Year 5 Learning from Home Week 5 Term 3
Week beginning - Monday 17 August 2020
Welcome! This week you will show your discoveries about the Gold Rush in a creative and visual way.
We will continue to discuss inferences, subtraction and write another piece of highly persuasive writing.
Remember to record your reading every day, as you will need to upload it at the end of the week.
Webex Schedule
Below is a list of the work you will need to complete and bring along to our Webex session:
Monday: Review Learning from Home plan.
Tuesday: Writing ‘Persuasive Writing’ - Introduction and Conclusions.
Wednesday: Reading ‘Themes in Texts’ - Share the themes found in your texts and movies.
Thursday: Maths ‘Worded Problem Strategies’
Friday: Wellbeing ‘Cyber Safety’
Check In: Share our Gold Rush Visual artefact
Wellbeing
SEEKING HELP - I WONDER IF I NEED HELP WITH THIS? (30 minutes)
Learning Intention:
We are identifying whether a problem can be solved independently, with help or with an adult
Some problems can be solved on our own, some need help.
For this lesson you will decide when you can solve a problem alone, when a friend can help you or when you need a trusted adult.
Task:
- Split a page in half.
- On one side, make a list of problems you can solve on your own
- On the other side, list the problems you would need help with.
- For each problem, write a number from the Catastrophe Scale next to it.
- Look at the problems below and decide if you can solve each one alone, or if you would need help from a friend or an adult.
Reading
Please continue to read every day and record your reading to share with your teacher.
You have been set texts to read in Bug Club and you can access many more books in Epic!.
Now that we have Google Classroom up and running, we would like to use it to track your weekly reading.
On Friday, log onto your Google Classroom and respond to the post ‘Weekly Reading Log’.
Record the reading you do each day, including the title, author, source (Epic! Bug Club or your own book) and number of pages read of each book.
CYBER SAFETY: (40 minutes)
Learning Intention:
We are identifying different ways we can be safe when using an online device
Task:
Now that we are using Google Classroom and many other online resources, we need to review how to stay cyber safe (being careful when using digital technology).
- Go to this website - Interland, and complete the interactive activities to learn about being safe and responsible online.
- Record five safety tips that you would share with a friend.
- Write 3 persuasive arguments about why schools should use this website to learn about cyber safety.
GOLD RUSH RESEARCH: (40 minutes)
Learning Intention:
We are completing our research into the Gold Rush and Eureka Stockade
Task:
Use this session to complete the Gold Rush research booklet that you began last week.
It has been attached again here.
If you are unable to print the booklet, open the link and answer the questions in your workbook.
The information is in the videos below. Log on to ClickView, and then follow the links:
The Gold Rush: Life on the Goldfields
THEMES IN TEXTS: (40 minutes)
Learning Intention:
We are describing the themes in narrative texts
Narratives include and explore a theme.
A theme is a topic or issue that is important and affects us all.
We can infer the theme of a text by thinking about the setting, characters’ actions and the major events in the plot.
For example, the book ‘The Rabbits’ addresses the themes of History, Colonisation, Difference and Environment.
Task:
Give an example of a book AND a movie/TV show that relate to the following themes:
Environment Bravery Family Friendship Motivation Resilience Integrity History
- List at least 5 other themes that you can think of that you have discovered in your reading, and name the text it came from.
IDENTIFY THEMES IN A TEXT: (40 minutes)
Learning Intention:
We are identifying themes in a text
Task:
- Watch this video on The Literacy Shed website
- Record all the themes you notice when watching this video.
- For each, describe the text clues that helped you infer that theme.
For example: Family - The main character shows respect for his grandmother.
- Here are some additional texts for you to infer themes from:
Literacy Shed - Megacity
Epic! - Grandpa’s Clock
- Choose a Just Right Book that you have read this term.
- Use your inferential skills to identify as many themes as you can within your Just Right Book.
Writing
PLANNING A PERSUASIVE PIECE: (40 minutes)
Learning Intention:
We are creating a persuasive piece of writing
Task:
In this lesson you will plan before writing.
