachment in the additional documents section. There is no need to answer any of the questions on the attachment, just look at the picture. Think about what the similarities and differences are between these animals. Why do you think they have all evolved to become slightly different?

Task 2: Look at the sheet (in the additional documents section) for the evolution of the horse. What does the fossil evidence show us about how the horse has changed over millions of years? Why do you think the horse evolved over time?

https://www.stem.org.uk/resources/elibrary/resource/35546/evolution-horse

Task 3: What can scientists learn from looking at fossils? What are the problems with using fossils? Watch the short video below and read the second link before recording your findings.

https://www.bbc.co.uk/bitesize/topics/z9bbkqt/articles/z22g7p3

https://sciencing.com/can-learn-studying-fossils-21955.html

Task 4: If humans could evolve further, what feature of the human body would you like to see changed? What would be useful to us as a species? Draw or share your ideas.

To learn how fossils provide evidence for the theory of evolution

History

Watch these clips:

https://www.youtube.com/watch?v=RnkpP8lvrI0

http://www.mexicolore.co.uk/aztecs/kids/were-there-rich-and-poor-in-aztec-times

While watching these clips, think about and maybe take notes on:

What life was like for:

an Aztec boy?                                                              

an Aztec girl?

a rich Aztec child?

a poor Aztec child?

Now undertake your own research into the above recording your findings as creatively as you can.

Remember to...

• Choose an image of an Aztec child or use both (attached at the bottom of home learning – ‘Aztec’)
• Make notes on what life would have been like for either a boy or a girl
• Include what life was like for rich Aztec children and poor Aztec children
• Compare your school life with the life of an Aztec child. How is it different? Are there any similarities?

Challenge – What is the main difference between rich and poor Aztec children?

To learn what like was like for Aztec children

RE

Look at the picture of the Buddhist Prayer Flags & Wheels which are used in many Buddhist countries (on attachment ‘RE’)

Watch the BBC Class Clip: http://www.bbc.co.uk/education/clips/zk67sbk which features Buddhist Prayer Flags and Wheels and explains what they are.

Buddhists believe that these things have a positive effect on themselves and wider society. Many of the prayer flags and wheels are powered by wind or water which links to the Buddhist idea that prayer and water/nature are connected.

Buddhists believe that with the wheel turning or the flag waving in the wind their good mantras and words are spread out across the world and that the prayer is therefore sent out continually.

For Buddhists the use of prayer flags or wheels is one way to prevent suffering and promote goodness and good thoughts.

Do you know what the word ‘mantra’ means?

A mantra is a sequence of words or syllables that are chanted, usually repetitively, as part of Buddhist practice. An example of a mantra is om mani padme hum, which is associated with Tibetan Buddhism and means that in dependence on the practice of a path which is an indivisible union of method and wisdom, you can transform your impure body, speech, and mind into the pure exalted body, speech, and mind of a Buddha.

The function of a mantra is understood differently by the several schools of Buddhism, but at its most basic level, the chanting of a mantra is thought to evoke enlightenment. Sometimes mantras are used as a form of meditation.

Listen to the Buddhist mantra here

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

Activities

• Look at the image of a Buddhist mantra and prayer flags on the attachment.
• Can you make your own Buddhist prayer flag? (You could use 5 different colours of paper or colour white paper in 5 different colours).
• Can you think of your own mantra or prayer for your own Buddhist Prayer Flag?  You could think about the impact of your transition to secondary school or lockdown etc.

To learn how Buddhists overcome evil and promote goodness.

PSHE

How many emotion words can you think of? List them. Are they positive emotions or negative emotions? We ALL feel a range of different emotions from one day to the next.

When have you felt really happy, excited or proud? When have you felt sad, worried, angry or confused? What do you do to make yourself feel better when you are having a bad day?

What do you think “mental health” means? It is a phrase which refers to our mental health. We have looked at how we can keep our bodies healthy but we also need to look after our mental health too for our overall wellbeing.

Watch the video below by clicking on the link:

ttps://www.bbc.co.uk/newsround/39383026

Complete the Emotional Well template or draw a deep well.

