Saturday, 23 September 2017

Year 6

A+ R A-

         

       

   In Our Year:

 

 It’s    OK  not     to    know,
   but it’s   not     ok   to    NOT TRY!       
   

 We would like to welcome you to our class page. It is our aim for this page to belong to the whole class; therefore, everyone in the class will be involved in the updating of the page. We aim to use our class page to not only keep everyone informed of curriculum coverage/homework etc., but to share some of our school learning and experiences. If you have any ideas that we can use to improve our page further, please share them with us!! 


 

 

 


Elementary Classroom Banners

 

Our Learning Culture

In year 6, we are trying to develop a 'Growth Mindset'. Many of us have a 'Fixed minset', and this can often hinder our learning/ progress. Take a look at the differences between the two mindsets:

 

The biggest difference in the Mindsets is that in the FIXED mindset, people believe that you were born with talents/ gifts/ ability, whereas the GROWTH mindset believes that they can all be developed. 

 

       

 

In our class, we are focusing on MAKING MISTAKES and ASKING QUESTIONS. Both are crucial to learning. Remember, we NEED to QUESTION everything, and make MISTAKES.Then we learn.Then we QUESTION everything again, and make more MISTAKES. Then we learn AGAIN!!!!

 

 


 year a curriculum overview

year 6 curriculum 2


Parents' Letter September 2016 

 

 

 


 Image result for literacy

 

 roald dahl
 

 

 

 

 

 

 

 

 

 

 

 

    
If you want to work on improve your sentences at home, why not give a family member a boring sentence, and then you teach them how to uplevel it?! You might even like to make it a competition.
Remember, teaching something helps you to learn it!
 
 
 
 

 
 
 
To improve our literacy, at home we need to read, read, read!! Lots of us have been 'stealing' ideas/ vocabulary/ super sentence starters from our reading books to use in our writing...the more we read, the better we write. Remember, non - fiction is encouraged too - newspapers, magazines, information books.....are all reading!!!!!!!!!!!!
 
Responding to Reading
 
In class, we always respond to our books by working on different tasks. These can range from writing an alternative ending, looking at why the writer chose to use specific language in a particular part of the book, to comparing characters and how they behave in a book.  If we do this at home, we will have a better understanding of the text we are reading and will be able to transport some of what we are learning into other areas e.g. creating our own fictional character or finding information to inform a persuasive letter we are writing.
 
 
When reading at home, the following questions will support understanding of the text:
 
 
 
 
 
 
Try and make a reading response activity for the book you are reading at home. You can then try and do it yourself, or bring it into to school for another child to use when they read your book.
 
 
 
 
SPELLING
 
This term, we will be focussing on the Year 6 spellings in preparation for the SATs in May. We need to practise these as much as possible, as there will be a weekly test/ check in our daily work. 
The spellings are listed below - you will be told each week the ones we are focussing on. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
We are composing a 'Grammar Glossary' in class to support us in improving our grammar. We have begun with the basics - connectives, nouns and proper nouns, and will be adding to it in our daily SPAG lessons. Homework will fit in with what we have been learning in class. 
 
To improve our grammar further, we are making an effort to speak with correct grammar, e.g.
 
Instead of: 'I done my homework last night!'
 
we will say
 
'I did my homework last night!'
 
Making these simple corrections will improve our writing!! 
 
We are becoming :
 
 
 
 
 
 
Spelling and Grammar Practice Websites
 
 
 
 
 
 
 
 
 title 

 

 This term we are concetrating on our times tables along side our other areas of maths, We have already discovered how knowing our times tables perfectly can make the rest of our maths so much easier. Remember, no matter how much practice we do in school, doing a little extra practice at home will give you that extra boost!

This website is good for a quick practice. Click on it to have a go.

timestables

 

Each week, a maths problem will be put on this page. It is intended to help us have a think about a harder maths problem, and perhaps discuss with others at home. Remember, they are challenging!

 

Shape and measures.

 

Polygons

 

This half term we have been looking at shape properties by identifying the differences between regular and irregular polygons.

Polygon comes from Greek. Poly- means "many" and -gon means "angle".

