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MARLBOROUGH PRIMARY SCHOOL

YEAR 5 HOME LEARNING

W/B 13TH JUNE 2020

Dear Year 5,

In this pack, you will find your home learning for the final week of the Summer Term! We advise

you to do a Fast Five and Maths lesson every morning. You will notice that the only English related

activity this pack contains is SPAG (Fast Five) and VIPERS. This is to prepare you for SATS in Year 6.

You should also aim to complete one Science, History, Art, RE, PSHE and Spanish lesson per week.

The end of this year hasn’t been one that anyone could have predicted, and we know that Year 5

has been a very different year for all of you compared to any other school year. We are immensely

proud of each and everyone of you for persevering through these difficult times and doing the

absolute best that you can! We’re sure it hasn’t been easy to be away from your classrooms and

friends for so long, but it has been fantastic to see some of your smiling faces back at school in

these last few weeks. We are even more excited to see all of you back in school in September!

Remember, even though you may not be at school everyday, we are still here to support you if you

need us. Don’t hesitate to email us if you have any questions or even just want to tell us about your

time at home! We would love to hear from you.

Good luck!

Year 5 team

Contents

Fast Five Day 1 – 5 ……………………………………………………………………………………………………………Page 2 - 7

Maths Day 1 – 5 ……………………………………………………………………………………………………………….Page 7 - 14

VIPERS ……………….……………………………………………………………………………………………………..……..Page 15 - 20

Science …………………………………………………………………………………………………………………….....….Page 20 - 21

History ………………………………………………………………………………………………………….………….……. Page 21- 22

RE ………………………………………………………………………………………………………………………….………. Page 22

Art …………………………………………………………………………………………………………………….…………….Page 22-23

Spanish ………………………………………………………………………………………………..………………………….Page 23 - 25

PSHE ………………………………………………………………………………………………………….…………………….Page 26

Spellings …………………………………………………………………………………………………………………………. Page 27

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Fast Five

Day 1

Editing: sentence construction

Effective writing uses a variety of different types of sentence. One-clause sentences are clear and to the point, but

too many will make your writing sound jerky. Multi-clause sentences can link ideas and make writing flow, but if they are too long they will sound confusing.

A mixture of different kinds of sentences is usually most effective.

1. The paragraph below uses only one-clause sentences. See if you can make it more effective by using a mixture of

different types of sentence. Make changes where you can improve it.

One day Anya and Leon went to the canal. They were going fishing. There seemed to be no-one else around. They

chose the best place. They started to get out the rods. Suddenly there was a loud splash. Then there was a scream.

Anya and Leon looked up. They saw something moving in the water. They saw a hand waving. Someone had fallen into the water.

2. The next extract is all one sentence. See if you can make the meaning clearer by splitting it into separate

sentences. Make any changes that you think will improve it.

Human beings need food in order to live so every part of the body needs a steady supply of food so that it can work properly so first the food has to be broken down through a process called digestion so that it can dissolve in the

blood and travel around the body.

3. Change the sentence below into a question.

Some computer games are slow and dull. ________________________________________

4. Change the sentence below into a command.

You can order it today. _________________________________________

5. Change the sentence below into an exclamation.

It´s a really great game. _________________________________________

Day 2

Understanding sentence terms

1. Underline the subject of this one-clause sentence. Draw a ring around the object.

Mr Watkins lost his umbrella.

2. Write a one-clause sentence of your own. Underline the subject and draw a ring around the object.

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3. Negative sentences use words such as not, never, nobody, nothing.

Write a negative sentence about the sentence from question one.

4. Write a negative sentence about the sentence you have written for question two.

5. Add each type of clause to the sentence from question one.

Mr Watkins lost his umbrella.

Add another main clause: _________________________________________________________

Add a relative clause: ____________________________________________________________

Add a subordinate clause: _________________________________________________________

Day 3

Possibility: modal verbs

Modal verbs are the verbs like will, can , could, may, might, shall, must. They are used with other verbs to show different levels of possibility.

Example: He will come. (certain) - He might come. (possible, not certain)

He will succeed. (certain) – He could succeed. (possible, not certain)

1. Add modal verbs so these future events seem possible but not certain.

We ________________ win our next game.

It _________________ rain tomorrow.

She _______________ be late today.

2. Add modal verbs to make these statements sound certain.

It ____________ help.