Draw lines across the well at different levels. For example, when the well is full of water (i.e. the line is at the top of the well), write the emotions that you feel at this point inside the well and, on the outside of the well, how you helped yourself get to this point.

If you draw a line further down the well (e.g. half way down), this shows that you might not be feeling so good, your well isn’t so full, so to write the emotions you experience at that level. Write around the well some ideas of how to help yourself feel better.

If you draw a line further down the well (e.g. near the bottom

of the well), this shows that you might not be feeling very good at all, your well is nearly empty, so to write the emotions you experience at that level. Write around the well some ideas of how to help yourself feel better. Who can help you to feel better?

Learn what it means to be emotionally well

Subject

Activity

Intended Learning Outcome

Maths

This week we would like you to focus on proportion and the recipe box strategy that we have used in class. Show your working out for each question and clearly show what you have multiplied or divided the quantities by:

1) Think about this recipe that makes 12 cup-cakes:

200g flour, 200g sugar, 200g margarine,

3 eggs

How much flour, sugar, margarine, eggs would you need to make:

1. 24 cakes
2. 6 cakes
3. 18 cakes
4. 30 cakes
5. 10 cakes

2) It costs £2.50 to buy 20 sweets. How much it will cost to buy:

1. 40 sweets
2. 10 sweets
3. 60 sweets
4. 50 sweets
5. 100 sweets

3) A recipe to make 16 biscuits is:

300g flour, 150g brown sugar, 150g caster sugar, 1 teaspoon vanilla essence, 2 eggs

How many biscuits can I make if I have:

1. 300g brown sugar
2. 3 eggs
3. 4 teaspoons of vanilla essence
4. 75g caster sugar
5. 5 eggs

4) At the cheese counter in the supermarket, it costs £7.50 for 1kg of cheddar cheese and £3.60 for 1kg of cottage cheese.

1. How much does 200g of cheddar cost?
2. How much 750g of cottage cheese cost?
3. How much cheddar cheese can I buy for 75p?
4. How much cottage cheese can I buy for £1.80?
5. If I have £10 to spend on cheese, what could I buy (get as close to £10 as you can).

5) Find a favourite recipe at home

1. What proportion questions can you think of using your recipe?
2. Find out how much your recipe costs to make?

Challenge Questions:

1. Every 100g of brown bread contains 6g of fibre. A loaf of bread weighs 800g and has 20 equal slices. How much fibre is there in one slice?
2. A 5p coin has a diameter of 1.8cm. If I make a straight line of 5p coins worth £10, how long is the line? Give your answer in cm and metres.

To understand how to answer proportion questions, including recipes, measures and money

Maths

Websites/ games and interactive videos 

https://www.twinkl.co.uk/resource/t2-m-213-ratio-and-proportion-worksheet-2

https://www.twinkl.co.uk/resource/t2-m-214-recipes-ratios-and-proportions-worksheets

https://www.twinkl.co.uk/resource/t2-m-102-ratio-and-proportion-powerpoint

https://www.twinkl.co.uk/resource/t2-m-17595-sats-survival-y6-ratio-and-proportion-revision-guide

English

This week’s home learning is grammar focussed.  You will find all of the explanatory powerpoints and worksheets as attachments at the bottom of the home learning.

Lesson 1: Word Classes

• Look at the explanatory powerpoint which will remind you about word classes.
• Print out the worksheets (remember you can print 2 pages per page to save on paper!) and cut out the words then sort them into the headings given.
• OR if you don’t want to print, simply copy the word class headings from the worksheet and then copy the words and write them under the headings in your book!

Lesson 2: Coordinating and subordinating conjunctions

• Look at the powerpoint (attached below – Lesson 2) which will remind you about the different types of conjunctions.
• Print out the worksheets which you feel are the right level for you (* = easier ** = bit harder  ***= even harder), and complete them.
• OR copy the sentences into your book adding the correct conjunction.

Lesson 3: Inverted commas

• Look at the powerpoint (Lesson 3) explaining the use of inverted commas.
• Print out the worksheets and complete them!

Lesson 4: Hyphens

• Look at the hyphen guide (attachment Lesson 4) and read through
• Print one or more of the Lesson 4 activities and have a go!

