Year 5 Home Based Learning Passport

Phase 3 – Week 5 – 18.5.20

The aims of this Home Based Learning Passport is to enable children to continue with their learning

whilst there is a period of school closure. All activities are optional, but are designed to provide

structure and focus for each day. Activities are planned by teachers, based on the National

Curriculum expectations for their year group. Activities have been divided into days of the week for

English and maths. This is to help you plan your week and also to ensure that for parents of children

who may be in school, they know the activities that have been covered. If the school is closed for a

number of weeks, a new Home Based Learning Passport will be uploaded to the school website each

Sunday by 6.00pm.

Please do not worry if your child becomes stuck and you cannot explain it to them. All children find

elements of learning challenging at times. An exercise book has been sent home with your child for

them to complete any activities and this can be returned to school after the period of closure.

Daily Tasks

Reading Enjoy a reading book you have at home. If you would like to take part in our “Virtual

Book Group” for Years 5 and 6, we are reading The Book at the Back of the Class by

Onjali Q Rauf and there is a reading activity based on it in the English section of this

passport.

Spelling Visit the Spellotron section of our school website – http://www.stamford-

green.surrey.sch.uk/learning-zone/internal-resources/ . (Please note this needs flash

player). Make sure an adult is with you when you are using the internet. Select Year 5

and then one of the high frequency word tests within the Literacy section. Test

yourself on some of the Year 5 words and see how many you get correct. You could

always re-test yourself to see if you have improved.

Times Tables Spend some time on Times Tables Rock Stars.

This week’s Battle of the Bands tournament theme is class battles in your year group.

Each class has two battles during the week for you to take part in.

Mon: 2M v 2P 4B v 4J

Tue: 3A v 3HS 5B v 5L 6DA v 6PJ

Wed: 2P v 2G 3S v 3L 4V v 4B

Thu: 3L v 3HS 5L v 5B 6PJ v 6DA

Fri: 2G v 2M 3A v 3S 4J v 4V

All battles take place between 11:00-11:30am

Speedy

Maths

Complete one of the speedy maths activities included at the back of the passport.

You have 5 minutes for each activity. If you have a count up timer you can record

your time as well as your score.

Maths

Monday How are people exercising during the lockdown? You are going to analyse what

people are doing to stay fit while we’re all at home more. You need to create a bar

chart from the data you collect.

First, you need to collect your data. Decide on the question you are going to ask and

how you are going to collect the data. You could use a tally chart while you are out

for a walk, noting all the people you pass (at a safe distance). You could use your

telephone or video calls to ask family and friends what they do to keep fit.

When you have your raw data, draw an accurate bar chart to show your findings.

Consider the scale of your x and y axes.

Once you’ve accurately drawn your bar chart, carry out some analysis of what your

data tells you. Make sure you reflect on your original question and then see what else

you have discovered. What is the most popular way to exercise? What is the

difference between the number of people cycling and the number who go out for

walks?

Tuesday

Wednesday

Thursday Steve divides 15 pennies into four small bags.

He labels each bag with the number of pennies inside.

He is then able to pay any sum of money from 1p to 15p without opening any of the

bags.

How many pennies has Steve put into each bag?

Make sure you work systematically. How would you get 1p? How would you get 2p?

How would you get 3p?

You may want to use something to represent the pennies or coins themselves.

Friday Log on to BBC Bitesize and try some of their Friday Challenges:

https://www.bbc.co.uk/bitesize/articles/zdkqmfr

If you do not have access to the internet, here is one of the challenges for you to do:

English

Monday Watch Mrs Jayasuriya read from chapter 10 of The Boy at the Back of the Class

(Starting near the bottom of page 105 in our copies - ‘We had all put away our

books’ – you might want to read the start of the chapter yourself, first):

https://youtu.be/jrEyB7mHovw If you missed the previous video, you can see Mr Armstrong read chapter 1 here:

https://youtu.be/Thb_MreJCbc

Make your own list of all the questions that you would want to ask Ahmet at this point

in the book. Think about what Ahmet has just told you about himself and his family. Try

to ask questions that relate to finding out more about his life and his story rather than

random questions like what his favourite colour is.

