# Home Learning Tuesday 5.1.21

Happy New Year!

Good morning Year 5 – we hope you had a restful break and are looking forward to embracing some home learning. Mrs Powell and Mrs Hewitt have been busy planning some great activities that you can complete at home. These can be spread out over the course of the day and some will fit in with our new topic:

No Mountain High Enough

Another great place to look for any extra work is:

Work can be sent into our year group email address (the same one that you use for creative homework) and an adult will respond to you. On Friday we will celebrate this learning by creating a photo gallery so keep an eye out for your work!

‘My Maths’ will also be set on Friday, please make sure this is completed by the following Friday.

Maths:

Warm Up: Multiply and Divide these numbers by 10 and 100

56, 22, 574, 32, 5, 421

This week we are looking at solving Multi-Step Problems

What is a multi-step problem?

Can you write an example of one?

Here is mine:

25 – 4 + 6

What steps do you need to take to solve this problem – are there different ways of solving it?

This is how I would:

25 – 4 = 21

21 + 6 = 27

OR

6 – 4 = 2

25 + 2 = 27

Use this link for a Spinner and generate some numbers to make your own number sentence (you can edit the numbers on your spinner to challenge yourself)

http://www.superteachertools.us/spinner/spinner.php?title=Super+Spinner&directions=Click+the+wheel+below+to+spin%3A&colorscheme=color1&labels=1%2C2%2C3%2C4%2C5%2C6%2C7%2C8%2C9%2C10%2C11%2C12%2C13%2C14%2C15

Your number sentence number contain a + and a –

Extension:

Consecutive Numbers:

##### Well I wonder how often you have noticed that there are numbers around the place that follow one after another 1, 2, 3 … etc.? Sometimes they appear in reverse order when a countdown is happening for a launch of a rocket. But usually they happen in an order going up, like when you read through a book and notice the page numbers. These kinds of numbers are called consecutive numbers, you may have heard of the word before – it simply means that they are whole numbers that follow one after another.

This investigation uses the idea of consecutive numbers and gives us other numbers to explore.  You may very well discover things that NO ONE else has discovered or written about before, and that’s GREAT!

So this is how it starts. You need to choose any four consecutive numbers and place them in a row with a bit of a space between them, like this:

When you’ve chosen your consecutive numbers, stick with those same ones for quite a while, exploring ideas before you change them in any way. Now place + and − signs in between them, something like this :

4 + 5 – 6 + 7
4 – 5 + 6 + 7

and so on until you have found all the possibilities. Are you sure you’ve got them all?  You should include one using all +’s and one that includes all −’s.

Now work out the answers to all your calculations (e.g. 4 – 5 + 6 + 7 = 12 and so on).

Now try other sets of four consecutive numbers and look carefully at the sets of answers that you get each time.

Are you surprised by anything you notice?

It is probably a good idea to write down your ‘noticings’. This can lead you to test some ideas out by starting with new sets of consecutive numbers and seeing if the same things happen in the same way.

You might now be doing some predictions that you can test out…

FINALLY, it is good to ask the question “I wonder what would happen if I … ?”
You may have thought up your own questions to explore further. Here are some we thought of:

“What would happen if I took the consecutive numbers in an order going down, instead of up?”
“What would happen if I only used sets of three consecutive numbers?”
“What would happen if I used more consecutive numbers?”
“What would happen if I changed the rule and allowed consecutive numbers to include fractions or decimals?”
“What would happen if I allowed a + or − sign before the first number?”

English:

Warm Up:

This sentence include alliteration:

The caterpillar crawled carefully on the curly, cabbage leaf.

Now think of your own sentences describing the pictures below using alliteration:

https://www.pobble365.com/almost-retired

Initial thoughts:

What can you see?

What do you immediately think?

Who are they?

Where are they?

Start thinking about what the problem in the story might be…

Setting Description:

Where is the main part of your story set?

How could you describe this?

Have a go at writing a short setting description.

Character Description:

Who are the main characters?

What are their personalities?

What do they look like?

Have a go at writing a character description

Daily Maths: Choose the number 64/573/1897.2

1. x 3
2. +25
3. x20
4. divide by 10
5. write in words
6. ________ + ? = 4532
7. +54 – 22
8. -56
9. +65.3
10. In a school there are __________________ children. 13 come by car, 23 come by bus, how many children walk?

French:

What animals can you remember seeing in the video?

Have a go at drawing these animals and then labeling them correctly. You may need to watch the video a few times.

Topic:

No Mountain High Enough!

What do you think this topic is about?

It is time to let us know what sort of things you would like to learn about in relation to this topic! Have a go at thinking about all the different types of learning we do in class and how you could fit in this topic.

For example:

Maths: comparing height of mountains in the world/how long would it take to climb the highest mountain?

English: the journey of a river/report of the worlds biggest floods

Art: Sketching mountain ranges/Outdoor art

I am sure you can all think of lots more!

Have a great day everyone! Hope to hear from you all soon!

Mrs Powell & Mrs Hewitt