Good morning, Year 6!
If you haven't managed to do any topic learning so far this week, please make sure you do some today. You have got lots to pick from! There's science and P.E. in Monday's blog, R.E. and PSHE in Tuesday's blog, French and history in Wednesday's blog, geography and art in Thursday's blog post, and computing (and a library activity) in today's blog post.
We will be asking you to email us a photo to show us some of the work you have been doing from this week onwards, so do make sure that you are keeping up with your learning activities. The email address to use to contact us is: year6.cabot@bristol-schools.uk (you can also use the email for any questions you want to ask us).
You can also use this email address to send us any messages or art that you'd like us to display on the school gates for the community to see.
GPS
If we have given you your username and password for Active Learn, then please log-in and complete the spelling games that you have been assigned. (Remember the school code: capr)
If we have not give you your username and password for Active Learn, then please complete the following handwriting practice:
In the sentences below, the adverb ‘slowly’ is used to describe how the man enters the room. Adverbs are like roving reporters – they can be moved around the sentence, e.g.
a) The man went in, slowly.
b) Slowly, the man went in.
c) The man went slowly in.
d The man slowly went in.
Where would you put the adverb? How does the meaning of the sentence change as the adverb moves?
By changing the position of the adverb, we can often either alter the meaning or add emphasis to a sentence. In this instance, by placing the slowly at the end, we infer that the character has a heightened awareness of the situation they are in and therefore deliberately enters with caution.
Try playing around with the adverb position in the following sentences. Consider how it alters the meaning and where the emphasis is best placed. Where else could the adverb go?
1. Cautiously, Samantha crept towards the door that stood before her.
2. Sadly, the boy stared out of the window.
Challenge: try this out with a sentence of your own.
Starter
Go on Mathletics for at least 10 minutes.
Main Activity
How many of these challenges can you complete? Post your answers in the comments below! (Or email us at year6.cabot@bristol-schools.uk).
Topic
Library
Listen to either this extract of 'Murder Most Unladlylike' or this extract of 'Charlie Changes into a Chicken'.
If you haven't managed to do any topic learning so far this week, please make sure you do some today. You have got lots to pick from! There's science and P.E. in Monday's blog, R.E. and PSHE in Tuesday's blog, French and history in Wednesday's blog, geography and art in Thursday's blog post, and computing (and a library activity) in today's blog post.
We will be asking you to email us a photo to show us some of the work you have been doing from this week onwards, so do make sure that you are keeping up with your learning activities. The email address to use to contact us is: year6.cabot@bristol-schools.uk (you can also use the email for any questions you want to ask us).
You can also use this email address to send us any messages or art that you'd like us to display on the school gates for the community to see.
GPS
If we have given you your username and password for Active Learn, then please log-in and complete the spelling games that you have been assigned. (Remember the school code: capr)
If we have not give you your username and password for Active Learn, then please complete the following handwriting practice:
Check you know what all of the -ible and -able words in the list mean, and then decide which word completes which sentence. Then, in your neatest handwriting, on lined paper, write out each complete sentence.
Literacy
In the sentences below, the adverb ‘slowly’ is used to describe how the man enters the room. Adverbs are like roving reporters – they can be moved around the sentence, e.g.
a) The man went in, slowly.
b) Slowly, the man went in.
c) The man went slowly in.
d The man slowly went in.
Where would you put the adverb? How does the meaning of the sentence change as the adverb moves?
By changing the position of the adverb, we can often either alter the meaning or add emphasis to a sentence. In this instance, by placing the slowly at the end, we infer that the character has a heightened awareness of the situation they are in and therefore deliberately enters with caution.
Try playing around with the adverb position in the following sentences. Consider how it alters the meaning and where the emphasis is best placed. Where else could the adverb go?
1. Cautiously, Samantha crept towards the door that stood before her.
2. Sadly, the boy stared out of the window.
Challenge: try this out with a sentence of your own.
Maths
Starter
Go on Mathletics for at least 10 minutes.
Main Activity
How many of these challenges can you complete? Post your answers in the comments below! (Or email us at year6.cabot@bristol-schools.uk).
Topic
Computing
Review your knowledge of algorithms and debugging by reading the information on this page and watching the two videos: Algorithms and Debugging. Then, pick one of activities on the Hour of Code website to help you practise your skills.
(There are also three activities at the end of the BBC Bitesize site which I've linked you to - you can complete these instead, if you'd prefer.)
Review your knowledge of algorithms and debugging by reading the information on this page and watching the two videos: Algorithms and Debugging. Then, pick one of activities on the Hour of Code website to help you practise your skills.