You __________ go to the ball.

It ___________ be true.

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3. Rewrite the statements below so that they sound less likely, more like possibilities.

I have the answer. ____________________________________

She will win first prize. ________________________________

This will solve the problem.____________________________

4. Write a horoscope with predictions about what might happen in the week ahead. Use modal verbs to show how

likely the events are.

In the week ahead you could meet lots of new and interesting people. ___________________

5. Replace the modal verb in the sentence below but do not change the meaning of the sentence.

It may not be windy enough for us to go surfing tomorrow.

Day 4

Possibility: Adverbs

Some adverbs show different levels of possibility.

Example: It will possibly happen. It will probably hapeen. Of course it will happen.

These adverbs help to show how likely or unlikely you think an event is.

1. Sort these adverbs to show different levels of possibiliy.

Certainly possibly surely never perhaps maybe seldom definitely rarely

very likely: __________ _________ ___________

possible: __________ _________ ___________

not very likely: __________ _________ ___________

2. Add an adverb to make these statements sound very likely.

He will _______________________ succeed.

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This is _______________________ the best.

_____________________, it will work.

_____________________, he told the truth.

3. Change the adverbs below to alter the meaning of the sentences.

This plant will definitely die. __________________________________

I will surely be there. ________________________________________

They are certainly wrong. ____________________________________

It will rain today of course. ___________________________________

4. Complete the second part of the sentence with a suitable possibility.

The letter did not arrive today. Maybe ______________________________.

Our star striker is injured. He might possibly________________________ .

I have lost my coat. Perhaps______________________________________.

5. Find three other adverbs of possibility.

_______________ ________________ _________________

Day 5

Conditional sentences

A conditional sentence has two clauses. The main clause depends on the events or situation described in the other

clause.

Example: If it is sunny at the weekend, we will go camping.

Subordinate if -clause main clause

Modal verbs like will, would, could are often used in conditional sentences.

1. Complete these conditional sentences by adding a main clause that says what you would do in each imaginary

situation.

If I had a magic wand, I _______________________________________________________.

If I were famous, I would ______________________________________________________.

I ___________________________________________________________if I won the lottery.

2. Complete these conditional sentences suggesting what will most likely happen as a result of these actions.

If we continue to destroy forests, __________________________________________________.

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If everyone drops litter in the street, ________________________________________________.

If everyone switches off one light, _________________________________________________ .

In formal writing, ´were´ is often used instead of ´was´ in if-clauses.

Example: If I were rich…… If I were famous ….. If were you …….

This is also known as the subjunctive.

3. Write a sentence using the subjunctive ´were ´form.

If I ___________________________________________________________________.

4. Conditional sentences 2

Modals verbs like could, might, may are used in conditional sentences to show different shades of meaning.

Example: If it is sunny, we could…..might...may…..go camping.

If I were rich, I could …….might….may….buy a mansion.

Complete these conditional sentences to show a range of possibilities.

If it continues to rain, we will ________________________________________________.

If it continues to rain, we could ______________________________________________.

If it continues to rain we might______________________________________________.

If I keep practising I will __________________________________________________.

If I keep practising I could _________________________________________________.

If I keep practising I might __________________________________________________.

5. Some conditional sentences look back on events and suggest how things could have been different. Complete the

if-clauses in the sentences below.

If you had picked up the banana skin, I would not have slipped over.

If____________________________, we could have won the game.

If ___________________________, I might have arrived on time.

If ___________________________, you might have known the answer.

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If____________________________, it would have hit the lorry.

If____________________________, I could have seen the sunrise.

Maths

Day 1

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Day 2

Word problems involving decimals:

1. Look at the table above

a. What is the total cost for a return journey to York for one adult and two children?

b. What is the total cost for a return to Hull and a single to Leeds for four adults?

2. Colin lived in Scotland and was going to take his caravan on holiday to France. On the first day

he travelled 472.87 miles to Portsmouth. He got a ferry which travelled 73.92 miles. He then got

off the ferry and drove 134.56 miles to the camp site.

a. How far did Colin travel to the camp site?

Hull York Leeds

Adult single £12.50 £15.60 £10.25

return £23.75 £28.50 £19.30

Child single £8.50 £10.80 £8.25

return £14.90 £17.90 £14.75

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Day 3

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Day 4

Word problems involving decimals:

1. Michael Schumacher can travel at 166.35 mph in his Ferrari. How far can he travel in 5 hours?

2. Joanna went to wash her car. She parked her car 56.84 metres from the tap. Her hose was 50.07 metres long. How much closer would she need to park her car so that the hose could reach it?