 

Polygons are 2-dimensional shapes. They are made of straight lines, and the shape is "closed" (all the lines connect up).

 

Polygon 
(straight sides)
Not a Polygon 
(has a curve)
Not a Polygon 
(open, not closed)

 

The children created polygon shapes using the Mathsisfun website (link below) and described their properties.

Have a go yourself and describe the properties of shapes that you create.

 

 

3D shape nets

 Imagine unfolding a box so that it is flat.  The result is the net of the cube box.  There are some examples of different shape nets.  

 

As part of our work, the children have looked at some examples and have solved some tricky problems to identify working nets and have even completed patterns on the faces to create a decorated cube.

Try this website to view and test your visualisation skills of 3D shapes and nets:

https://www.mangahigh.com/en-gb/math_games/shape/3d_shapes/nets.

 

 

Perimeter

The word perimeter comes from the Greek words, peri (means edge) and meter (means measure).  The perimeter of a shape the measurement around the edge of a shape, useful if you want to work out how many metres of fencing you need around your garden.

 

To work out the perimeter of any shape, just simply add up all the measurements of the shape edge.  In class, we spent a few days working on compound shapes (made from rectangles), finding the missing measurements then calculating the perimeter.

Example Compound Shape

Here, we have an example compound shape.

Perimeter of a Compound Shape Example

The first thing that you need to do is to split the compound shape into rectangles. This will help you visualise the parallel lines required to help identify the missing lengths.

The first length we need to find is top to bottom.

We need to look for clues to what that length could be. We know that it is parallel to the 3cm line and the 5cm line. If you put them together they would be exactly the same length as the missing length. So, we need to make an addition ..

3cm 5cm = 8cm

The missing length is therefore 8cm.

Now to find the other missing length. You need to look at what you already know. The lines parallel to it measure 10cm and 4cm. Because we have some of the length then we need to do a subtraction ..

10cm – 4cm = 6cm

Perimeter of a Compound Shape Example

To find the total perimeter we need to make some additions ..

4cm 3cm 6cm 5cm 10cm 8cm

Answer: 36cm

In Y6 however, children are expected to calculate the perimeter of any shape - just remember to add up all the measurements of every side.

 

Area

The formula for working out the area of a square or rectangle is:  Area = length x width.

Similarly to working out the perimeter of compound shapes, first split the shape into the rectangles.  Work out any missing measurements and calculate the area for each rectangle.  Don't forget to add the areas together to find the overall area of the compound shape.

For example: 

Now, what you need to do is look at your shape and you need to split it into rectangles. I’m going to draw a line here and we have rectangle A and rectangle B.

Compound Shape Example A and B

To calculate the area of a compound shape you need to know the Length and the Width because these are multiplied together to equal the Area.

Calculate Area of Shape A

For shape A you already have a Length and a Width (it’s not to scale!) but you already have it. 3cm times 3cm equals 9cm squared – that was pretty simple!

3cm x 3cm = 9cm²

Calculate Area of Shape B

However, shape B you’ve only got one measurement – 10cm times something equals something. What you need to do is to use the figures that you already have to calculate the missing Width.

The numbers that you’re going to be looking at are the numbers which are parallel to the line which has a missing width. This is parallel and so is that.

If that length from start to end equals 3cm then so must that part for that whole entire length. All together, that length from here to here equals 5cm. So if that is 3cm, then you must add 2cm to that to make 5cm.

10cm x 2cm = 20cm²

You’ve just figured out using the parallel lengths that of the missing length.

Answer: 29cm²

 

Area of triangles

Rember that the area of a right angle triangle is half of the area of the rectangle it makes.  

So the formula is  Area = 1/2 length x height   or alternatively   Area = length x height                                                                                                                                                                                               2

 

 

 

Which of these triangles has an area of 4.5cm2?

Can you name all the types of triangles and explain their differences?

 

 

Answer to the Q above:  they all do!

This formula works with all types of triangles.  

