year 6 learning from home summer term 2020 week 2 · it was bedecked with ribbons; a red silk cloth...
TRANSCRIPT
Year 6 Learning from Home
Summer Term 2020
Week 2
Y6 Learning from Home – Weekly Overview
Each week, the Learning from Home activities will include: Daily English, Maths, Physical Activity and Reading for Pleasure
At least three Foundation Subject activities
A weekly Art/DT and Computing activity
Spelling focus set on Spelling Shed
Week 2 Learning from Home Overview
Monday Suggested time of day
Subject Focus when
complete
AM English* SPaG online tutorial video and activity Spelling Shed assignment – Week 2 Words
AM Maths* Arithmetic and online video tutorial and activity - Angles
PM Geography North America
Your choice Reading Reading for Pleasure / Class Novel ‘The Good Thieves’ Chapter 5
Your choice Physical Activity PE with Joe Wicks or Youth Sport Trust PE Home Learning
Tuesday Suggested time of day
Subject Focus when
complete
AM English ‘The Good Thieves’ Reading Comprehension ‘The Elephant’
AM Maths Arithmetic and problem solving based on online video - Angles
PM Computing e-Safety
Your choice Reading Reading for Pleasure / Class novel ‘The Good Thieves’ Chapter 6
Your choice Physical Activity PE with Joe Wicks or Youth Sport Trust PE Home Learning
Wednesday Suggested time of day
Subject Focus when
complete
AM English English – ‘The Good Thieves’ - Planning
AM Maths* Arithmetic and online video tutorial and activity - Angles
PM Science Working Scientifically
Your choice Reading Reading for Pleasure / Chapter 2 of ‘The Good Thieves’ Chapter 7
Your choice Physical Activity PE with Joe Wicks or Youth Sport Trust PE Home Learning
Thursday Suggested
time of day Subject Focus
when
complete
AM English English – ‘The Good Thieves’ – Writing
AM Maths* Arithmetic and problem solving based on online video - Angles
PM Art One point perspective – Cubes and City
Your choice Reading Reading for Pleasure / Chapter 3 of ‘The Good Thieves’ Chapter 8
Your choice Physical Activity PE with Joe Wicks or Youth Sport Trust PE Home Learning
Friday Suggested time of day
Subject Focus when
complete
AM English English – ‘The Good Thieves’ – Writing Spelling - test Week 2 words
AM Maths Arithmetic and Problem Solving (Review of Learning)
PM Art One point perspective – Looking up!
Your choice Reading Reading for Pleasure / Chapter 4 of ‘The Good Thieves’ Chapter 9
Your choice Physical Activity Jog or run around your local area, set yourself a time or distance and run!
*Video Tutorials
Some of this week’s learning is supported by video tutorials we have produced which can be accessed through Microsoft Teams. A letter will be sent out explaining how to access Teams
Additional resources: TT Rockstars, My Maths, Prodigy, ReadTheory, Spelling Shed*
*Spelling Shed – the new spellings for Summer 1 have been included on the first page of this Learning from Home pack. Your spellings will be available on Spelling Shed each week for you to practise. There will be 5 new spellings each week as per the usual spelling test practise. We advise that these spellings be tested each Friday where possible.
Year Six Summer 1 Spellings
Please continue to use Spelling Shed to practise your spellings. Assignments will be available on Spelling Shed each Monday and will include
the 5 words for that week (see table below). If you can, ask an adult to test you on these words at the end of each week.
This week’s spellings are:
Week Words to practise
Week 2
according
ancient
available
average
category
The Good Thieves – Class Novel
The links to Chapter 1 – 4 are in last week’s pack,
if you wish to recap
Here are a few more chapters to keep you going
until next week:
Summarise each chapter as you go
As a way of keeping track of what is happening in the story, after each chapter why don’t you
summarise it on a post-it-note / piece of paper and then keep all of these together! You could
even draw little images to go with each one if it helps to remember.
Remember, when summarising you need just the key points – it shouldn’t be too long or too
detailed.