Tuesday Complete this activity on using your inference skills on the Oak National Academy

website:

https://www.thenational.academy/year-5/english/persuasive-letter-reading-

comprehension-inference-year-5-wk3-1#slide-2

There is a video that you can watch where the teacher will remind you about

inference and work on some examples of answering inference questions. He will also

discuss the answers to the six questions he asks you to solve. Don’t worry when he talks

about completing other activities to do with persuasive letters, we are just doing this

one lesson on inference.

If you do not have access to the internet, grab your reading book and enjoy the next

few chapters. What could you work out about the characters that was not

mentioned directly? What clues were there that told you why they behaved a

certain way or how they felt? What evidence did you use in the text to work out

information about the characters for yourself?

Wednesday

Can you answer these questions about the picture above? Make sure you are

answering using full sentences that are correctly punctuated and make sense. Think

carefully and explore each questions in more depth if you can.

Where have these objects come from?

What is inside them?

Why are the people so interested in these objects?

Why have people built scaffolding up against them?

Who are the people in the tents and why are they there?

What do you think caused the teapots to crack?

Thursday When we write anything, we have to be sure

that we write to suit the understanding of the

reader. Sometimes we need to simplify more

complicated writing so that it is clearer and

can be more easily understood by the reader.

The story of ‘The Little Matchgirl‘ was written

by Hans Christian Anderson over 100 years

ago. In this extract the language may seem

‘old fashioned’ now.

• Read it carefully to get the idea of the story, setting and action.

• Rewrite it in a modern style.

• Rewrite your ‘modern’ version in text suitable for a child in Year 2 to read.

(The sentences must be shorter and simpler; the words easy to understand.)

It was snowing and the wind grew cold as darkness fell over the city on New Year’s

Eve. In the gathering gloom a little girl with bare feet padded through the streets. She

had been wearing her mother’s slippers when she left home, but they were far too

large, and she had lost them while hurrying across a busy road. One of them was

nowhere to be found and a boy ran off with the other. So now her bare feet were

mottled blue and red with the bitter cold. Cold and hungry, she made her weary way

through the city, where brilliant lights streamed from windows of grand houses, where

blazing fires crackled merrily in the hearths and the smell of roast goose hung on the

air.

The little girl crouched down in a corner between two houses, drawing her knees up

to her chest. She felt so cold, but she had not sold a single match all day and father

would be so angry. She could not go home yet. Taking a bundle of matches from her

old apron she decided to take a match, strike it against the wall, and warm her finger

at the flame. She drew out a match and struck it. How it sparkled and gleamed! How

the flames leaped and danced! It seemed to the girl as if she were sitting before an

enormous iron stove with brass ornaments on it. She stretched out her feet to warm

them – but the flame went out. Gone was the wonderful stove, and there she sat in

the cold with the burnt-out match smoking between her fingers! She must strike

another. The match flared up, making a circle of brightness. The light fell on the wall

beside her and it seemed as if the wall became transparent as gauze. She found

herself looking into a cosy room, where a table stood spread with a white linen

tablecloth and set with silver, while in the middle steamed an enormous roast goose.

As she stretched out her hands towards the goose the match went out and she saw

nothing but the cold, grey wall before her.

Friday

Here is the start to a story:

The Great House had many hidden treasures. As a 10 year old, many of the rooms

were out of bounds, but the desire for adventure often got the better of her. She

carefully turned the ornate, golden door handle, hearing the mechanism inside

clunk, and eased the heavy, wooden door open just enough to slip inside the room…

Your challenge is to continue the story. We would like you to write imagining that your

audience (readers) are Year 5 children and the purpose is to entertain them through

mystery, intrigue and suspense.

Can you use description effectively to create mystery? Don’t give away all the details

about objects. Leave some things unknown to make the reader wonder. How will you

use action to create suspense? You want the reader to wonder about what is coming

next so don’t tell them too much, too soon. Can you use your sentence selection to

make the reader ask questions? A well-placed question in your story could achieve

this.