3. The temperature in the classroom was 21.8 °C. Claire left the door open and the temperature

dropped by 3.7 °C. Rohan turned the radiators up and the classroom temperature rose by 5.7 °C. What was the temperature now?

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Day 5

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Answers

Day 1

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Day 2

Day 3

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Day 4

Day 5

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VIPERS

Lesson 1

QFL: How do you find and explain the meanings of words in context?

Success Criteria YES NO

I can use a dictionary to find the

meaning of a word.

I can make inferences about the

meaning of a word in context.

Text

Trickiest 1. Define 'Faun'.

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2. Why do you think this author has chosen the words 'frightened and excited' to describe how Lucy is feeling? 3. Write two other adjectives to describe how Lucy might be feeling. Trickier 1. Define the word 'inquisitive' 2. Find and copy another word in the text that means 'a quick look'. 3. 'Crunch, crunch' - what literary technique is this? Tricky 1. Find and copy two words which show how Lucy is feeling. 2. Find and copy a synonym for 'bizzare'

1. 3. Write down two adjectives used to describe the man in the story

Lesson 2

QFL: What is my understanding of a non-fiction text?

Success Criteria YES NO

I can use a dictionary to find the

meaning of a word.

I can show an understanding of

a non-fiction text.

Text

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Trickiest 1) What does the word mortal mean? Use the text to help you write a definition of the word. 2) Find and copy a word that tells you the Black Death was a sad event for the people at the time. 3) For each paragraph, think of a sub heading that would tell the reader what the paragraph is about. You can only use up to 5 words! Challenge - can you write it in 3 words?! Trickier 1) What is the definition of the words below? Use a dictionary. -mistranslation -wrought -chronicles -posterity 2) Can you write these words in your own sentences to show you understand what they mean? Tricky 1) Find the meanings of the words below using a dictionary... -mortal -abysmal -woe 2) What is a rodent? Find and copy the phrase in the text that tells you.

Lesson 3

QFL: What inferences can I make about a poem?

Success Criteria YES NO

I can use a dictionary to find the

meaning of a word.

I can make inferences about the

meaning of a word in context.

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Lesson 4

QFL: What can I recall from a non-fiction text?

Success Criteria YES NO

I can skim and scan to extract

information quickly.

I can use evidence from the

text.

Trickiest 1) In the first paragraph, how do the words 'clammy, stumble, stutter' make the reader feel? How does this paragraph suggest this? 2) What does 'his eyes had a kindness like nothing I'd seen' might mean? 3) How can you tell that Ryan's 'nerves and fear' has gone away? Trickier 1) Find a definition for these words below. You can use a dictionary to help you: a) amble b) descend c) dissolve 2) Write these words in a sentence to show your understanding. 3) What is the moral of the story? How does it make the reader feel? Tricky 1) Find and copy three phrases that show the writer is nervous or anxious... 2) Who is telling the story? 3) What is the moral of the story? How does it make the reader feel?

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What are the British Isles? England was once the most powerful country in the world. It covers more than half of a rocky island that lies off the coast of continental Europe. England, Wales, Scotland, and Northern Ireland together are known as the United Kingdom of Great Britain and Northern Ireland. Without Northern Ireland, they are called Great Britain. The rocky coasts of Britain have protected it from attack.

History of the British Isles: It has been nearly 1,000 years since enemy soldiers landed there. Because they lived on an island, the English people had to travel first by boat whenever they wanted to go anywhere outside their own country. The English people have been good sailors for a very long time; since the days when they first built their own ships and sailed all over the world. This allowed England to build the greatest empire the world has ever known. In the late 1800s England ruled nearly ¼ of the world's land area and 1/5of its people. It ruled large parts of Asia, Africa and North America. It ruled Australia, New Zealand, Canada and most of India. It rules places in South and Central America and more than 1,000 islands. England became very rich from its trade with the empire countries. English ships brought home products and materials from these countries and carried back things made in English factories.

