Learning Project - The World Around Us

Age Range: Y5

Weekly Maths Tasks Weekly Reading Tasks

Monday In their exercise book, ask your child to show everything they know about Roman Numerals. This could be pictures, diagrams, explanations, methods etc. They can be as creative as they want to be. They may even be able to create things practically – add a photo if you are able. Tuesday Ask your child to write out all the Roman Numerals that they know up to 1,000. Once they have done as many as they can from memory, they can use the additional resources to help them fill in the gaps. Wednesday Ask your child to complete one set of the Roman Numeral calculations on the attached page in their exercise book. There is an example for how to complete them at the top of the page. Please check their answers for them. Thursday Ask your child to create their own Roman Numeral calculations. How many can they find that will have an answer of 100? Can they use all four operations? Friday Ask your child to complete the Roman Numeral word problems on the attached page in their exercise book. Answers are also attached. Please feel free to change the order of the activities should you wish

Monday - Retrieve Listen to your child read the attached extract and let them discuss what they have read. Encourage them to read with expression and intonation. Ask your child to answer the accompanying retrieval questions in writing. Tuesday - Prediction Ask your child to re-read the text from yesterday. Ask questions that encourage them to make predictions. Suggested questions are attached. Wednesday - Summarise Get your child to read a chapter from their own book, discuss what your child has enjoyed about the book so far. Can they give you a brief summary in writing of the story they have read? Thursday – Infer Ask your child to go back to the chapter they read yesterday. What can they infer about the characters in the chapter or book? Encourage them to think about emotion and personality. Friday – Vocabulary Explore new vocabulary you find when reading. What are the origins of this word? Can it be modified? Can you find any synonyms or antonyms for your new word? Please feel free to change the order of the activities should you wish

Weekly Spelling Tasks (Aim to do 1 per day) Weekly Writing Tasks (Aim to do 1 per day)

Monday ● Ask your child to practise the week 1

spellings from the Term 5 spelling sheet using caterpillar spelling. (see attached)

Tuesday

Use the same words as yesterday. Ask your child to find a definition for each of the words. They may need support to find the most relevant definition. Get them to use each word in a sentence.

Wednesday

Use the same words and practise using the look, say, cover, write, check method.

Thursday

Using the same words, ask your child to record synonyms, antonyms, the meaning of the word and an example of how to use the word in a sentence.

Friday

Test your child on the words they have been practising. Ask them to send me their score or a photo of the test via dojo. I’d love to see how they got on.

Monday

Ask your child to write a recount of the last week to add to their recount of the previous week. They should include how they are feeling about the situation. This could be used in history one day to show what happened during this period!

Tuesday

Write a character description for a character from Pig Heart Boy or Cloud Busting. This could be one of the main characters or one that plays a smaller role in the narrative. Draw a picture of the character to accompany the description

Wednesday

Write a letter as the character you described yesterday to another character in the narrative. What do they want to find out about? How are they feeling about the events of the narrative? Aim to include at least 2 key events from the book.

Thursday

Watch a film of your choice. Write the story in your own words. Aim to include at least 4 different conjunctions, 2 relative clauses, 3 fronted adverbials and a small section of direct speech. It should be written so that I can guess the film without being given the title. Resources to support these language features can be found at the bottom of the document.

Friday

Did you get a response to your letter/email/ text message that you sent last week? If you did, write a response to send back to them. If you didn’t get a response, write a letter/email/text message to another member of your family or neighbour.

Learning Project – Our World To be completed throughout the week

The project this week aims to provide opportunities for your child to gain a better understanding of the World Around Them.

● Let’s Wonder: Throughout history, the world around us has changed dramatically. With the biggest changes happening in the last 150 years. The areas in which we live have gone through lots of changes. Using online resources, can you find out how the area you live has changed throughout history?

https://www.google.com/maps (use the satellite option to look at images over time) https://www.britainfromabove.org.uk/en/search?keywords=bristol&country=england&year=all

Where in the World: We are surrounded by a world of unique plants and animals. Some of which can only survive in very special conditions. Using a range of resources, can you find out about 5

different plants or animals and the conditions that they live in?

● Let’s Create: The world around us is full of beauty and wonder. Can you create a piece of art using materials you find in the world inside and outside of your house? You could use: plants, recycling, newspapers, paint, pencils, etc.