Other areas of the curriculum

Music

It’s time to dig out the Young Voices t-shirts and torches! The Young Voices company

are inviting children to join in with a singalong of ‘Power in Me’ on Tuesday 2 June at

2.30pm. If you start practising now, using the resources on their website you (and

others at home) will be able to take part on the day.

You can find out more about the event by following this link to the Young Voices

website: https://www.youngvoices.co.uk/powerinme

You can download the ‘Power in Me’ song words, demo and a backing track to help

you practise: https://goto.musicroom.com/youngvoices/powerinme.html

If you get an adult at home to register for the event (it’s free), the Young Voices team

will also send you information so you can take part in some online workshops to help

you learn the song and dance moves. If you are taking part, please remember to

have an adult supervising you online.

This week, there are two online workshops you could take part in if you decide to

register:

Tuesday 19th May 4pm - ‘Conductor Swap’ - Francisco Núñez, American YV

Conductor, teaches the Power in Me to everyone.

Thursday 21st May 4pm - Andy Instone (‘Shouty Andy’ as we know him, Year 5!) will

run a live movement session to teach the moves for Power in Me for everyone who

has signed up.

Science Density Jar!

You will need:

A glass, clear plastic cup or jar

Vegetable oil

Water

Some small items from around the home (lego piece, coin etc.)

Optional extras – salt, food colouring

Pour water into the glass or jar until it’s about half full. Fill to almost the top with

vegetable oil. If you’re using a jar with a lid you could try giving it a shake and leave

to settle. The oil and water will separate again after a few minutes. Test small items

(toys, lego piece, coin etc.) to see if they float on the top or sink, or sink only half way

down the jar.

Things to talk about …

What happens when you pour the oil on top of the water? Do they mix? What

happens to different objects when you put them into the jar? Do they sink to the

bottom or float on top of the oil? Can you find anything that will sink in the oil but float

on the water? Try making a new jar, starting with a layer of salty water (you could

add food colouring) then carefully pour fresh water on top and then the oil.

More details on the science in this experiment can be found in the answers section

towards the end of the passport.

Art Do you remember when we drew pictures of the Titanic, icebergs and lifeboats? One

of the skills we were practising was using the size of the objects to create a sense of

perspective – the illusion of depth on a flat piece of paper. Objects in the foreground

(near to you) look relatively larger compared to objects in the background (further

away).

Arrange some objects from around the house and draw them together to try and

create a sense of perspective using foreground and background. Pay particularly

close attention to their size. Do some objects that are bigger in real life look smaller

because they are further away? You could use whatever medium you like to create

your artwork – coloured pencils, pens, paints, chalks and pastels are some options.

PSHER /

Values

Who has shown courage? It could be someone close to you or someone famous.

Write about the person and how they have shown this value (courage). It could be

written as a paragraph, fact file, think of questions and interview a person or be

creative and turn it into a story!

Mindfulness- Wellbeing

Mental

Health

Awareness

Week

Kindness

This week it is Mental Health Awareness week and the theme this year is kindness.

We know from our MindUp lessons how important it is to be kind. When we are kind,

we are rewarded with a release of dopamine in our brain, a neurotransmitter, which

plays a role in producing and regulating positive feelings, such as pleasure,

hopefulness, optimism, and a keen interest. Being kind to others means they feel

good and you feel good too!

Create your own kindness calendar for the next 7 days. Draw yourself a template and

decide on at least one act of kindness you will do for someone else and an act of

kindness for yourself. There is an example below and some suggested ideas to help

you.

Being kind to others:

➢ Sit with someone who looks lonely.

➢ Have a conversation with a loved one.

➢ Ask a family member if they would like a drink.

➢ Share a snack with a family member.

➢ Write your teacher, or someone else you appreciate, a note or a poem about

why you like them.

➢ Clear the table after dinner without being asked.

➢ Pick up three pieces of litter – remember to wash your hands after!

➢ Draw a picture for a loved one.

Being kind to yourself:

➢ Do some gentle exercise.

➢ Read your favourite book or poem.