Lesson 5: Modal verbs

• Look through the explanatory powerpoint (attachment Lesson 5).
• Print one or more of the activities and have a go!

To understand grammar

Science

Over the first half term, you should have found out LOTS of information about the human body and the circulatory systems within it. What can you remember about muscles, the blood circulatory system, the digestive system and staying healthy?

Test yourself on each of these quick quizzes:

https://kidshealth.org/en/kids/csquiz.html  Blood circulation

https://kidshealth.org/en/kids/msquiz.html  Muscles

https://kidshealth.org/en/kids/msquiz.html Digestion

https://www.educationquizzes.com/ks2/personal-social-and-health-education/healthy-food-and-exercise/   Healthy living

Test your memory! Complete as much information on the human body as you can about the Human Body.

Which major organs and other parts of the body are involved with blood circulation? Why do we have blood? How many different roles does blood have? Where does the digestive system start? Which parts of the body are involved with digestion? What is the route that food takes through our body? How many different types of muscles are there in our body? Could you label where some of the different types of muscle are found? Can you name some major muscles in the body? Which is the biggest muscle?

Challenge: Create your own multiple choice quiz about the things we have learnt about muscles, the blood circulatory system and the digestive system. Aim for about 4 questions per section.

To learn about the human circulatory system

RE

Look at the headlines from news articles about environmental issues (attached).  What might each headline and each story be about?

1. Could you make a poster?

- Choose one of the headlines/stories and think what it might be about.

- Who do you think might be responsible for this disaster?

- What might the solution be?

2. Revise the Genesis Creation story.  https://www.twinkl.co.uk/resource/t2-re-237-new-christian-creation-story-powerpoint  (Also attached  below).

Focus on the part where God gives Adam and Eve responsibility for caring for the environment (dominion). 

- Think what responsibility God meant humans to have over the natural world in the story.

- What does this mean in today’s world?

- Discuss where successive generations of humans might have gone wrong. 

- Can you suggest solutions that you could do to help the World’s environmental issues?

To learn what Christians believe about the relationship between humans, their environment and other living creatures.

History

The Aztecs communicated in a similar way to the ancient Egyptians, not with words, but using pictures (see attachment).

The Ancient Egyptians used to write using hieroglyphs which are small pictures used to represent words or events. The Aztecs used a similar system called glyphs which were sometimes joined together to make sentences.

1. Read the Aztec glyphs history (attached).

Can you answer the questions at the end of the information?

2. Cut out the glyphs, or draw your own.

• Arrange them to represent a sentence (see attachment of glyphs following on from information).
• Write a glyph sentence for a member of your family to translate.

Challenge!

Can you create your own modern day glyph representing a computer game, or mobile phone, or football or McDonalds, or any of your own ideas?

To learn about how the Aztecs communicated

PSHE

Choose one scenario from the list below and come up with a 3-point plan about what you would do if you were in that emergency:

• You are on a bus and an elderly lady falls down the stairs while the bus is moving.
• Your mum is in the garden mowing the lawn and accidentally cuts through a cable, electrocuting herself. She is lying on the grass unconscious.
• Your teacher is cooking with the class and burns his hand on the oven door.
• You are playing with a friend in the park then your friend trips and falls and is bleeding heavily from from his wrist.

The first point of any emergency situation is to assess risk to yourself. NEVER put yourself in danger. Only help someone if it is safe for you to do so.

Watch the short NHS video, by clicking on the link below, and read the information that accompanies the video.

https://www.nhs.uk/conditions/first-aid/recovery-position/

Draw a storyboard to show/explain each step of putting someone into the recovery position. (Perhaps you could practice this with a willing member of your family!)

Watch the following videos showing what to do if someone is not breathing properly or their heart has stopped. A tricky subject in these days of social distancing but useful to watch anyway!

https://www.youtube.com/watch?v=Opfuyz0aHWA

https://www.youtube.com/watch?v=0aV9NS0ogiM

Learn to be able to put into practice basic emergency aid procedures (e.g. the recovery

position) and know how to get help in emergency situations

Subject

Activity

Intended Learning Outcome

Maths

This week we would like you to focus on ratio:

An example of ratio is:

In a fruit salad, there are 2 bananas for every 3 apples.

