Excalibur Primary SchoolTuesday 2nd March 2021
Good morning, Year 5.
I hope you had a lovely start to the week yesterday and are looking forward to starting your online learning this morning.
EMA (15 minutes)
Please follow the link to My Mini Maths and scroll to Week 30. (Identifying prime numbers and prime factors.) Click on TUE and don't forget to check your answers.
https://myminimaths.co.uk/year-5-mini-maths/
Maths
You can join me on Teams for this session at 9 am.
Mental Maths (20 minutes)
This week, we are working on our 7x tables. Have a go at the following tasks:
- Open the Mental Maths document and have a go at the inverse questions.
- Follow the link to Hit the Button. You could choose Times Tables, x7 to simply practise your 7x tables or you could choose Division Facts - Hit the Answer or Hit the Question as a challenge.
https://www.topmarks.co.uk/maths-games/hit-the-button
LO (40 minutes)
Subtracting fractions - breaking the whole.
If you were not able to join me for the Teams session, you can click on the video link below or look at the Maths PowerPoint provided to go over today's learning. After, complete the maths activity. If you're feeling confident with the work and want a challenge, choose one of the extension activities:
* page 1
** page 2
*** page 3
As always, don't forget to check your answers and respond to any that you have have done incorrectly. Like we would in school, you should then try to fix them.
English
You can join me on Teams at 10:30 for this session.
Spellings (20 minutes)
Our spellings this week are verbs created by converting nouns and adjectives using the suffix -ate. Please complete the wordsearch attached. Don't forget to spend time revising our words of the week, below.
WOTW: thorough, sufficient, signature, equip
Task 1 (20 minutes)
Relative clauses. For the first task today, we are going to practise writing relative clauses. Remember, a relative clause adds extra information to the noun and usually starts with a word called a relative pronoun. Please read through the PowerPoint and follow the instructions.
Task 2 (20 - 30 minutes)
Today, we are going to be focussing on the next paragraph in our writing. This will be about Carrie and Nick receiving the message that they are to fetch the goose from Druid's Bottom whilst eating their breakfast. Spend time drafting and editing this section. When editing, look at the checklist and start to think about features that you have already included in your writing. Remember though that features can be repeated. Therefore, if you have already started a sentence with an 'ing' opener, it doesn't mean that you can't write another sentence with an 'ing' opener. Also, think about what dialogue you could add.
Mrs Bailey
Guided Reading
Please continue working through the questions.
Mrs Bailey’s Guided Reading group
Please complete the follow up questions that can be found in the files section.
History (in preparation for Computing next week)
I will be on Teams between 1pm and 1:30pm for if you have any questions or need any help/guidance with your learning.
LO – I can research different air raid shelters, including Anderson and Morrison shelters.
LO – I can design my own air raid shelter in preparation for creating my own on Google Sketch Up.
Task 1
Using the PowerPoint presentation and your own research (if you want to), find out about the different air raid shelters that were used during World War 2.
You can also access the link below for more information:
Task 2
Next week, when we are back in school, we will be using a program called ‘Google Sketch Up’ to design our own 3D air raid shelter.
To prepare for this lesson, I would like you to produce a labelled design of your own air raid shelter.
Things that you need to think about and include:
- Your design will need to be based upon the air raid shelters that were used during World War 2, so either the Morrison or the Anderson shelter.
- Please give your design a title to indicate which one of these shelters your design is based on.
- Once you have finished your design, please label it with the features that you have included and the materials that it is made from.
- For example, sandbags to stop water getting in, plants on the top for camouflage.
I look forward to seeing your designs on Seesaw.
History
Please join me for a live lesson at 1:45pm.
If you can’t make the lesson then please follow the instructions below:
LO – I can choose reliable sources of information and use my chosen source to find out what evacuees took.
LO – I can compare what evacuees took with them to what I chose.
Task 1 (5 minutes):
Think about what you would take with you if you were evacuated.
Jot down your ideas as you will need them to refer to later.
***Remember, it would have to fit inside a suitcase so no televisions(!)
Task 2 (10 minutes):
An important historical skill is to be able to choose reliable sources.
You are going to choose what you think is the most reliable source for you to use to learn about what evacuees took with them.
You need to think about where the source has come from, when it was created and whether or not you think that it might be biased.
(The different sources can be accessed in the files section in the document, 'Evacuation sources'.)
|
Source A |
Source B |
Source C |
Source D |
|
Information from the Imperial War Museum website, including photographs.
|
A clip art picture of a suitcase from Twinkl – a modern teaching website. |
Ministry of Health (Government) leaflet
[copied from a website online] |
Extracts from Carrie’s War.
|
Please fill in the ‘Choosing reliable sources’ worksheet to explain which source you have chosen and why.
(If you haven’t got a printer then you can write down which source you chose and explain why instead.)
E.g. I chose … because …
Task 3 (10 minutes):
Read your chosen source and highlight the items that evacuees took with them when they were evacuated.
Task 4 (35 minutes):
Using the list of things that you would have taken if you were evacuated and the information that you found out from your chosen source, you are going to compare the two sets of items.
Please complete a similarities and differences table.
(There is a template in the files section).
Make sure that you explain how they are different, for example, if one of your differences is that they took different clothes then make sure that you write about how the clothes were different, not just 'They wore different clothes.'
Please post your work onto Seesaw.