Get Cooking There are fantastic recipes that you can create using foods that do not need to travel too far and can be found nearby. Try creating one of these recipes using local produce.

https://www.bbcgoodfood.com/recipes/sugared-scones https://www.bbcgoodfood.com/recipes/apple-blackberry-crumble (could do with any fruit) https://www.bbcgoodfood.com/recipes/no-fuss-shepherds-pie

Additional Activities

● Be Active:

Joe Wicks will be running free 30 minute PE sessions for children on a daily basis on his You tube channel: https://www.youtube.com/user/thebodycoach1

Go Noodle with the family or have a family workout. Fancy a dance? There are lots of dance videos you could try. Dance. Maybe try some Yoga. Recommendation at least 2 hours of exercise a week.

● Time to Talk: Play a board game, facetime a member of your family you have not seen this week, enjoy a family indoor picnic or have a family dinner.

Additional learning resources you may wish to engage with

TTRockstars / Numbots – Your child’s log in details can be found at the front of their

exercise book

Purple Mash – Class teachers have assigned tasks linked to your learning that you can

have a go at and send back to them.

Bug Club – Your child’s login details have been sent via Class Dojo. Books have been

allocated to children with questions to answer as they read. To access the questions, the

children will need to click on the bug.

Twinkl - to access these resources click on the link and sign up using your own email

address and creating your own password. Use the offer code UKTWINKLHELPS.

#TheLearningProjects

Resources for Maths Learning

Roman Numerals up to 1,000

The Rules of Roman Numerals

Numbers are represented by putting the symbols into various combinations in different

orders. The symbols are then added together, for example, I + I + I, written as III, is 3. To

write 11 we add X (10) and I (1) and write it as XI. For 22 we add X and X and I and I, so

XXII.

Roman numerals are usually written in order, from largest to smallest and from left to right,

but more than three identical symbols never appear in a row. Instead, a system of

subtraction is used: when a smaller number appears in front of a larger one, that needs to be

subtracted, so IV is 4 (5 - 1) and IX is 9 (10 - 1).

The subtraction system is used in six cases:

⋅ I is placed before V and X: IV (4) and IX (9).

⋅ X is placed before L (50) and C (100): XL (40) and XC (90).

⋅ C is placed before D (500) and M (1000): CD (400) and CM (900).

Wednesday – Roman Numeral Questions

Set 1 Set 2

Write the questions and answers in Roman

Numerals and Modern Numbers

1. XV + XV

2. MV + MV

3. XII + XI

4. LX + LX

5. XV + LIII

6. XXXII – XXIII =

7. XXXIV – XVII =

8. XLII – II =

9. XXXVI – XXVI =

10. XXXVII – III =

Write the questions and answers in Roman

Numerals and Modern Numbers

1. CXII + CXV =

2. DCII + CLII =

3. LXVI - = XXIV

4. – LXV = XV

5. XIV + = LXXXVIII

6. + XLV = CIV

7. LVII - = XXX

8. – LV = XV

9. + XXXIII = LX

10. – XXV = XXXV

Wednesday – Roman Numeral Answers

Set 1 Set 2

Write the questions and answers in Roman

Numerals and Modern Numbers

1. XV + XV = XXX

1. 15 + 15 = 30

2. MV + MV = MMX

1005 + 1005 = 2010

3. XII + XI = XXIII

12 + 11 = 23

4. LX + LX = CXX

60 + 60 = 120

5. XV + LIII = LXVIII

15 + 53 = 68

6. XXXII – XXIII = IX

32 – 23 = 9

7. XXXIV – XVII = XVII

34 – 17 = 17

8. XLII – II = XL

42 – 2 = 40

9. XXXVI – XXVI = X

36 – 26 = 10

10. XXXVII – III = XXXIV

37 – 3 = 34

Write the questions and answers in Roman

Numerals and Modern Numbers

1. CXII + CXV = CCXXVII

112 + 115 = 227

2. DCII + CLII = DCCLIV

602 + 152 = 754

3. LXVI – XLII = XXIV

66 - 42 = 24

4. LXXX – LXV = XV

80 – 65 = 15

5. XIV + LXIV = LXXXVIII

14 + 64 = 88

6. LIX + XLV = CIV

59 + 45 = 104

7. LVII - XXVII = XXX

57 - 27 = 30

8. LXX – LV = XV

70 – 55 = 15

9. XXVII + XXXIII = LX

27 + 33 = 60

10. LX – XXV = XXXV

60 – 25 = 35

Friday – Roman Numeral Word Problems

1. Liverpool was founded in MCCVII

How old is Liverpool?

2. A Roman has walked VII miles from his house. The market is XXV miles from his house.

How much further must he walk to the market?

