Hello Year 6,
Here we are in another week of lovely warm weather and just 4 days away from the start of the Easter break!
Below are some new activities for you to explore.
Remember to pace yourself with your learning and take a well-deserved break over Easter.
Take care, Miss Raw
Using the following website, choose 4 famous scientists to research:
You can then present your findings in one of the following ways:
- An interview between yourself and the scientists, asking them about their discoveries and their importance to the world today;
- An interactive poster with flaps and mini-quizzes;
- An information text for KS2 children. You might like to adopt a friendly and informal tone to present the facts in a more amusing way, like a ‘Horrible Histories’ book.
‘Eric’ by Shaun Tan
Some years ago we had a foreign exchange student come to live with us. We found it very difficult to pronounce his name correctly, but he didn’t mind.
He told us to just call him ‘Eric’.
We had repainted the spare room, bought new rugs and furniture and generally made sure everything would be comfortable for him. So I can’t say why it was that Eric chose to sleep and study most of the time in our kitchen pantry (a kitchen cupboard).
“It must be a cultural thing,” said Mum. “As long as he is happy.”
We started storing food and kitchen things in other cupboards so we wouldn’t disturb him.
But sometimes I wondered if Eric was happy; he was so polite that I’m not sure he would have told us if something bothered him. A few times I saw him through the pantry door gap, studying with silent intensity, and imagined what it might be like for him here in our country.
Secretly I had been looking forward to having a foreign visitor – I had so many things to show him. For once I could be a local expert, a fountain of interesting facts and opinions. Fortunately, Eric was very curious and always had plenty of questions.
However, they weren’t the kind of questions I was expecting….
1) Look at the picture of Eric. What does he look like? What do you think his bags and luggage are made from? Are they natural materials or man-made? Where do you think he might come from and why?
Write a response, using evidence from the text so far and illustrations to support your ideas.
2) Look at the pictures of Eric asking questions.
Create a conversation between yourself and Eric, explaining what each item is. Remember to punctuate your speech accurately and include interesting synonyms for said and adverbs to show how you are both speaking.
3) Imagine you now go on an exchange visit to Eric’s country. What will it be like? What will his home and family look like?
You might like to create a short written description or comic strip.
Two Primes Make One Square
Flora had a challenge for her friends.
She asked, "Can you make square numbers by adding two prime numbers together?"
Ollie had a think.
"Well, let me see... I know that 4 = 2 + 2. That's a good start!"
Have a go yourself. Try with the squares of the numbers from 4 to 20.
Remember: prime numbers only have two factors which are one and itself.
Square numbers are the product of two identical whole numbers, e.g. 1 x 1 = 1, 2 x 2 = 4 (1 and 4 are square numbers).
I’ve attached a prime number grid to help you begin.
Calculate the mean
The mean is an average. Remember, to calculate it you need to add the quantities together and divide by the number of quantities.
Example: Find the mean of 3, 3, 4, 6 and 9.
3 + 3 + 4 + 6 + 9 = 25
25 divided by 5 = 5
The mean is 5.
1) 5, 7, 4, 7, 7.
2) 8, 2, 7, 4, 4.
3) 3, 2, 5, 4, 4, 6.
4) 8, 7, 7, 6.
5) 6, 10, 8, 9, 9, 9, 5.
6) 4, 3, 6, 5, 5, 7.
This is a picture called ‘Pottery’, made by the British artist Patrick Caulfield in 1969.
What can you see?
Are the objects the same size, shape and colour?
Which pot do you think Caulfield drew first?
Here are some instructions so you can create your own overlapping pattern inspired by Caulfield.
1) Draw some simple templates of household objects onto cereal box card and cut out. I chose some plant pots and the watering can from my garden. As it's nearly Easter, you might like to create a pattern using different sized Easter eggs!
2) Arrange the templates on paper, thinking which will be in the background, mid-ground and foreground. Draw around them in pencil, using a rubber to remove the lines of objects that will be hidden by the next layer.
3) Go around the outlines of the objects in a black pen, thinking carefully about which are behind and which are in front.
4) Colour the objects in using bright, bold colours, adding simple detail in black. If there are gaps, colour these in black.
Hello Year 6!
I hope you are all well and enjoying the beautiful sunshine!
I'm going to post activities here on a Tuesday so do check in once a week for new learning.
Take care, Miss Raw
Choose the most appropriate method but remember to show workings to earn marks!
1) 3407 + 23050
2) 45251 + 2104
3) 34 + 62
4) 426 + 299
5) 3.4 + 24.6
6) 4.7 + 23.3
7) 4632 + 31230
8) 3406 + 2344
9) 73 + 26
10) 352 + 201
Remember to line up digits in their place value columns accurately.
1) 96978 – 84891
2) 69964 – 23285
3) 57718 – 49824
4) 285683 – 163609
5) 619179 – 376864
Rob and Jennie were making necklaces to sell at the school fair.
They decided to make them very mathematical.
Each necklace was to have eight beads, four of one colour and four of another.
And each had to be symmetrical (one half of the necklace is the reflection of the other half).
- How many different necklaces could they make?
- Can you find them all?
- How do you know there aren't any others?
- What if they had 9 beads, five of one colour and four of another?
- What if they had 10 beads, five of each?
I’ve attached a necklace template sheet that you could use to help you.
Alternatively, you might like to use colouring pencils and draw/colour the symmetrical combinations, or use colour initial letters, e.g. RYYRRYYR
Templates for the symmetrical beads task
‘The Giant’s Necklace’ Artwork
The following is an extract from Michael Morpurgo’s ‘The Giant’s Necklace’.
11-year-old Cherry is on holiday with her family and wants to complete a cowrie shell necklace. She visits the following beach with her family to collect shells:
Boat Cove just below Zennor Head was the beach they had found and occupied. Every year for as long as Cherry could remember they had rented the same granite cottage, set back in the fields below the Eagle’s Nest, and every year they came to the same beach because no one else did. In two weeks not another soul had ventured down the winding track through the bracken from the coastal path. It was a long climb down and a very much longer one up. The beach itself was almost hidden from the path that ran along the cliff top a hundred feet above. It was private and perfect and theirs. The boys swam in amongst the rocks, diving and snorkelling for hours on end. Her mother and father would sit side by side on stripy deckchairs. She would read endlessly and he would close his eyes against the sun and dream for hours on end.
How do you imagine Boat Cove to look?
Make your own picture. You could use pencils, paints, crayons or create it using different objects, such as blue clothes for the sea and pens or pencils for the path! Take a picture of your collage creation if you can!
Imagine you are the tourist information office and need to persuade others to visit Boat Cove.
Make a persuasive poster or leaflet, encouraging people to visit.
- What can they see?
- What activities will they be able to do?
Remember to use persuasive and positive language in your writing!
Here are some adjectives you might like to use:
incredible, serene, breath-taking, extraordinary, ancient, excellent, marvellous.
And some relevant Year 6 spellings:
environment, yacht, appreciate, leisure, opportunity, recommend, temperature.
Here's an idea to make the most of the wonderful sunshine! Use the glue stick you took with you to join materials! Where it says friend, talk to a sibling or parent!
Common Exception Words/ Statutory Spellings
Children must learn to read and spell all of these words by the end of Year 6. At this point in the year children should be able to read and spell all of Year 5 and most of the Year 6 words.
Please let us know if your child cannot remember their log in.