Temperature and Climate

The British Isles have very small temperature variations. This is because they are quite close to the Atlantic, which acts as a temperature buffer, warming the Isles in winter and cooling them in summer. Coastal areas tend to be more mild in temperature due to the heat capacity of the ocean. Water takes longer to heat and cool down than land, so in the summer the water in the ocean is colder than it is in the winter. In valleys can be very cold as cool air collects in them during the winter. Across the British Isles, July is usually the warmest month of the year and temperatures in South- East England can be similar to those found in Continental parts of Europe such as France, Germany, Italy, Portugal and Spain. During the winter months temperatures usually do not reach freezing points, especially in coastal areas. However, the temperature is mainly warm to mediate temperatures Did you know: • Recently the British Isles have undergone some record breaking events. In 2004-2006, a partial drought caused fires to break out throughout the south of Great Britain, and water restrictions were introduced in some areas. The drought problems were luckily solved due to the unusually wet period between October 2006 and July 2007, which had higher than average rainfall. • All the Countries in the British Isles share the same currency. The pound sterling is used across all for countries, although are from each countries national bank. Eg Bank of Ireleand, Bank of England, Bank of Scotland, Bank of Wales. • Welsh people celebrate their ancient culture in annual arts festivals called eisteddfods, where poets, dramatists, performers, and choirs compete with each other. The Welsh are renowned for their singing, and male-voice choirs can be found in factories, villages, and towns. • Over 23 million tourists visit the British Isles each year, attracted by their history and heritage. Visitors flock to the medieval cities of Oxford and Cambridge, the Roman city of Bath, Shakespeare’s home town of Stratford-upon-Avon, and the beautiful scenery of Ireland, Wales, and the Scottish Highlands. Royal palaces and traditions are also a major attraction. Trickiest 1. Why can the temperature in valleys be particularly cold? 2. What is an 'empire country'? 3. When is it a good time to go swimming in the sea? Why? 4. What were the English once really good at? Trickier 1. Which parts of England usually has a climate similar to Continental Europe? What it this like?

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2. Why do the British Isles have very small variations in temperature? 3. What are the Welsh famous for? Tricky 1. What has helped protect Britain from attack? 2. What is the temperatures usually like in coastal areas? 3. How many tourists visit the British Isles each year?

Science – Hot Task

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History – Hot Task

For this hot task create a poster on everything you have learnt about ancient Mayans.

A few guiding points:

• Where and when did ancient Maya live?

• What did they eat?

• How did they dress?

• What sports did they play?

• How was Mayas civilisation structured (kings, slaves

etc)?

• How was their every day like?

• What was Mayas law like?

• What did Maya believe in?

• What are achievements of the ancient Mayas?

• How did the ancient Maya civilisation come to an end?

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RE – Hot Task

Answer the following questions using full sentences:

1) What is the Lord’s prayer?

2) Why is it important for Christians?

3) What symbols represents Christianity and how?

4) How do Christians and Muslims talk to God?

5) Why is community really important to both Christians and

Muslims?

6) Write two paragraph describing a few similarities and a few

differences between Christianity and Islam. Focus on the:

• holy books

• prayer

• where and how do they pray

• significant places they travel to

• the way they dress

• their religious symbols

• the people who represent God in their religion

• how do they both express their faith

• anything else you can think of.

Art

QfL: How can I create an art piece to represent a string of memories?

Success Criteria YES NO

I can recall the different styles

of art and design I have used

this year.

I can create an art piece using

different styles of art.

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Main task:

Last week, you had taken the time to plan your final art piece for the year. You should have a sketch in your book that reminds you how you want your art piece to look like. This week, you are to begin creating your art piece.

Think about how you are going to use the different mediums (materials) to show each memory you are including in your work. How can you blend your memories together so that they tell a story?

Once you have finished, write a paragraph explaining what the memories you have used are and why you have put them together. Also, detail the ‘story’ the memories are going to tell.

Spanish – Hot Task

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Answers

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PSHE – Hot Task

For this hot task I want you to prepare a “programme” on a healthy lifestyle. A programme is written as a set of

instructions. Remember when you wrote a set of instructions on how to be a Buddhist monk? This is going to be similar. You can choose your own title. What you should focus on:

• Healthy eating

• Staying healthy physically (exercise, sleep)

• Mental health (mindfulness, yoga, breathing exercises)

You can of course add other things that makes a healthy lifestyle.

Feel free to check the PSHE lessons we did in this half term – they can be of a great help. In case you have forgotten how to write a

set of instructions, here are some main points:

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