This can be written as:

2 Bananas : 3 Apples

2B: 3A

2:3

Then write as a bar model:

If there are 10 bananas in the fruit salad, how many apples are there?

Label the bar model:

2 B boxes = 10 so 1 B box = 5

Each A box also equals 5

There are 3 A boxes, which means there are 15 apples in total (3x5).

Use this method to answer these questions:

In a Year 6 class, there are 3 boys for every 4 girls.

Write the ratio in words, letters and as a bar model.

1. If there are 20 girls, how many boys are there?
2. If there are 15 boys, how many girls are there?
3. If there are 21 children in total, how many boys? How many girls?
4. What other questions could you write for this ratio?

In a recipe, there are 2 spoonfuls of flour for every 3 spoonful’s of sugar.

Write the ratio in words, letters and as a bar model.

1. If I use 4 spoonfuls of flour, how many spoonfuls of sugar should I use?
2. If I use 12 spoonfuls of sugar, how many spoonfuls of flour should I use?
3. If I have used 25 spoonfuls of flour and sugar in total, how many spoonfuls of flour have I used? How many spoonfuls of sugar have I used?
4. What other questions could you write for this ratio?

Write your own questions for these ratios:

1. In a chest of drawers, there are 4 blue items of clothing for every 5 red items of clothing
2. In a kitchen cupboard, there are 3 jars for every 5 tins of food
3. On a radio show, there are 2 old songs for every 7 new songs
4. In a fruit bowl, there is 3 strawberries for every 4 grapes and 2 apples

Challenge:

Use a bar model to solve this:

In a zoo, the adult polar bear weighs three times more than the baby elephant. Together they weigh 700 kilograms. How much does the polar bear weigh?

Tangerine Dream Ratio – attached at bottom of website

To understand ratio and how to answer questions involving ratio

Maths

Websites/ games and interactive videos 

Year 6 section of Video Resource Centre – Ratio

https://www.tes.com/teaching-resource/complete-ratio-lessons-sharing-amounts-bar-modelling-method-11065751

https://www.bbc.co.uk/bitesize/topics/zsq7hyc

English

This week is a focus on grammar.

For each activity, read the PowerPoints (in the attachments below) and complete the short written tasks as you work through each PowerPoint. You can record your work either in your workbooks or on paper.

Activity 1: Modal verbs

Activity 2: Relative clauses

Activity 3: Active and passive voice

Activity 4: Subjects and objects

Activity 5: Subjunctive form

To revise and use some of the rules of grammar

Science /

PSHE

This week, think about all the things you have learnt over the last few weeks in science and PSHE about the human body and how we can stay healthy. Complete the following activities:

1.Watch the short video clip:

https://www.bbc.co.uk/bitesize/clips/z26w2hv

 List all the ways that we can stay healthy.

2. Write down everything that you ate yesterday. Check the Eatwell plate on the following link. https://www.nhs.uk/live-well/eat-well/the-eatwell-guide/

Did you eat from the full range of the plate?

3. Make a list of all the physical activities you have done in the last week. Assess your own level of activity. Use the following website to see how much activity you should be doing and the types of activities you should be doing.

https://www.nhs.uk/live-well/exercise/physical-activity-guidelines-children-and-young-people/

4. Make your own PowerPoint, presentation, poster or information leaflet, which encourages either children or adults to live a healthier lifestyle.

Try to include:

• A title
• Some pictures to illustrate your points
• Things children should do to stay healthy (e.g. eat a balance diet, exercise regularly, sleep well, avoid certain drugs etc.)
• Include factual scientific information about the benefits of keeping healthy (e.g. benefits to our heart and the circulatory system, effects on our wellbeing)

Understand how to stay healthy

History

Can you find out about everyday life during the Aztec times?

Your task this week is to research the Aztecs in more detail.  Some areas you could look into are:

• Family life
• Homes
• Clothing
• Food
• School
• Marriage
• Sports

You can choose as many, or as few, of the above areas to research and can use the following website to find out as much as you can!

http://www.ducksters.com/history/aztec_empire/daily_life.php

Now present/record your information; be as creative as you can!

To learn about Aztec daily life