3. A toga measure CXV centimetres long. How many centimetres long would III togas be?

4. There are CM people in Pompeii and CCL in Ostia. How many people are there in total?

5. Solve CCCL + CL =

How many calculations, using Roman Numerals, can you write to get the same total?

6. The internet was first conceived in MCMLXXXIII

In MCMXC Tim Berners-Lee invented the World Wide Web.

How long was it between these dates?

Friday – Roman Numeral Answers

1. MCCVII = 1207

2020 – 1207 = 813

2. VII = 7 XXV = 25

25 – 7 = 18

3. CXV = 115 III = 3

115 x 3 = 345

4. CM = 900 CCL = 250

900 + 250 = 1,150

5. CCCL + CL = 350 + 150 = 500

Possible answers:

CD + C

M ÷ II

C + CC + CC

C x V

6. MCMLXXXIII = 1983 MCMXC = 1990

1990 – 1983 = 7

Resources for Reading

Extract

The house was three miles from the station, but before the dusty hired fly had rattled along

for five minutes the children began to put their heads out of the carriage window and to say,

‘Aren’t we nearly there?’ And every time they passed a house, which was not very often,

they all said, ‘Oh is this it?’ But it never was, till they reached the very top of the hill, just past

the chalk-quarry and before you come to the gravel pit. And then there was a white house

with a green garden and an orchard beyond, and mother said, ‘Here we are!’

‘How white the house is,’ said Robert.

‘And look at the roses,’ said Anthea.

‘And the plums,’ said Jane.

‘It is rather decent, Cyril admitted.

The Baby said, ‘Wanty go walky’; and the fly stopped with a last rattle and jolt.

Everyone got its legs kicked or its feet trodden on in the scramble to get out of the carriage

that very minute, but no one seemed to mind. Mother, curiously enough, was in no hurry to

get out; and even when she had come down slowly and by the step, and with no jump at all,

she seemed to wish to see the boxes carried in, and even to pay the driver, instead of joining

in that first glorious rush around the garden and the orchard and the thorny, thistly, briery,

brambly wilderness beyond the broken gate and the dry fountain at the side of the house.

But the children were wiser, for once. It was not really a pretty house at all; it was quite

ordinary, and mother thought it was rather inconvenient, and was quite annoyed at there

being no shelves, to speak of, and hardly a cupboard in the place. Father used to say that

the iron work on the rood and coping was like an architect’s nightmare. But the house was

deep in the country, with no other house in sight, and the children had been in London for

two years without so much as once going to the seaside even for a day by an excursion

train, and so the White House seemed to them a sort of Fairy Palace set down in an Earthly

paradise. For London is like prison for children, especially if their relations are not rich.

Monday – Retrieval Questions

Remember to answer these in full sentences and use the text to support your answers.

1. How many characters are in this narrative? What are their names?

2. How far from the station was the house?

3. Where had the characters moved from?

4. What was beyond the broken gate?

5. What did each of the characters spot about the house?

6. What happened to the characters when they got out of the carriage? Why did this

happen?

7. How long had the characters been in London for?

8. What comparisons were made between London and the House?

Tuesday – Prediction Questions

1. Why do you think the children were unable to leave London in the last two years?

2. There is mention of the father, but he doesn’t appear to be in the text. Why do you think

he isn’t with the rest of the family?

3. What do you think has caused the mother to feel less positive than the rest of the

characters?

4. This text is the start of a story, using just this, what do you predict the story is going to be

about?

Summary Questions

Can you number these events 1-5 in the order that they happened?

What happened after …….?

What was the first thing that happened in the story?

Can you summarise in a sentence the opening/middle/end of the story?

In what order do these chapter headings come in the story?

Inference Questions

Find and copy a group of words which show that…

How do these words make the reader feel? How does this paragraph suggest this?

How do the descriptions of …… show that they are ……..

How can you tell that……

What impression of …… do you get from these paragraphs?

What voice might these characters use?

What was …. thinking when…..

Who is telling the story?

Vocabulary Questions

What do the words ...... and …… suggest about the character, setting and mood?

Which word tells you that….?

Which keyword tells you about the character/setting/mood?

Find one word in the text which means……

Find and highlight the word that is closest in meaning to…….

Find a word or phrase which shows/suggests that…….

Resources for Spelling

Term 5 Spellings

Caterpillar Spelling Method

Drawing a caterpillar and using each section of the body for a different letter in the word

q u e u e

Look, Say, Cover, Write, Check Method

Resources for Writing

Recount Writing

(Guidance taken from: https://www.bbc.co.uk/bitesize/topics/z2yycdm/articles/zgfhcj6)

How to write a recount

Write your recount in the first person because it happened to you! Eg "I felt excited."