Chapter 5 link:
The Good Thieves Chapter 5
Chapter 6 link:
The Good Thieves Chapter 6
Chapter 7 link:
The Good Thieves Chapter 7
Chapter 8 link:
The Good Thieves Chapter 8
Chapter 9 link:
The Good Thieves Chapter 9
Monday – English SPaG Online Video Tutorial – Phrases/Clauses
Online video tutorial on Microsoft Teams
Please login to Microsoft teams and watch the online video tutorial.
There will be questions and activities set throughout the video, so please make sure you have
something to write with, and something to write on whilst watching the video.
Monday – Maths Arithmetic
Please choose your own level of challenge. You can mix between the levels if you wish. We
would like to complete at least 10 questions, but of course you may do more if you wish!
1). 7435 - 727
2). ? – 1000 = 822
3). 100 – (55 ÷ 5)
4). 909 ÷ 3
5). 7 – 3.49
6). ? x 6 x 3 = 0
7). 505 + 3276
8). 5/9 + 8/9
9). 766 x 0
10). ? – 176 = 122
1). 4/6 x 4/9
2). 324 ÷ 18
3). 500 x 90
4). 0.02 ÷ 100
5). ? x 10 = 273.8
6). 5628 x 49
7). 33 + 100
8). 20/33 + 5/11
9). 518 x 94
10). 15 x 1.1
1). 1/35 + 1/7 + 1/5
2). 6/10 ÷ 5
3). 6 and 1/8 – 3/4
4). 2/9 x 160
5). 53% of 600
6). 0.1 x 800
7). 1 and 1/2 x 95
8). 7626 ÷ 20
9). 0.7 x 300
10). 3 and 1/2 x 170
Have a go at the daily flashback:
Monday – Maths Online Video Tutorial – Angles
Online video tutorial on Microsoft Teams
Please login to Microsoft teams and watch the online video tutorial.
It is on Angles – Introducing and calculating angles
There will be questions throughout the video, so please make sure you have something to
write with, and something to write on whilst watching the video.
Monday – Geography – North America We will be exploring North America during the Summer Term and a good place to start is by identifying the location and size of some of the major countries within the continent!
1). Use your own
research to label the following North American countries on the map:
Mexico
Belize
Cuba
Guatemala
Canada
Greenland
Jamaica
El Salvador
USA
Honduras
This website may
help you:
https://www.duckst
ers.com/geography
/northamerica.php
2). Now, can you use your own research again to identify these key pieces of information for each country to help compare and understand them a little better? You may find that some resources have slightly different data to each other and from different years recently but don’t worry too much; we are simply looking to build an overall picture. Cuba has completed for you! Again, this website https://www.ducksters.com/geography/northamerica.php
might be useful. If not, think carefully about what to type into Google for an
efficient search.
Country Population
Gross Domestic Product
(GDP - in USD $)
Literacy Rate
Life Expectancy
(years)
Size in area (km2)
Male Female
Mexico
Belize
Cuba
11.3 million
$97 billion
100%
76.7
80.6
109,884
Guatemala
Canada
Greenland
Jamaica
El Salvador
USA
Honduras
Tuesday – Reading Comprehension LO: To understand texts The Good Thieves ‘The Elephant’ (part of Chapter 10)
Please read the whole extract carefully, then answer the questions below, remember some questions may need you to justify your answers and/or use evidence from the text (use APE if needed – see below)
1. Using a dictionary, define these words:
artistes – “The dogs are artistes.”
broad – ‘Carnegie Hall was large – broad enough to hold 40 men’
mundane – ‘rendered small and flimsy and mundane’
bedecked – ‘It was bedecked with ribbons”
filigree – “a filigree gold chain”
reared up – ‘the elephant reared up on its two hind feet’
banish – ‘she scowled hard at her left foot, to banish the water rising in her’
stooped – ‘but of Grandpa, stooped and shackled’
shackled
2. Why do you think Arkady doesn’t want his father to have elephants?
3. “I feel it – here,” and he struck his chest. And then he grinned, embarrassed, and turned to watch the stage. Why might Arkady have felt embarrassed?
4. What was the elephant decorated with?
5. Arkady whispered something under his breath that Vita felt confident was not
polite’. Why did Arkady do this? How might he be feeling?