Using the stimulus below, plan your arguments for a persuasive piece.
- Decide on your position.
- Brainstorm your arguments.
Use the 6Es (environment, economy, education, emotion, entertainment, ethical) to help plan your arguments and supporting statements.
WRITE A PERSUASIVE PIECE: (40 minutes)
Learning Intention:
We are demonstrating our knowledge of persuasive writing
Task:
In this session begin writing your persuasive piece.
- Use correct structure that includes an introduction, three arguments and a conclusion.
- Use the persuasive techniques we have looked at this term - rhetorical questions, high-modal language and exaggeration.
EDIT AND UPLOAD A PERSUASIVE PIECE: (40 minutes)
Learning Intention:
We are demonstrating our knowledge of persuasive writing
Task:
Complete your persuasive piece. Proof-read and correct to improve:
- Spelling
- Punctuation
- Persuasive techniques (rhetorical questions, high modal language, exaggeration)
- Structure (Introduction, paragraphs, conclusion)
- Arguments and supporting statements
- Use of the 6Es - environment, economy, education, emotion, entertainment, ethical
Upload to Google Classroom by 1pm on Friday for feedback from your teacher.
Success Criteria:
I can respond to a writing prompt to produce a persuasive piece of writing
I can follow the correct structure for persuasive writing
I can respond to feedback from my teacher
WRITING FOR INQUIRY: (40 minutes)
Learning Intention:
We are using art to demonstrate our understanding of early Australian history
Task:
This week’s inquiry lesson will require some extra time.
Refer to this week’s inquiry lesson below and use some of your writing time to complete the task.
Spelling
Learning Task:
We are developing our Australian history vocabulary
Task:
This website ‘Gold Rush!’ allows you to live the life of a miner in the Victorian Gold Rush.
Become a miner and dig for gold on the Ballarat goldfields in 1865 by reading and making choices.
Do it again to discover the many different possibilities and outcomes.
- As you work through this interactive, record unfamiliar or interesting words as a word study.
You should aim to record 10 -15 words.
- For each word, write either the definition, or use the word in sentences to write a summary of life during the
Gold Rush.
Mathematics
FLUENCY:
Down to Zero: You will need a die or a pack of cards
Task:
Choose a number between 50 - 1000.
- Before you begin, guess how many cards or dice rolls it will take to get to zero.
- Roll your die or pull a card at random and subtract the amount shown.
- Using mental strategies, continue until you reduce your starting number to zero.
Repeat this each day to help you develop your mental subtraction strategies.
COMPENSATION STRATEGY: (40 minutes)
Learning Intention:
We are using compensation as a mental subtraction strategy
Task:
Compensation strategy uses rounding to simplify subtraction problems.
- Round the number being subtracted to the nearest 10, and subtract that first.
- To compensate (make up) for the difference, add or subtract the remainder to find the final answer.
45 - 19 is close to 45 - 20
45 - 20 = 25
20 is one more than 19, so add the one back on
25 + 1 = 26
Therefore 45 - 19 = 26
Try these using compensation strategy:
70 - 21
83 - 18
486 - 59
575 - 63
644 - 139
Challenges:
Use the numbers 1, 2, 3, 4, 5 to create a subtraction problem that equals 111.
Each digit can only be used once.
Create a subtraction problem that has at least 4 digits in one number and at least 3 digits in the other number.
The difference between the two numbers must be an even number.
VERTICAL SUBTRACTION WITH ZEROS: (40 minutes)
Learning Intention:
We are using regrouping when subtracting
A common error when subtracting vertically is getting confused when subtracting a larger digit from a smaller one.
This can be especially true when subtracting from numbers with a zero.
As you can see from the example below, when the digit on top is too small to subtract from, we can regroup the whole top number so that we can subtract from it.
Set out and solve the following problems using vertical subtraction strategy:
201 − 63
202 − 138
500 − 267
602 − 347
806 − 327
408 − 192
Challenge: Complete these subtraction puzzles to practise your subtraction strategies.