➢ Watch your favourite film.

➢ Go for a walk.

➢ Play with your pet.

➢ Write down 3 things you are grateful for.

➢ Spend some time in nature.

➢ Have a dance party.

➢ Wear your favourite outfit.

➢ Dress up as your favourite character from a book or film.

➢

Please share your acts of kindness on the school twitter feed #stamfordgreenpics.

Family

Challenge

Everyone at Stamford Green is really missing you lots! We would all love to hear about

the different things you have been up to during lockdown. Have you learnt any new

skills? What have you enjoyed doing? Your Class Teachers have written you a letter

telling you about what they have been up to. You will find their letters when you login

to Google Classroom. The guidance on how to access Google Classroom has been

emailed to your parents and is also on the school website under ‘School Closure’.

Your task is write a reply to your teacher as they would love to hear from you. You

should handwrite a letter and then ask an adult to photograph your letter and then

help you to upload it to your teacher on Google Classroom. Your teacher will be able

to read your letter and give you feedback about what you have written.

Answers

Maths

Tuesday

a) False, b) True, c) False, d) False

Wednesday

Thursday

Friday

36m

Science

What is the science?

Whether something floats or sinks depends on the density of the object and the

density of the liquid it is in. One small lego brick usually sinks through oil but floats on

water. This is because the lego brick is more dense than oil but less dense than water.

A coin will sink to the bottom of the water as it is more dense than both oil and water.

Something that is less dense than oil will float on the oil, which itself is floating on the

water.

17 19

36

65

14 15

50

38

15

24

40 25

35

48

35

1 2 4 8

Espresso Log in

https://online.espresso.co.uk/espresso/login

Username: student28837

Password: stamford

Y5Su3

Date: Time: Score:

100 – 56 = 99 + = 100 9 x 2 = ÷ 7 = 6 9 x = 81

100 – 6 = 12 + = 100 3 x 3 = ÷ 4 = 5 2 x = 12

100 – 21 = 1 + = 100 6 x 6 = ÷ 7 = 5 6 x = 42

100 – 90 = 59 + = 100 3 x 8 = ÷ 3 = 12 9 x = 54

100 – 34 = 63 + = 100 6 x 8 = ÷ 8 = 5 4 x = 32

100 – 73 = 24 + = 100 2 x 4 = ÷ 3 = 9 5 x = 40

100 – 82 = 45 + = 100 8 x 7 = ÷ 5 = 8 7 x = 35

100 – 25 = 28 + = 100 9 x 5 = ÷ 9 = 11 9 x = 18

100 – 66 = 22 + = 100 12 x 5 = ÷ 7 = 3 12 x = 60

100 – 91 = 75 + = 100 10 x 9 = ÷ 7 = 8 4 x = 36

WALT: know pairs of numbers to 100; know tables to 12 x 12 including division facts at speed.

Y5Su3

Date:

Can you beat

yesterday’s time?

Time: Score:

100 – 56 = 99 + = 100 9 x 2 = ÷ 7 = 6 9 x = 81

100 – 6 = 12 + = 100 3 x 3 = ÷ 4 = 5 2 x = 12

100 – 21 = 1 + = 100 6 x 6 = ÷ 7 = 5 6 x = 42

100 – 90 = 59 + = 100 3 x 8 = ÷ 3 = 12 9 x = 54

100 – 34 = 63 + = 100 6 x 8 = ÷ 8 = 5 4 x = 32

100 – 73 = 24 + = 100 2 x 4 = ÷ 3 = 9 5 x = 40

100 – 82 = 45 + = 100 8 x 7 = ÷ 5 = 8 7 x = 35

100 – 25 = 28 + = 100 9 x 5 = ÷ 9 = 11 9 x = 18

100 – 66 = 22 + = 100 12 x 5 = ÷ 7 = 3 12 x = 60

100 – 91 = 75 + = 100 10 x 9 = ÷ 7 = 8 4 x = 36

WALT: know pairs of numbers to 100; know tables to 12 x 12 including division facts at speed.