6. What does it mean ‘the rows of watching, hungry faces’?
7. How did the man who was ordering the elephant feel? How do you know
this?
We haven’t quite got to Chapter 10 yet, but we are going to be using this extract about a circus elephant for our English Writing task this week – so we thought it would be good to give it a pre-read and engage with it through some comprehension questions. The extract is on the next page of this Learning from Home pack.
The Good Thieves ‘The Elephant’ (part of Chapter 10)
“There’s just the elephant still to come,” said Arkady.
“An elephant! That must be amazing.”
Arkady shook his head. “He’s beautiful, yes- so beautiful it hurts- but elephants aren’t like the dogs. I wish my father wouldn’t have them, but he says you need it for the crowds.”
“Why?”
“The dogs are artistes. They want to work- they want to play. The elephants just want to go home. I’ve told him and told him, but he won’t listen.”
“How do you know the elephant doesn’t want to work?”
“I feel it-- here,” and he struck his chest. And then he grinned, embarrassed, and turned to watch the stage.
The stage at Carnegie Hall was large – broad enough to hold forty men, shoulder to shoulder. The greatest musicians in the world, Vita knew, had walked across its wooden boards. But it was suddenly dwarfed, rendered small and flimsy and mundane, by the animal that came stepping out of the door on the far side of the stage.
It was bedecked with ribbons; a red silk cloth was laid over its back and a gold triangle of silk draped down between its eyes. Somebody had pierced one of its ears with small gold hoops, once at the top and once at the bottom, and a filigree gold chain swung to and fro between the hoops. A silver chain ran between its two front feet. A long thin man, carrying a long thin stick, followed behind, his bald head shining with sweat.
The elephant stood, looking out at the audience, and extended its trunk into the air, as if groping for something. The crowd hushed.
The man shouted an order and the elephant reared up on its two hind feet, trumpeted, and came crashing down again. The floorboards shook. Splinters spat across the stage; Samuel covered his face with his elbow, and Vita dodged to the left as one flew past her right eye.
Arkady whispered something under his breath that Vita felt confident was not polite.
The man shouted another order but the elephant did not move. The man shouted again. The elephant stayed where it was, its eyes studying the theatre; the painted ceiling, the rows of watching, hungry faces. Its eyes, which were closer to gold than brown, closed.
Vita felt her own eyes unexpectedly prickling, and the bridge of her nose swelling in the way that it did before tears, and she scowled hard, at her left foot, to banish the water rising in her. The image behind her eyes was not of Carnegie Hall, but of Grandpa, stooped and shackled by something she couldn’t see. The man reached out with the stick; its end caught the light and Vita saw with a lurch that it wasn’t wood at the tip but knife-sharp iron. It wasn’t clear what happened but the elephant bellowed, rose to its feet and reared up to stand on a single hind leg.
The audience whooped and cheered. The man bowed. The elephant was led off stage, back the way it had come, out of the harsh light, and into the dark of the wings.
In this chapter, Vita has gone to watch the circus at Carnegie Hall with Arkady and Samuel. They watched various acts in amazement. But then it was the turn of the elephant… “The 1920s were an especially magical time for circus fans of all ages - youngsters and the
young at heart.”
Tuesday – Maths Arithmetic
Please choose your own level of challenge. You can mix between the levels if you wish.
We would like to complete at least 10 questions, but of course you may do more if you
wish!
1). 24.3 + 9.255
2). 8 x 33
3). 330 ÷ 11
4). 4 x 515
5). 8154 - 863
6). 3 and 4/5 + 3/5
7). ? + 100 = 5230
8). 60 + (90 ÷ 10)
9). 354 ÷ 6
10). 63.2 x 100
1). 3.3 x 40
2). 92 x 0.5
3). 25% of 920
4). 1/4 + 5/9
5). 15% of 7000
6). 4/4 x 5/6
7). 850 ÷25
8). 100 x 70
9). 0.9 ÷ 100
10). 63.2 x 100
1). 8219 ÷ 17
2). 1 and 2/3 x 24
3). 13/15 – 4/6
4). 82% of 300
5). 5/9 x 44
6). 65% x 540
7). 1/7 + 1/2 + 1/6
8). 1.3 x ? = 78
9). 15 x 2.7
10). 9631 x 44
Have a go at the daily flashback:
Tuesday – Maths Problem Solving – Angles (based on Monday’s video tutorial)
HT Group
1).
