Home Learning – 28.1.21

Good morning and happy Thursday!

Thank you to everyone who has sent in work so far this week 🙂 it has been lovely to see how you have been getting on with everything and listen to other things you have been up to at home!

Extra Learning:

Here is some David Attenborough chosen by Mrs Pomeroy –

https://www.youtube.com/watch?v=7MxeAPR-uvQ

Today’s Maths and SPAG work have been set by Miss Scotchford and P.E has been set by Mr Edwards. We will make sure any feedback gets passed on!

Maths:

Good morning year 5. It’s Thursday again so that means … ‘Murder Mystery Maths’!

The answer to the third clue is: KILLER IS RIGHT HANDED. Remember to eliminate any suspects this doesn’t apply to on your list.

Clue 4 – It’s time to coordinate your investigation.

Before you try and solve our fourth clue, watch this video which will show/remind you how to follow coordinates: 

Coordinate Plane Song ★ Plotting Points on all 4 Quadrants – YouTube      

https://www.youtube.com/watch?v=1O12C9EcdFo

HELPFUL TIPS:

  • When following or giving coordinates, the x axis always comes first and is followed by the y axis. You can remember this by saying ‘along the corridor and up or down the stairs’.
  • (0, 0) stands for the origin which is the centre point of the four quadrants.
  • The first quadrant is in the top, right corner (where both the x and y axes are positive). You can number the other quadrants by going anti clockwise.
  • Each coordinate is in brackets and will have 2 numbers. These numbers will be separated by a comma and can be positive or negative.
  • Use the following spacing to record your clue:

_ _ _ _ _ _ _ _     _ _ _ _ _     _ _ _     _ _     _     _ _ _     _ _ _.

SPAG:

Spelling:

Our spelling patterns today are words ending in –able and –ably, for example, respectable and respectably. The root word for both of these is the same – respect.

Using these root words, can you add the suffixes – able and –ably to create two new words:

Comfort

Consider

Reason

Enjoy

Change

Notice

Depend

Understand

The root word is not always kept the same, however. For example, in adorable and adorably where the root word is adore. Here, the e has been taken off before the suffixes are added.

Some root words only work if you add one of the suffixes, such as ‘recycle’. We can remove the e and add – able to spell recyclable but there is no such word as recyclably.

Words such as capable use the spelling pattern –able but not as a suffix. This is because capable is the root word. Inevitable is another example of this.

And finally… sometimes, we change the root word to use the suffixes –able or – ably, for example, apply becomes applicable and applicably, tolerate becomes tolerable or tolerably and rely becomes reliable and reliably.

Here are some activities and games you can have a go at to spell words that use these suffixes:

https://www.spellzone.com/word_lists/look-say-cover-write-check-114.htm

https://www.spellzone.com/word_lists/games-114.htm

https://www.spellzone.com/word_lists/look-say-cover-write-check-10232.htm

https://www.spellzone.com/word_lists/games-10232.htm

Daily Maths:

Choose a number 34/232/5437.3

  1. Write in words
  2. Write in Roman Numerals
  3. Find half
  4. x20
  5. +100
  6. -56
  7. +20 – 15
  8. ___________ + ? = 7584
  9. x4
  10. _______________ is how many minutes it takes to go on your walk. How many hours and minutes is this? (you may need to take away the decimal for this)

Science:

We are going to be exploring floods this week in science.

We are going to start off with a little experiment. 

You will need:

  • Paper
  • Pen
  • Sponge,
  • Flannel or Cloth
  • A deep tray or bowl
  • Jug of water.

Method:
All through this investigation you will need to make observations of what happens to the sponge or cloth.  You don’t need to write anything down but you may find it helpful

Place your sponge in the middle of the bowl.  If you are using a piece of cloth, make sure it’s folded and not laid out flat.

Gently pour the water onto the sponge and observe what is happening to the sponge.

Here are some questions to guide you.
What is the difference between the sponge at the beginning and the end?

Is there a point where the sponge can not soak up any water?

What happens to the water if the sponge can’t soak it up?

What does the sponge represent?

How does this relate to flooding?

Now you have completed your experiment, take a look at this video.
https://www.youtube.com/watch?v=Qe350nm_odA

Your task for science this week is to create your own village or villages and create your own flood!  

In your tray,  create a village using some mud (preferably dry…although that seems tricky at the moment!)  Can you add some houses which can be made out of lego, cardboard even a building block , trees (sticks)

Can you now add water to your village.  how much water can it take before it floods?  It would be great if you can video or photo your learning at different stages!

If you would like to extend yourself a little further.  Can you make a second village but change an element to it.  For example,  add stones to the mud, add more or less houses,  add more or less trees. 

What happens when you add water? Can you compare your villages?  Does one village flood more or less than the other and can you tell us why? 

Have fun.

P.E:

Yoga

Warm up – Please perform 10 of each movement to get your body ready for exercise.

  • High Knees – While walking, lift knees high in the air. Intensify by adding arm movements, like a hand or elbow touch; or by speeding up the walk to a jog.
  • Walking Lunges – Step forward with one leg and lower so the knee is at a 90-degree angle and the back leg is stretched out long. Then lift the back leg up and forward so it’s bent and in front. Continue alternating lunges while moving forward.
  • Arm Circles or Swings – Hold arms outstretched from shoulders and turn in small circles, then increase the size of the circles. Or swing arms forward and back from the shoulder.
  • Jumping Jacks – When you’re ready to add some more intensity to your warm-up exercises, incorporate jumping jacks—they involve both arms and legs and add impact to your routine.
  • Side Hops – With feet together, jump from one side of an imaginary line to the other. Or hop on one foot and switch back and forth.

Main Activity – Today we will be looking at turning yoga movements into a story and I have managed to find a video that shows you exactly this. It tells a story about a famous wizard through the art of yoga.

Q – Can you guess who the famous wizard is before watching the video?

Please follow the video and do the movements to the best of your ability!

Extension – Can you make a short yoga sequence about your favourite movie?

Have a great day!

Mrs Powell, Mrs Hewitt and the Year 5 team!