WORDED SUBTRACTION PROBLEMS: (40 minutes)
Learning Intention:
We are using subtraction strategies to solve worded problems
This list contains words related to subtraction.
How many have you used or heard?
Task:
Start with 2 questions from the middle column.
If you feel they are too easy answer 5 questions on the right.
If they are too hard, answer 5 questions on the left.
If they are just right answer the rest of the questions in the middle column.
Essential Assessment: (40 minutes)
Learning Intention:
We are working on our personal mathematics goals through My Numeracy
Task:
Log onto My Numeracy on Essential Assessment
- Complete the multiplication pre-test first.
- If you have time you can work on other goals in My Numeracy or go onto Sunset maths.
Inquiry – Australian History
GOLD RUSH VISUAL REPRESENTATION (60 - 90 Minutes)
Upload this work to your teacher by 1pm on Friday using Google Classroom or Sentral Parent Portal.
Learning Intention:
We are demonstrating our knowledge of a key person or event from the Gold Rush period (1850s)
Task:
Your task is to research a significant event/person from the Gold Rush period in Australia (1850s).
You need to show your understanding using one of the VISUAL options below.
- Artwork
- Animation
- Comic
- Model/Diorama
- Picture Story Book
- Toy
- Cooking Utensil
- Licence
- Map
Success Criteria:
I have selected a VISUAL choice from the list above
I have presented information about my chosen person or event
I have incorporated accurate historical information into my VISUAL piece
P.E./Movement breaks:
Learning Intentions:
We are learning to practise a range of PE skills, such as running, striking, skipping, catching and throwing
We are learning to develop fitness and different sports skills to encourage us to be happy and healthy
The aim of this choice board is to let you choose what you would like to do!
Tasks:
- For each day, you need to complete one of the following activity boxes
- Each time you complete an activity box, please cross it off and write the date in it
- If you complete all the activity boxes, you can repeat some of the activities again
Please click here to use the ‘Equipment Replacement list’ to help you create a range of sports equipment at home using household items.
| Jog for 5 minutes without stopping! Take a break then repeat 3 times. Can you jog for a longer period of time before you have to stop? If so, time yourself and send your results to Mr Marikar or Mrs Yue-lamb via the Sentral Parent Portal. |
If you have siblings, design a fun cricket/tennis game you can play with rules and a scoring system. |
Skip forwards Skip backwards Criss cross forwards skip Criss cross skip backwards skip The double under Send your new skipping trick to Mr Marikar or Mrs Yue-lamb via the Sentral Parent Portal. |
|
Watch the ‘Pump It Up’ video here to help you practise your fitness skills.
Watch the ‘Rock Out’ video here to help you practise your fitness skills.
Watch ‘Fabio's Meatball Run’ here to help you practise your fitness skills.
|
Make an obstacle course: Using a range of household items, try and create an obstacle course either inside your house or in the backyard.
Send your obstacle course to Mr Marikar or Mrs Yue-lamb via the Sentral Parent Portal. |
Basketball: Time yourself for 5 minutes and see how many goals you can score. Repeat and try and beat your score. Log in to ClickView and then click here to see how Mr M and Mrs Yue-Lamb use a hat as a hoop.
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Self-Reflection:
TWO STARS AND A WISH: (15 minutes)
Learning Intention:
We are reflecting on our Learning from Home goals
Task: Reflect on your personal goal setting and write ‘Two Stars and a Wish’ on your personal growth.
Specialist Classes:
Click here for the Specialist options.
Answers for Week 4
Maths
Compensation Strategy
70 - 21= 49
3 - 18= 65
486 - 59= 427
575 - 63= 512
644 - 139= 505
Vertical Subtraction with Zeroes
201 − 63= 138
202 − 138= 64
500 − 267= 233
602 − 347=255
806 − 327= 479
408 − 192= 216
Subtraction Worded Problem Answers
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