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Weeks 4 and 5 (1 – 12/2/21) Learning for P.6

Here is the work for the next two weeks. We have a long weekend from Thursday 4th February until Monday 8 th (inclusive.) If you have any questions, please ask me on glow and I will try my best to help you. Enjoy your long weekend!

Spelling

Monday – Look up the meaning of five of your spelling words using a dictionary and write them down.

Tuesday- Write two synonyms for five of your spelling words. You can use a thesaurus, the internet or think of words yourself with similar meanings.

Wednesday – Write a basic sentence and then an uplevelled sentence for three of your spelling words.

The following week– Learn how to spell the words with someone from your family.

· Spelling for weeks 4 and 5

Reading

Task 1 – Reading Target.

Set your reading target for the next two weeks. Remember to do your evaluation when you have finished reading your book. I look forward to reading these. Why don’t you challenge yourself by reading a book which is of a different genre?

Task 2 – Draw and colour the ‘inciting action’ event which triggers the start of the plot. Underneath your drawing explain what is happening in your picture and why you think it is the ‘inciting action.’

Maths

https://corbettmathsprimary.com/5-a-day/

Keep your numeracy skills sharp by doing five revision maths questions each day from this website.

Task 1 – Multiplication.

Task 2 – Doubling and Halving

Task 3 – Mixed questions.

Sumdog – You have been sent your password and username to your glow email account. The school code is ‘milnes’.

Literacy

Writing task – Researching, planning and writing a report about ‘The Effect of Deforestation.’

Reading Comprehension

Task - ‘Poo Poo Train’

Grammar

Task – Direct Speech (The power point is on the power point chanel of Teams.)

Learning - Adding speech marks and taking a new line when someone else speaks.

You will need to do this task on a separate piece of paper, not on the worksheet.

Topic

· Food miles

· Deforestation

Art

Task - Collage or poster representing information about rainforests and deforestation.

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Spelling -Weeks 4 and 5

Indigo

Yellow

s+consonant

strip

string

stripe

stroke

thrash

three

throat

throne

throttle

thrush

Plurals

bluffs

cliffs

cuffs

puffs

sniffs

stuffs

calves

elves

halves

knives

Orange

Red

trans

transaction

transatlantic

transfer

translate

transmit

transparent

transplant

transport

Im - (opposite of the root word)

impermanent

impermeable

imperturbable

impervious

implausible

impolite

important

impossible

impractical

imprecise

Maths

The maths has been split up into three levels of difficulty.

· Green for ’go’ meaning that everyone should be able to do these maths questions.

· Orange for ‘tricky’ meaning that the task is harder and you are still at the stage of mastering this skill.

· Red is for ‘challenging’ and when you feel confident and fully understand the skill.

It is up to you as to which maths colour you attempt.

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Task 1 Maths – Green

https://corbettmathsprimary.com/2018/07/21/multiplication-video/

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Maths – Orange

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Maths - Red

Multiplication

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Multiplication by Doubling and Halving - For everyone!

I am learning to double and half numbers to calculate multiplication sums.

I understand that if I double one number in a multiplication sum then I need to half the other number.

I know that this strategy will make the mental calculation of some multiplication sums easier.

I am able to use this strategy.

When given a multiplication problem, you can take one of the numbers and half it, and then double the other number. This may result in a combination of numbers that is easier to work with.

Example 1: 14 x 8=This is not easy, so apply the trick – double the 14 and divide the 8 by 2which gives you 28 x 4

We can continue to double and half the sum until it is easy. Double the 28 and half the 4 which makes 56 x 2 = 112.

So 14x8= 112

Example 2

Numbers that end in 5 are great for doubling. Here is an example:  

18 x 15 =

Half the 18 which makes 9 and double the 15 to make 30

so 9 x 30 = 270

Example 3

32 x 25 is equal to 16 x 50 and then 8 x 100 which is 800.

Not all number combinations work well, but this trick is a good place to start if you need to simplify a calculation. Look for other combinations to use with this trick, and make your math a bit simpler – and more fun! Now watch the following video.

https://www.youtube.com/watch?v=zzm1DdWMPJs

Task 2 - Now try these to practise this new strategy.

When we are multiplying by a number ending in 5, we can double this number and halve the other before multiplying: 84 × 45 is: 42 × 90 = 3780

1. a. 48 × 25 = b. 24 × 35 = c. 26 × 45 = d. 22 × 35 =

2. a. 54 × 15 = b. 68 × 5 = c. 82 × 35 = d. 86 × 25 =

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Task 3 - Extra! Extra! Word Problems

Here are some mixed up problems for you to work through.

Check - Does your answer actually answer the question? Read your answer directly after reading the question to see.

1) Laurie has 22 bags of apples. In each bag there are 7 apples. She shares them equally amongst her 8 friends. How many apples do they each have? Are there any apples left over?

2) A packaging factory has 9321 eggs. In each box you can fit 8 eggs. How many boxes do they need?

3) A massive seated concert is taking place. The chairs in the hall have to be put into rows of 6. There are 27,689 chairs. How many rows will there be? Will there be any chairs left over – can you predict this before you do your calculation? How?

4) Apple juice cartons are sold in boxes of 12 in the supermarket. The supermarket’s computer says they have 5234 cartons left to sell. How many boxes is that?

5) What is wrong with this calculation:

6) What are the missing numbers?

7) What is the product of 19 and 36?

8) What is the product of 25 and 32?

9) The school buys 820 new books, which are put onto new bookshelves. If there are 34 books on each shelf, how many shelves must Mr Smith put up?

10) Small peaches 15p ; Large peaches 25p. Emily has £5 to spend on peaches. She decides to buy only small peaches or only large peaches. How many more small peaches than large peaches can she buy for £5?