2).
3).
5).
4).
JJ Group
1).
2).
3).
5).
4).
JM Group
1).
2).
3).
5).
4). Are these three facts always, sometimes or never true? Think carefully before you
answer!
Tuesday – Computing - e-Safety
For Computing this week, we would like you to explore some eSafety activities with your family (when they’re not busy!). These are taken from Google and Parent Zone’s ‘Be Internet Legends’ pack and involve you getting together and working as a team to think, discuss and investigate as a team. We’d love to see evidence of you completing these activities through Twitter @GorseyY6 or #gorseyfromhome Activity 1:
Activity 2:
Wednesday – English
LO: To organise writing appropriately/ To write with purpose
This week we are going to write a balanced argument to answer the question:
Should the use of wild animals in circuses be banned? The overview for English over the next few days is this:
Wednesday: Gather and organise information, plan argument
Thursday: Revisit plan, write the ‘introduction’ and ‘for’ paragraphs of argument
Friday: Revisit plan and re-read Thursday’s writing, write the ‘against’ and ‘conclusion’
paragraphs of the argument
If you would like any extra information: Use the extract from Tuesday’s Reading Comprehension ‘The Elephant’ (Chapter 10). Consider anything in that extract that shows/infers anything about the use of wild animals in the circus. Websites:
Should wild animals perform in circus shows? (Newsround) – Watch the video, read the article and comments.
Should animals perform in circuses? – Debate website, comments for and against
Or you can do some research of you own!
Activity 1: On the next page there are a table of statements about animals performing in circuses, you need to read these and sort them into for/against. You can do this by printing them out and cutting them up, you could colour code or number. Or you could create your own table and write them in.
Once you have sorted them, try to group any similar ones together – this will help make the points stronger when writing about them in your argument.
Activity 2: Now use these facts to plan your balanced argument, there are two options of how you might plan your balanced argument – choose whichever works best for you. Both templates are included in this pack on the next few pages. Remember it is only a plan, so you can just use bullet points and note form. Challenge: Can you use any articles to support your points? (I know they are about the rights of the child – but could you discuss the rights of animals?) Could you use any recent laws/guidance to support your points?
Wild animals do not naturally stand on their heads or jump
through hoops.
They often perform difficult tricks because they are afraid
of what will happen if they don’t.
Circus trainers have been known to abuse animals with whips, muzzles, electric prods or bullhooks in an attempt to
get them to perform.
When not training or performing, animals are often kept chained or caged in very
cramped conditions.
Circuses travel nearly all year round in all weather extremes, sometimes for days at a time. While in transit, the animals are confined to trailers and
may not have access to basic necessities such as food or
water.
Sometimes animals can snap and when they do trainers
can’t always protect themselves or the public.
Elephants have bolted from circuses and run through the streets attacking members of
the public and damaging buildings.
Animals in circuses can become despondent and
depressed and can develop abnormal behaviour patterns. Sometimes, they even harm
themselves.
While travelling and working in circuses, wild animals are
denied the opportunity to live in their natural habitats.
As the circus tours the country, many thousands of people will see wild animals. These people may never see
them otherwise.
Going to the circus is much cheaper than going on safari.
In the England, circuses are inspected three times a year (at least one unannounced).
Some circuses are very old. They have always used wild animals so why should they
stop now?
Circuses that don’t use wild animals are still great fun for
everyone.
To really learn about these animals, we need to see them in their natural, wild habitats.
Circus animals only spend a few hours a day out of their
cages. They have to eat, sleep and even go to the toilet in
their small cages for the rest of their time.
The circus says that working with the animals stimulates
their intelligence and it keeps the animals fit and agile.
Although they may look like they’re having fun, the animals do not enjoy doing tricks; they are forced to do them. If they don't do them right, they may
be punished.
Animals in circuses can become depressed, pacing
around or swaying from side to side. Sometimes they even
harm themselves.