 

If you know the area of a triangle and one of the measurements, you can use the formula to calculate the missing measurement.  Why not test yourself or teach a family member, by trying this challenge:

 

A triangle has a length of 12m and an area of 30m2.  What is the height of the triangle?

 

Remember that The Big 4 operations below are central to most areas of maths and need regular practice.

 

The BIG 4

 

Addition

Column addition works with any number, even decimals! Click on the sum to see a decimal addition worked through.

column addition 0 addition SC

 

Subtraction

Column subtraction also works with any number, so long as you have the biggest number on top. Click on the sum to see a decimal subtraction worked through.

column subtractionSubtraction SC

Division

We have learned 2 main ways of dividing, starting with chunking. Click on the sum to see an example worked through.

ChunkingChunking SC

 

 

Multiplication

We know several ways of doing multipication but here is the grid method.. Click on the sum to see an example worked through.

mult grid Grid SC

 

Websites to help us improve our maths:

 

Practising your maths at home, even just 20 minutes every night, will help you become more confident with maths in school. Try these websites:

 

BBC Bitesize KS2 Maths

Timestables practice 

 

MATHS ZONE

 

Maths is fun  woodlands

  

 

This week's maths problem: 

 

Think of a number… multiply it by three… add one… multiply this by three… add the number

 

you first thought of… add two… take away five… divide by ten… and the answer is… 

 

 

 

Lateral thinking

 

A 26cm x 26cm square metal plate needs to be fixed by a carpenter on to a wooden board. The carpenter uses nails all along the edges of the square such that there are 27 nails on each side of the square. Each nail is at the same distance from the neighboring nails. How many nails does the carpenter use?

104

It was Cheryl's first day at school. The teacher suggested that it would be a good idea for each child to meet every other child in the class. The teacher said, "When you meet, please shake hands and introduce yourself by name."

If there were 7 children in the class, how many total handshakes were there?

21

Last weeks answers:

If you were alone in a deserted house at night, and there was an oil lamp, a candle and firewood and you only have one match, which would you light first?

The match!

What is the next letter in this sequence J F M A M J ?

J. They are the first letters of the months of the year!

A five letter word becomes shorter when you add two letters to it. What is the word? 

Short (5 letters) er (2 letters) = shorter

 

 

 

 

 

 

 

 

 

 

 

 

 

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Each fortnight, we will choose a piece of writing that has been written by someone from our class. The writing will be recommended by the all the children in the class; but for a piece to be chosen, there has to be four positive things said about it. The writing, along with the four positive aspects, will be uploaded on this page. We hope you enjoy reading some of our amazing pieces of work!!

 

        


 Kije9n9yT

This half term we are developing our basic skills (ball control, dodging, passing etc) to improve accuracy whilst playing interactive games. 

 

Please remember, PE is on Tuesday, so make sure you bring your kit!

 

 

 


 

 In our class, we all love to read. On this page, we will recommend books for everyone to read, give a brief overview, and explain why we like them. Hopefully, we will begin to follow the advice given here and widen our reading preferences.

 

                                 


 

Homework will be given out on a Thursday and must be returned on a Monday (unless specified).

Homework should be written in a pencil or black pen - not red, pink etc (we have had some children doing this!)

 

 

 

 

 

 

 

 

 


 Our Class Saint is John the Baptist

 

 

       

"I am the voice of one crying in the wilderness"  John 1:23

 

RE-1     RE-2

 

 

 

 

 

 

 

 

 

 

Websites with information about John the Baptist

 

John the Baptist

Fun facts about John the Baptist

Life of John the Baptist

John the Baptist Bible Story

 


 

            This week we invited year 3 to join us for Class Worship. Matthew, Chloe and Abby did a great job preparing and delivering an excellent worship, especially with the extra audience!  The focus was friendship which lead to some wonderful discussion between our year 6s and year 3s. 

 

 


 

Useful websites to help you revise 

 

 

Woodlands Junior Sats revision

 

BBC Bitesize

 

KS2 Maths tutorial

 

 

Maths is fun

 

ixl Maths and SPAG games

 

Maths zone

 

 grammar terminology

 

 HCF & LCM

 

Long Multiplication

SCIENCE REVISION