Use the past tense because it has already happened. Eg "It was the biggest fish I

had ever seen!"

Recounts are written in the order in which they happened. This is called

chronological order. Use adverbs such as: firstly, next, then and finally.

Using descriptive words will make it seem like your reader is there with you. Eg "The

fish was shiny and slippery." Focus on the most exciting parts.

Character Descriptions

Possible Characters – Pig Heart Boy

Cam

Cam’s parents – Mum or Dad

Marlon – Cam’s best friend

Dr Bryce – the doctor who performs the heart transplant

Cam’s grandmother

Julie – the girl that Cam has a crush on

Alex – Cam’s unborn sibling

Possible Characters – Cloud Busting

Mr Mackie – the teacher who set the poetry assignment

Sam – the author of the narrative, main character

Davey, or Fizzy Feet– Sam’s secret best friend and the target of the bully

Alex – Sam’s ex-best friend

Direct Speech

Direct speech is a sentence in which the exact words spoken are reproduced in speech

marks (also known as quotation marks or inverted commas).

The general rules of direct speech are:

Each new character's speech starts on a new line.

Speech is opened with speech marks.

Each line of speech starts with a capital.

The line of speech ends with a comma, exclamation mark or question mark.

A reporting clause is used at the end (said Jane, shouted Paul, replied Mum).

A full stop goes after the reporting clause.

If the direct speech in the sentence is broken up by information about who is

speaking, add in a comma or question mark or exclamation mark to end the first

piece of speech and a full stop or another comma before the second piece (before

the speech marks), for example: "It's lovely," she sighed, "but I can't afford it right

now." / "I agree!" said Kate. "Let's go!"

Fronted Adverbials

An adverbial is a word or phrase that has been used like an adverb to add detail or further

information to a verb.

'Fronted' adverbials are 'fronted' because they have been moved to the front of the

sentence, before the verb. In other words, fronted adverbials are words or phrases at the

beginning of a sentence, used to describe the action that follows.

The fronted adverbials are shown in blue.

Relative Clauses

A relative clause is a specific type of subordinate clause that adapts, describes or modifies a

noun. Relative clauses add information to sentences by using a relative pronoun such as

who, that or which. The relative clause is used to add information about the noun, so it must

be ‘related’ to the noun.

Relative pronoun Noun that the pronoun refers to

who Refers to a person

which Refers to an animal, place or thing

that Can refer to a person, place or thing

The relative clauses are shown in purple.

Children can also improve their writing by using an embedded relative clause. This is where

the clause is positioned in the middle of a sentence.

The embedded relative clauses are shown in purple.

Conjunctions

A conjunction is a type of connective ('connective' is an umbrella term for any word that

connects bits of text together). Specifically, a conjunction connects two clauses in a

sentence.

We use co-ordinating or correlative conjunctions to join two parts of a sentence that are of

equal weight or importance.

The co-ordinating conjunctions are shown in red in the sentences.

A subordinating conjunction introduces a subordinate clause (a clause that does not make

sense on its own).

The subordinating conjunctions are shown in red in the sentences.

Resources for Research Projects

Let’s Wonder

Websites that can be used to support research

https://www.google.com/maps (use the satellite option to look at images over time) https://www.britainfromabove.org.uk/en/search?keywords=bristol&country=england&year=all https://www.visionofbritain.org.uk/place/21133 http://www.primaryhomeworkhelp.co.uk/timeline.html Presentation of Findings

Poster

Mind map

PowerPoint

Written form

Where in the World

Websites that can be used to support research

https://www.natgeokids.com/uk/category/discover/animals/

https://animalfactguide.com/animal-facts/

https://www.nationalgeographic.com/animals/facts-pictures/

http://www.plantsoftheworldonline.org/

Presentation of Findings – example

Let’s Create

Get Cooking

Recipe List for Sugared Scones - https://www.bbcgoodfood.com/recipes/sugared-scones

Butter

Self-raising flour

Salt

Bicarbonate of soda

Caster sugar

Milk

Recipe list for Crumble - https://www.bbcgoodfood.com/recipes/apple-blackberry-crumble

Plain flour

Caster Sugar

Butter

Cinnamon

Apple and Blackberries (or alternative fruit)

Demerara sugar (caster could be used alternatively)

Recipe List for Shepherds Pie - https://www.bbcgoodfood.com/recipes/no-fuss-shepherds-

pie

Sunflower oil

Onion

Carrots

Lamb mince

Tomato puree

Worcestershire sauce

Beef stock

Potatoes

Butter

Milk