Circus animals are transported from location to location in
cramped conditions. This can be very stressful for them.
It is amazing to see all the tricks that the circus trainers can get the animals to do.
Activity 1:
Title Should the use of wild animals in circuses be banned?
Paragraph 1 Introduction
Introduce the argument (you may use rhetorical questions) and why you are discussing it, make sure this is third person and fact driven
Paragraph 2 For
State point and explain with evidence – link similar statements/ideas together using conjunctions. Repeat this until discussed everything ‘for’
Paragraph 3 Against
Contrast/argue the above points and explain with evidence – link similar statements/ideas together using conjunctions. Repeat this until discussed everything ‘against;
Paragraph 4 Conclusion
Your opinion (first person) – conclude the argument (summarise for/against) and include your own opinion based on this.
Activity 2 - Plan – Option 1:
Gather all the for information together (still linking similar ideas together so sentences can be detailed) and explain all of this before moving on to against,
Title Should all countries ban the use of wild animals in circuses? Paragraph 1 Introduction
Introduce the argument (you may use rhetorical questions) and why you are discussing it, make sure this is third person and fact driven
Paragraph 2
For – Point 1
Make a point and explain – with evidence (E.g. Treatment of animals)
Paragraph 3
Against – Point 1
Contrast the above point and argue against - with evidence
Paragraph 4
For – Point 2
Make another point for – with evidence (E.g. Behaviour of animals)
Paragraph 5
Against – Point 2
Contrast the above point and argue against – with evidence
Paragraph 6
Conclusion
Your opinion (first person) – conclude the argument (summarise for/against) and include your own opinion based on this.
Activity 2 - Plan – Option 2:
Discuss one aspect of ‘for’ (for example the treatment of animals – only using facts linked to this point), then contrast this with one point for ‘against’, and repeat until you have discussed 2 points for ‘for’ and 2 for ‘against’.
Wednesday – Maths Arithmetic
Please choose your own level of challenge. You can mix between the levels if you wish. We
would like to complete at least 10 questions, but of course you may do more if you wish!
1). 4338 x 1000
2). 0.07 ÷ 10
3). 568 ÷ 8
4). 40 x 90
5). 855 ÷ 15
6). 5/8 x 5/6
7). 12 + 72
8). ? – 100 = 3640
9). 1 and 4/9 + 6/9
10). 3911 - ? = 983
1). 9 – 0.15
2). 6572 x 56
3). 10 + 12
4). 7/8 – 1/2
5). 723 x 75
6). 15 x 9.8
7). 90 x 1.8
8). 1/9 + 1/5 + 1/15
9). 5/8 ÷ 7
10). 0.5 x 62
1). 3675 ÷ 27
2). 2 and 1/4 ÷ 46
3). 0.3 x 50
4). 3/9 + 7/11
5). 2/5 x 300
6). 1 and 4/9 + 5/6
7). 15% of 380
8). 4/13 ÷ 5
9). 1/5 + 1/25 + 1/50
10). 4.6 x 60
Have a go at the daily flashback:
Wednesday – Maths Online Video Tutorial - Angles
Online video tutorial on Microsoft Teams
Please login to Microsoft teams and watch the online video tutorial.
It is on Angles in triangles and missing angles.
There will be questions throughout the video, so please make sure you have something to write
with, and something to write on whilst watching the video.
As we go throughout this term, this knowledge organiser may be useful to support your learning about Light
Knowledge Organiser - Light
Key facts: Light appears to travel in straight lines. This affects
what we see and shadows.
Objects are seen because they give out or reflect
light into the eye.
We see things because light travels from light
sources to our eyes or from light sources to objects
and then to our eyes.
Because light travels in straight lines, shadows
have the same shape as the objects that cast them.
Key vocabulary:
absence absorb block bright
cornea concave mirror convex mirror dark
dim image iris lens
light source mirror natural opaque
optic nerve plane mirror rainbow reflection
refraction retina shadow spectrum
surface translucent transparent transmit
How can we see?
1. Light from the light bulb travels in a straight line and hits the chair.
2. The ray of light is reflected off the chair and travels in a straight line to the girl’s eyes, enabling her to see the chair.