Y5Su3

Date: Time: Score:

89 + 822 = 888 – 35 = 178 + 87 = 524 – 15 = 975 – 31 =

12 + 848 = 857 – 34 = 251 + 55 = 144 – 23 = 452 – 34 =

45 + 233 = 120 – 63 = 178 + 62 = 670 – 59 = 622 – 45 =

25 + 501 = 526 – 62 = 637 + 21 = 715 – 11 = 782 – 92 =

66 + 492 = 835 – 23 = 188 + 42 = 143 – 43 = 256 – 87 =

34 + 780 = 863 – 51 = 121 + 57 = 741 – 63 = 981 – 41 =

56 + 123 = 920 – 60 = 230 + 84 = 168 – 27 = 952 – 78 =

88 + 560 = 716 – 23 = 756 + 14 = 837 – 21 = 935 – 99 =

15 + 239 = 512 – 61 = 356 + 55 = 552 – 51 = 627 – 23 =

57 + 148 = 451 – 21 = 873 + 50 = 301 – 47 = 110 – 10 =

WALT: add and subtract pairs of 2-digit and 3-digit numbers at speed.

Y5Su3

Date:

Can you beat

yesterday’s time?

Time: Score:

89 + 822 = 888 – 35 = 178 + 87 = 524 – 15 = 975 – 31 =

12 + 848 = 857 – 34 = 251 + 55 = 144 – 23 = 452 – 34 =

45 + 233 = 120 – 63 = 178 + 62 = 670 – 59 = 622 – 45 =

25 + 501 = 526 – 62 = 637 + 21 = 715 – 11 = 782 – 92 =

66 + 492 = 835 – 23 = 188 + 42 = 143 – 43 = 256 – 87 =

34 + 780 = 863 – 51 = 121 + 57 = 741 – 63 = 981 – 41 =

56 + 123 = 920 – 60 = 230 + 84 = 168 – 27 = 952 – 78 =

88 + 560 = 716 – 23 = 756 + 14 = 837 – 21 = 935 – 99 =

15 + 239 = 512 – 61 = 356 + 55 = 552 – 51 = 627 – 23 =

57 + 148 = 451 – 21 = 873 + 50 = 301 – 47 = 110 – 10 =

WALT: add and subtract pairs of 2-digit and 3-digit numbers at speed.

Y5Su3

Date: Time: Score:

1000 – 340 = 590 + = 1000 + 770 = 1000 6, 9, 12, 5 ½, 6, 6½,

1000 – 350 = 440 + = 1000 + 230 = 1000 70, 80, 90, 3.6, 4.2, 4.8,

1000 – 620 = 670 + = 1000 + 120 = 1000 1.2, 1.4, 1.6, 41, 43, 45,

1000 – 910 = 240 + = 1000 + 580 = 1000 15, 18, 21, 35, 42, 49,

1000 – 120 = 970 + = 1000 + 70 = 1000 0.25, 0.5, 0.75, 24, 36, 48,

1000 – 550 = 350 + = 1000 + 180 = 1000 45, 50, 55, 60, 70, 80,

1000 – 280 = 220 + = 1000 + 990 = 1000 36, 45, 54, -18, -15, -12,

1000 – 820 = 590 + = 1000 + 450 = 1000 32, 36, 40, 27, 24, 21,

1000 – 330 = 720 + = 1000 + 260 = 1000 5, 7, 9, 81, 72, 63,

1000 – 750 = 160 + = 1000 + 540 = 1000 70, 90, 110, 50, 45, 40,

Write the next number

WALT: continue simple number patterns; know pairs of tens to 1000.

Week 3 Self Assessment:

I am confident to:

o Know pairs of numbers to 100.

o Know all tables to 12x12 including division facts at speed.

o Add and subtract 2-digit and 3-digit numbers at speed.

o Continue simple number patterns

o Know number bonds to 1000 (tens)

I need more practice to:

o Know pairs of numbers to 100.

o Know all tables to 12x12 including division facts at speed.

o Add and subtract 2-digit and 3-digit numbers at speed.

o Continue simple number patterns

o Know number bonds to 1000 (tens)