(There are also three activities at the end of the BBC Bitesize site which I've linked you to - you can complete these instead, if you'd prefer.)
Library
Listen to either this extract of 'Murder Most Unladlylike' or this extract of 'Charlie Changes into a Chicken'.
You can also choose another book to listen to here: Online Storytime Book List (click on the blue links beneath the 'SCAN ME' QR code). Ms Tupman particularly recommends Orphans of the Tide!
Have a great weekend and remember to email us some of your work!
Mr Town and Ms Tupman
Have a great weekend and remember to email us some of your work!
Mr Town and Ms Tupman
Challenge 1: There were 3 muffins left
ReplyDeleteChallenge 2: She payed 15p.
Challenge 3:He is 24 because the next year he is 25.
Challenge 4:I think it is 36m.
Challenge 5:And working on this
Good work Amira!
DeleteIf you are stuck on number 5, a good place to start might be: which two of the digits multiply to give a 1 in the ones column?
Mr Town
By amira h
ReplyDeleteChallenge 1. There are 3 muffins left.
ReplyDeleteChallenge 2. She pays 15p
Challenge 3. I think the answer is 24 because there is no multiple of 4 that after it is a multiple of 5.
Challenge 4. I think the answer is 26.6666666667 because if u split 8 because if u times 2.6666666667 by 3 u will get 8.000000001 which is close enough.
Challenge 5. Working still
By hamza
Answers 1 to 3 sound good...
DeleteFor number 4, I can see why you have divided 8 by 3... But look carefully at the picture. Between tree 1 and tree 3 there are 2 spaces, and the total distance of these 2 spaces is 8 metres. So what is the distance of one space (between tree 1 and tree 2)?
If you are stuck on number 5, a good place to start might be: which two of the digits multiply to give a 1 in the ones column?
Mr Town
Challenge 1. 3 muffins left
ReplyDeleteChallenge 2. i was stuck on
Challenge 3. 24 years old because after 24 hes gonna turn 25 next year
Challenge 4 i think is 24 because if u count them in 8 because they are 8 metres they become 24 then theres one tree left
Challenge 5. Still working on
Well done, Murwan! Challenge 1 and 3 look correct to me.
DeleteChallenge 2: what's a quarter (or 1/4) of 20? If you can calculate this, then you can work out what Lola's mum paid and what Lola paid.
Challenge 4: I can see why you've counted in 8s, but this hasn't worked, because you have one tree left. Look carefully at the picture. It shows you the distance between trees 4 and 6. Which tree is in the middle? Oh yes, tree 5. What's the distance between tree 4 and tree 5? Use this to help you find the distance between trees 1 and 10.
Challenge 5: I'm still working on this one, too! What do you think the solution is?
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ReplyDeleteChallenge one . 3 are left over.
ReplyDeleteChallenge two. Pays 15.
Challenge three stuck on .
Challenge 4. It's 24 because if you count in 8 it becomes 24.
Challenge 5.stuck .
Hi Masoud,
Delete1. There's no need to accuse Murwan of copying!
2. With question 3, you know that the teacher is older than 18 and younger than 42. You also know that this year his age is a multiple of 4 and next year his age will be a multiple of 5. So, which numbers between 19 and 41 are multiples of 4? Are any of those multiples of 4 followed by a number which is a multiple of 5? (If you can't remember what a multiple is, some multiples of 7 include: 21, 28, 35, 42...)
3. I'm a bit stuck on Challenge 5. Mr Town has given Amira and Hamza some good advice if you look further up. Once I've figured it out, I'll see if I can give you a bit more of a hint!
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DeleteChallenge 5: I rewrote it to show all the steps in the long multiplication, like this:
Delete???
X ??
________
+
________
= 15741
Then I did what Mr Town suggested (I looked for two digits to multiply to get an answer with a 1 in the ones column).
By the it's done by masoud
ReplyDeleteChallenge 1: 3 muffins left
ReplyDeleteChallenge 2: 16p
Challenge 3: 24 years old
Challenge 4: 40 metres
Challenge 5: 583 X 27 =15741
Good work Salah!
DeleteCheck number 2... (maybe start with: what is one quarter of 20?)
Number 4 - you are really close... Work out what the space between two trees is, then multiply by how many spaces there are (not how many trees)
Number 5 - well done! How did you work it out?
Mr Town
This comment has been removed by a blog administrator.
ReplyDeleteThis comment has been removed by a blog administrator.
ReplyDelete