A shadow is always the same shape as the object casting it. Opaque objects block the path light travelling from a light source – it blocks the light rays that hit it, while the rest of the light can continue
travelling.
At the back of our eye is a sensitive sheet of nerves called a retina. They can detect light when it comes in through the pupil and send messages to the brain about what we can see.
Wednesday – Science – Working Scientifically
1). The Bending Pencil Experiment: Light Refraction
Step 1: Fill a drinking glass or glass jar with water. You'll get the best results with a clear, glass container for this experiment.
Step 2: Hold the tip of a pencil while inserting it into the water. You can already see that the pencil appears larger once in the water (as water is also a magnifier).
Step 3: Look at the pencil through the side of the glass or jar - did it bend? You should see a distinct 'break' in the pencil when you peep through the side of the glass.
Why Does a Pencil Look Bent in Water?
Light waves travel faster thought air (which is a less dense material) than they do through water or glass (a denser material). So, as the light waves enter the glass and water, they slow down and bend into the water. Since the light waves are no longer traveling at the same angle, this makes the pencil appear to 'break' when you look at it through the glass of water.
Use items and objects around the house to carry out these quick practical experiments that demonstrate how light possesses certain characteristics! There are 3 different experiment/activities for you to have a go at. Please share any results/outcomes with us at @GorseyY6 or #gorseyfromhome
2). How Light Waves Travel through Water
Let's look at light waves without the pencil. Since both the glass and the water are more dense materials than air, when you shine a torch into the glass (on the left), the light waves will slow down slightly as they enter and then return to normal as they exist the other side so you see one round spot of light. However, once you add water to the glass (on the right), you can see that the light shining through the glass is more dispersed - now there is BOTH a spot of light and a 'glowing' outline of the jar showing on the wall due to how the light waves are refracting (or bending) as they travel through the water. If you've ever been on a boat and looked over the side into the water, this explains why you can see so much below the water - sunlight is refracting (bending) to illuminate a wider area.
When you run on the sand at the beach, you can move quickly because you are only running through air. However, when you continue to run into the sea water, you will not be able to move as quickly because water is denser and slows you down. The same applies to beams of light - as they enter water, they slow down and can't move as quickly.
3). Light Puppet Show
Use toys or objects from your home to create a shadow puppet show or scene! Can you write an explanation of how this proves that light travels in straight lines using the following key vocabulary?
opaque
source
shadow
straight
reflect
Introduction (3rd person) Introduce – give context
For (3rd person) State point + Explain/Evidence
Against (3rd person) State point + Explain/Evidence
WAGOLL:
The use of wild animals in circuses has happened for many years throughout history, however their use has become a hotly discussed issues over recent years. Circus owners protest that the animals draw in crowds and that they follow guidance on animal welfare so that any animals used are treated well. But many animal rights groups have argued that allowing wild animals to perform in circuses is inhumane and are pushing for their use to be banned in all countries. Many have already banned wild animal use in circuses, but are they right too? Here are some of the arguments for and against whether the use of wild animals should be banned in circuses.
Firstly
To begin with
However…
In contrast…
Even though
Another point is …
In addition to this…
Some people believe…
For example
Also,
Furthermore,
Due to,
For this reason,
In order to,
Subsequently
Despite this,
Many people
Although
Contrary to popular belief
There is no doubt that
Thursday – English
LO: To organise writing appropriately/ To write with purpose
This week we are writing a balanced argument to answer the question:
Should the use of wild animals in circuses be banned? The overview for English over the next few days is this:
Thursday: Revisit plan, write the ‘introduction’ and ‘for’ paragraphs of argument
Friday: Revisit plan and re-read Thursday’s writing, write the ‘against’ and ‘conclusion’ paragraphs of the argument
Today you are going to begin to write your balanced argument using your plan from yesterday.
If you used Plan Option 1 – today, you will write your introduction and ‘for’ paragraph If you used Plan Option 2 – today you will write your introduction, first ‘for’ paragraph and first ‘against’ paragraph.