11) Mrs Mailer shows limited willpower and eats 17 biscuits every day in 2021. How many biscuits will she have eaten by the end of the year?

12) Cheddar cheese costs £7.50 for 1kg. Gregor buys 200 grams of cheddar cheese. How much does he pay?

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Topic - How do we contribute to Global Warming?

I understand that food miles contribute to global warming.

I know that transporting of food contributes to our carbon footprint.

I am able to identify food, that is eaten by my family, which has been imported from around the world. I can plot this on a map and calculate approximately the amount of food miles.

https://www.youtube.com/watch?v=9Opt06QF9WY

https://www.bbc.co.uk/bitesize/topics/zjr8mp3/articles/zjnxwnb

Food miles

Food miles refers to the distance that food has travelled to get from where it was produced to where it is sold. Much of the food that we eat is grown in other countries where the climate is different, and some of the food harvested in the UK is sent abroad. This means that food has to be transported in planes, trucks and cargo ships which produce a high carbon footprint. Some people are concerned about the environmental impact of transporting goods over great distances.

Food miles are often used to refer to the total distance food has travelled before it is sold.

Local farmers' markets are increasing in the UK. They are helping to encourage people to buy fresh, local food but it is important to remember that locally produced food may not always be better for the environment. For example, some foods do not grow easily in the UK and need heated greenhouses. This means that the food produced locally may have a larger carbon footprint than that grown in a warmer climate.

Carbon footprints

A carbon footprint is a measure of how much carbon is used in the production and transportation of a product. It is better for the environment to eat food with a low carbon footprint. Growing and selling food that is native to the local area, such as potatoes and brussel sprouts in Moray, lowers your carbon footprint. They do not need to be transported over long distances and grow well in the area.

Very few products contain information about carbon footprints but most have information about where the product came from.

For example:

I ate an apple which was grown in New Zealand and then exported to the U.K..

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I asked google for the air travel distance between Scotland and New Zealand. The answer was 11,389 miles, if the plane flew in a straight line between both countries.

The apple has travelled approximately 11 400 miles. That means a lot of gases have been emitted from the plane as it burns the fuel. These gases are then added to the greenhouse gases and contribute towards global warming.

Task – What are you going to eat today and what will your food miles be?

Record the country that your food came from, then estimate how many miles it has travelled using google.

Complete the following table, the questions and then the map.

Food Item

Where was it produced?

How many food miles has it travelled? (Approximately)

1.)

2.)

3.)

4.)

5.)

6.)

7.)

8.)

9.)

10.)

· Round up or down the food miles and then add them up to find the total food miles.

Total food miles (approximately) _________________________________

· Give your opinion on what you have learned about food miles and your own contribution.

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1.) Colour in the country where the food you ate was produced.

2.) Draw a line, using a ruler, to Scotland from each country.

3.) Draw a key to represent the colours of the different countries.

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https://www.youtube.com/watch?v=KMdD6TTDZ_g&feature=youtu.be

https://www.funkidslive.com/learn/marina-ventura/climate-explorers/learning-climate-forests/

https://www.wwf.org.uk/10-myths-about-deforestation

https://www.oddizzi.com/teachers/explore-the-world/physical-features/ecosystems/rainforests/deforestation/

https://onetreeplanted.org/blogs/stories/deforestation-facts-kids

Writing

Task – To write a report about - ‘Deforestation and its Effect.’

I am learning how to write a report.

Preparation for writing a report.

Follow these steps:

Step 1 – While watching the videos and reading the articles, take notes on what you learn. This is your research to build up your knowledge.

Step 2 – Look through your notes and create a set of headings which will chunk up the information. This is the first part of your plan for the report.

Step 3 – Create a mindmap using the headings and organise your information. This is the second part of the plan for your report.

Step 4 – Using your mindmap, write a report about deforestation and its effect on global warming, the animals and their habitat, food, medicine etc…

Technical criteria.

I must

· Include a title.

· Have an introductory paragraph which explains what the report is about.

· Use the third person.

· Separate the information into headings.

· Write paragraphs that link to the headings.

· Include illustrations which are labelled.

· Include appropriate uplevelled vocabulary.

· Have a concluding paragraph which may include an opinion.

As you write, check what you have written for spelling and punctuation errors as well as making sure that it makes sense.

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Task - Read the newspaper article three times and then answer these questions in sentences.

1.) Explain how this train will be powered.

2.) Give five reasons why Ultra Light Rail Partners are using biomethane as a fuel to power the train.

3.) Explain how this new fuel will be a step towards reversing global warming.

4.) In the next 100 years fossil fuels will become scarce. Will biomethane become hard to find in years to come? Back up your answer with evidence from the newspaper article.

5.) What is your opinion on this fuel being used instead of diesel?

Design your own type of eco transport, explain how it works and the positive impact it will have on the environment.

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Task - Speech Marks

Points to remember:

Put speech marks at the beginning and end of speech.

A full stop, question mark or exclamation mark will be inside the speech marks.

Take a new line for when someone new talks.

Write each of these statements out on a separate piece of paper to show the correct way to write speech.

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Art

Read the information and watch the videos from the websites above.

Task – Create your own personal collage or poster showing a collection of drawings/printed off pictures and comments about what you learn about deforestation and the effect of this.

Express the content in your own style and imaginative way.

This task should take you a few hours to do well, so don’t rush it.

Have fun!

Criteria

The information and pictures/drawings can overlap.

Think about how you can make an impact with the layout and colours that you choose.

It can be created on two joined up pieces of A4 paper.

As you have learned in class – cut out your pictures/comments etc and then place them on your main piece of paper before finally sticking down.

Take your time when drawing and colouring.