Below is a table which includes a WAGOLL for the introduction and a range of causal/contrasting conjunctions and adverbials to
include in your writing:
Checklist - have I used:
A mixture of causal/contrasting conjunctions and adverbials
Formal language (no contractions, up-levelled vocabulary)
Technical language (referring to circuses, animals etc)
3rd person for introduction, for and against paragraphs
Does my writing make sense?
Have I got my basic punctuation correct?
Have I checked my spelling?
Thursday – Maths Arithmetic Please choose your own level of challenge. You can mix between the levels if you wish. We
would like to complete at least 10 questions, but of course you may do more if you wish!
1). 123 x 4
2). 72 ÷ 6
3). 3 x 49
4). 5.6 + 3.05
5). 793 - 24
6). 445 x ? = 0
7). 11/15 + 8/15
8). 873 + 1208
9). 8 x 9 x 10
10). 5 x 5 x 11
1). 35% of 740
2). 3/12 of 120
3). 1% of 8000
4). 5/14 + 4/6
5). 15% x 100
6). 6285 ÷ 11
7). 95% of 5000
8). 0.5 x 300
9). 1 and 1/6 – 2/3
10). ? x 0.5 = 33
1). 5.9 x 15
2). 903 x 17
3). 6585 x 37
4). 5273 ÷ 35
5). 1 and 1/6 x 42
6). 0.7 x 700
7). 9/12 – 2/5
8). 34% of 400
9). 2/3 x 111
10). 12/30 ÷ 8
Have a go at the daily flashback:
Thursday – Maths Problem Solving – Angles (based on Wednesday’s video tutorial)
HT Group
1).
2).
a). What type of triangle is this? How do you know? b). Work out the size of angle m __________
3).
5).
4).
JJ Group
1).
There are five equal angles around a point. What is the size of each angle? Explain how you know.
2). Four angles meet at the same point on a straight line. One angle is 81° The other three angles are equal. What size are the other three angles?
3).
What is angle a in degrees?
5).
4).
JM Group
1).
2).
3).
5).
Thursday - Art – One-point perspective
What is one-point perspective? One-point perspective is a drawing method that shows
how things appear to get smaller as they get further away, converging towards a single ‘vanishing point’ on the horizon line. It is a way of drawing objects upon a flat piece of paper (or other drawing surface) so that they look three-dimensional and realistic.
How does it work? Surfaces that travel away from the viewer, on the other
hand, converge towards a single ‘vanishing point‘. This is a point that is located directly in front of the viewer’s eyes, on a ‘horizon line’ (also known as an
‘eye level line’). See example pictures ->
Activity 1 – One-Point Perspective Cubes This exercise explains how to draw a cube in one-point perspective and takes you through the task of drawing three simple blocks that are positioned above, below and in line with horizon line. Follow this link to follow the video tutorial:
https://www.youtube.com/watch?time_continue=12&v=zrLBNYA_KNE&feature=emb_logo Key points:
Objects above the horizon line are drawn as if you are looking up at them (you see the bottom of the object)
Objects below the horizon line are drawn as if you are looking down on them (you see the top of the object)
Objects that are in line with the horizon line are drawn as if they are at eye level (you see neither the top or the bottom of the object)
Vocabulary: Horizon line – a line where water or land appears to end and the sky begins
Linear - arranged in or extending along a straight or nearly straight line
One-point perspective – a form of linear perspective in which all lines appear to meet at a single point on the horizon
Receding lines – lines that move back or away from the foreground
Vanishing point – a point on a horizon where the lines between near and distant objects appear to meet in order to produce an illusion of depth
Key points: In linear perspective, all lines appear to meet a single point on the horizon
Receding lines create straight edges that appear to go back into space
Activity 2 – One-Point Perspective City Create an original artwork of a street scene using a horizon line, vanishing point and receding lines to indicate the illusion of 3D. You must include:
At least 6 buildings
A road
Details like windows, bricks and doorways
Some ‘extras’ like a car, street sign or billboard.
On the last page of this pack we have included a ‘One-Point Perspective Grid’ if you wish to use that to help with your artwork
Please share any outcomes with us at @GorseyY6 or #gorseyfromhome
For (3rd person) State point + Explain/Evidence
Against (3rd person) State point + Explain/Evidence
Conclusion (1rd person)
Firstly
To begin with
However…
In contrast…
Even though
In conclusion…
In my opinion…
On balance…
In other words…
I do/do not believe…
Another point is …
In addition to this…
Some people believe…
For example
Also,
Furthermore,
Due to,
For this reason,
In order to,
Subsequently
Despite this,
Many people
Although
Contrary to popular belief
There is no doubt that
WAGOLL:
In conclusion there are many strong arguments for and against whether the use of wild animals should be banned from circuses. I suppose, if the animals are treated well and seem to enjoy it then surely there is no harm? Then again, a circus is not really the right environment for a wild animal to be forced to live. After considering both points of view; I do not believe that wild animals should be used in circuses because it is not their natural habit. I do not have an issue with keeping and allowing circuses to run, but I do think that the use of wild animals in circuses should be banned in all countries across the world.
Friday – English
LO: To organise writing appropriately/ To write with purpose
This week we are writing a balanced argument to answer the question:
Should the use of wild animals in circuses be banned?
Friday: Revisit plan and re-read Thursday’s writing, write the ‘against’ and ‘conclusion’ paragraphs of the argument
Today you are going to continue to write your balanced argument using your plan from Wednesday.
If you used Plan Option 1 – today, you will write the ‘against’ paragraph and your conclusion If you used Plan Option 2 – today you will write your second ‘for’ paragraph, second ‘against’ paragraph and conclusion
Below is a table which includes a WAGOLL for the introduction and a range of causal/contrasting conjunctions and adverbials to
include in your writing:
Checklist - have I used:
A mixture of causal/contrasting conjunctions and adverbials
Formal language (no contractions, up-levelled vocabulary)
Technical language (referring to circuses, animals etc)
Used 3rd person: for and against, but 1st person: conclusion
Does my writing make sense?
Have I got my basic punctuation correct?
Have I checked my spelling?
Friday – Maths Arithmetic Please choose your own level of challenge. You can mix between the levels if you wish. We
would like to complete at least 10 questions, but of course you may do more if you wish!
1). 6435 + 438
2). 10/13 – 2/13
3). 16 ÷ 1
4). 402 - 191
5). 3.85 – 2.9
6). 8 x 13
7). 4 x 327
8). 8276 - 837
9). ? – 1000 = 9275
10). 10 + (144 ÷ 12)
1). 542 x 83
2). 5/9 + 20/36
3). 42 + 80
4). 1 – 0.12
5). 5/11 x 3/5
6). 588 ÷ 21
7). 400 x 70
8). 162 ÷ 6
9). 0.4 ÷ 100
10). 1000 x 483.4
1). 3 and 1/7 – 5/8
2). 1/6 + 1/4 + 1/9
3). 2.5 x 70
4). 15 x 1.7
5). 3221 x 49
6). 4521 ÷ 37
7). 3 and 1/2 x 53
8). 15% x 10,000
9). 5/11 – 1/4
10). 7% of 700
Have a go at the daily flashback:
Friday – Maths Problem Solving – Review of Learning
Below are some questions on Ratio (from last week) and Angles (from this week). Remember you can re-watch the video tutorials or check back through your work to remind you of anything. Each set of questions get more challenging as you work your way through – so please have a go but leave any that you are unsure of.
Ratio
1.
2.
3.
4.
5.
6.
7.
Angles
1.
2.
3.
4.
5.
6.
Friday – Art – One-Point Perspective City View (looking up!)
Today we would like you to continue to use one-point perspective, but this time to draw a city as if you were looking up
Please share any results/outcomes with us at @GorseyY6 or #gorseyfromhome
There are two really good tutorials on Youtube:
First is Art Room Britt – ‘One-Point Perspective City Tutorial’ She talks through each step and does it in a round view.
Second is Candy Brush – ‘How to draw a city in one point perspective looking up’ No talking (relaxing music) but the steps are shown on screen.
On the last page of this pack we have included a ‘One-Point Perspective Grid’ if you wish to use that to help with your artwork
One-point perspective grid - This may help with any, one-point perspective drawing